CFC Day 24

LEARN – DAY 24
Construction Foundation Course

Week Five: Day 24 (Thursday)
Content for the day
• Hour 1: Blueprints
• Hour 2: Construction Math
• Hour 3: Tools and Equipment
• Hour 4: Tools and Equipment

Materials for the day
• Resource 5.26 – Name That PPT
• Resource 5.27 - Plaza Cabin Blueprints, one set per student.
• Enlargements of the 5 blueprint drawings posted on the wall
• Compass, one per student
• Resource 5.28 - Student Assignment Sheet Keeping It Square, one per
pair-share
• Wooden Standard Ruler, one per pair-share
• Calculators with square root functions, one per pair-share
• Sheet of poster board or large cardboard, one per pair-share
• Resource 5.29 – How to Use a Compass
• Resource 5.30 – The Pythagorean Theorum
• Resource 5.31 - Trial and Error to Create a Hands-on Right Triangle
• Resource 5.32 – Heavy Equipment

First and Second Hours (7:30 – 9:30) - 1
• Check-in: Shake hands. Remind students:
binders, seating. Start class.
• Review the day: Review the day’s activities
from the list on the board or chart paper.
• Binder check: This can be done at any time
during the day.

5 min. Minute Measure PPT slide #4
10 min. Have Work Teams read Reading Architectural Plans, pp. 49-55
and make vocabulary cards for
* Plan view * Mechanical plan
* Site or plot plan * Elevation view
* Floor plan * Exterior elevation plan
* Framing plan * Section view
* Electrical plan
Review the plan views and variations reflected in the vocabulary terms
and come to consensus on definitions.
Blueprints

5 min. Explain that we’re moving into the realm of real blueprints at
this point, and students will be working with real drawings. Distribute
Plaza Cabin Blueprints, one set to each student, along with the
following
for each Team:
* 20 sheets of ¼‖ graph paper, 3-hole punched,
* a calculator
for each pair-share: for each individual:
* a drawing compass, * a wooden standard ruler
* a 45-45-90 degree triangle * sharp pencil
* gum eraser

Show students the enlargements of the blueprint set
that are on the walls and available for their perusal
over the next several days as they work on
blueprints.
Have students check the 5 drawings to see if the
titles correspond to the definitions they just put on
their vocabulary cards. Have them name the lines,
identify the types of windows and doors, and find the
lights and wall plugs.

10 min. Explain that the drawings are NTS, and it is our job to
draw them to scale, beginning with the
* Perimeter
Provide the definition of perimeter and have students create a
vocabulary card. The perimeter is the distance around a two
dimensional shape. To find the perimeter of a two-dimensional
shape with straight sides take the sum of the length of each
side. Explain that a way to think about the difference between
perimeter and area that we calculated previously is to think
about their back yards. The perimeter is the fencing around
their back yard and the area is the amount of grass that needs
to be mowed.

Ask Work Groups to take 4 minutes to discuss how they will go
about translating the perimeter on Drawing C, the NTS floor
plan, to a ¼‖ = 1’ 0‖ scale with the instruments they have. Ask
each Work Group for their ideas and record on board/chart
paper. Discuss a) if the idea will work and b) if there is an easier
way to go about getting the data. Come to consensus on a plan.
Emphasize to students that plans, including lines, symbols, and
words, must be exactly correct. In other words, copying is not
only OK in this task, their copy is required to be precisely the
same as the original—just drawn to scale.
Ask students to each draw the perimeter of the house and porch
at ¼‖ = 1’-0‖ on a piece of graph paper. Have them compare
drawings within their Work Teams to ensure accuracy.

30 min. Demonstrate the use of the drawing compass.
Resource 5.29 - How to Use a Compass. Give
students 2 minutes to practice making arcs and
circles of different sizes. Have them take another 2
minutes to practice making small block (all capital)
letters and drawing a toilet and stove.
Then have Work Teams discuss how they can draw
the following items to scale: walls, windows, doors,
fixtures, and appliances. Take all ideas and come to
consensus.

Have each person draw in these items to scale on
their own plan. Have them compare within their Work
Team to ensure accuracy. Remind students of time
periodically. Have students put their partially
completed prints in their notebook.
Stretch Break: Everyone stands. You ask Work
Team 3 to present their first rap (their choice). They
perform. Everyone claps and sits down.

20 min. Have students read Resource 5.30 – The
Pythagorean Theorem and summarize the reading
while you pass out to each student a standard
measuring tape, four sheets of 8-1/2‖x 11‖ white
paper, Resource 5.31 - Trial and Error to Create a
Hands-on Right Triangle, and Resource 5.28 -
Student Assignment Sheet Keeping It Square.
[Students should already have a compass, a
calculator, a wooden standard ruler and Resource
5.29 How to Use a Compass from their previous
lesson on blueprints.]
Construction Math

Ask several students to read their summaries aloud.
Emphasize that the Pythagorean Theorem is about right
triangles and that a 900 angle is a right triangle.
Explain that the Pythagorean Theorem states that if you
find the sum of the squares of the two legs (altitude and
base) it will equal the hypotenuse squared. Write the
formula on the white board and have students create a
vocabulary card for the Pythagorean Theorem—a2 + b2 =
c2. Be sure the cards also include the formulas used to
solve for a2 and b2. [a2 = c2 - b2; b2 = c2- a2]

Model how to test the theorem on the white board. Draw and label
a 3-4-5 triangle. Use a calculator to square and add the legs and
find the square root. [Remind students that to find the square
root of a number you simply ask yourself ―What number would I
square (multiply by itself) to equal the number I am taking the
square root of? For example, let’s say you want to find the square
root of 16. Ask yourself, ―What number do I square or multiply by
itself to equal 16? The answer is 4, because 4 multiplied by 4 is
equal to 16.] Show how you tested your work. Be sure that
students know how to use the square root function on the
calculator. [Ask the academic instructor to work with students
who do not have a working understanding of square root.]

10 min. Have students work in pairs and assign each
pair two problems from Resource 5.28 - Student
Assignment Sheet Keeping It Square. The card will
include a right triangle with two side measures given.
Students will need to determine the measure of the third
side using the formulas on the back of their Pythagorean
Theorem vocabulary card.
Students will need to use the Pythagorean Theorem to
solve these, and may need to find square roots of
numbers. Continue to teach students how to find a
square root using the calculator.

Students should know common perfect squares, and
be able to estimate square roots, i.e. square root of 23
is between 4 and 5. Students that struggle with this
concept should be referred to the Academic instructor
for additional support with square roots of numbers.
Call on pair-shares for answers and check accuracy
with a second pair-share.
#1: Solution: !0 feet #2: Solution: 5 feet
#1: Solution: !5 inches #4: Solution: !0 inches

5 min. Have students stand and extend one arm
vertically and one arm horizontally to form a right angle
as they did in the stretch break activity on Day 22.
Relate their arms to the term legs and have them
demonstrate how they remembered the line segment
that forms the hypotenuse in a previous construction
math lesson. [See Day 22 Construction Math]
Define and have students develop vocabulary cards for:
• Legs of a Triangle
• Hypotenuse
• Right triangle

25 min. Explain that for the remainder of this lesson and for
tomorrow’s lesson they will use the Pythagorean Theorem to square
corners. Ask students why it is important for walls, floors, doors,
jambs, etc. to be square, or intersect at a 900 angle. What might
happen if the walls are not square (perpendicular) to the
foundation? (e.g., structural integrity, leaning walls, difficulty with
dry wall and finish work later, doesn’t look as nice, gaps, etc.)
Walk students through Activity I in Resource 5.31 - Trial and Error
to Create a Hands-on Right Triangle. Beginning with Step 6, have
students work independently to pick different points along the arc
until each arrives at a 4‖ line AB.
Ask students to volunteer key information learned and to use the
information to summarize the lesson.

Ask why we might want to be able to create a right triangle without
a compass? [When squaring corners of walls to other walls, to the
foundation, etc., we will not have the use of a compass to create a
right angle. Explain that most of the process from Activity I will
remain the same as they complete Activity II; however, we will
replace the compass with a tape measure. Have students work
independently to complete Activity II in Resource 5.31 - Trial and
Error to Create a Hands-on Right Triangle and create a 6-8-10
right triangle using a standard measuring tape and without the aid
of our compass.
Ask students to volunteer key information learned and to use the
information to summarize the lesson.
Snack Break (9:30-9:40)

Third and Fourth Hours (9:40 – 11:30) - 1
25 min. Pass out Resource 5.32 – Heavy Equipment, one to each
student. Have Work Teams construct a jigsaw reading of the
material, with each student then reporting out on his/her
section while the others complete their vocabulary cards.
25 min. Explain that many children ages 2-6 become fascinated
by heavy construction equipment, as well as farm equipment,
trains, boats, etc. As Work Teams, give students 20 minutes to
create new lyrics for a well-known children’s song (e.g., Rock-a-
Bye Baby; Baa, Baa, Black Sheep; The Wheels on the Bus; etc.)
that will help children remember at least 6 of the 10 heavy
construction vehicles just studied. In the last 5 minutes, each
Work Team will sing their song and class members will use one
hand to rate the song 1-5 based on how well they think the
lyrics will help pre-schoolersremember the equipment.
Tools and Equipment– Heavy Equipment

Third and Fourth Hours (9:40 – 11:30) - 2
Stretch Break: Everyone stands. You ask Work Team 4 to present
their first rap (their choice). They perform. Everyone claps and sits
down.
50 min. Tools and Equipment—Hands-on exposure. Students use
the scatter system to choose a starting work station. Students
complete their vocabulary cards for that station and then begin
working on proficiencies. Balance the groups at the work stations
so none are too crowded. Monitor carefully.
10 min. Play ―Name That…‖ (See Appendix A for explanation of
how to play Name That and Use Resource 5.26 – Name That PPT.)
Reflection
Out the door:Model Notes,Reflection, binders on the shelf, shake
hands.

AFTER HOURS
• Homework: Honey, I Shrunk…You?
• Open Computer Lab

END
If you continue to click forward, you will see links to
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Content prepared for the National Office of Job Corps through Contract No. DOLJ111A21695
Job Corps Professional Development Support - KUCRL

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