CFC Day 20

LEARN – DAY 20Construction Foundation Course

Week Four: Day 20 (Friday)Content for the day

Hour 1: Communications

Hour 2: Math

Hour 3: Building codes and planning

Hour 4: Building codes and planning

Week Four: Day 20 (Friday)Materials for the day

• Resource 4.16 - Decimal Fraction PPT (with handouts created for Slides 2 and 3)

• Resource 4.17 - Decimal/Fraction Conversion Practice Worksheet

• Resource 4.18 – Fraction to Decimal Conversion Graphic

Week Four: Day 20 (Friday)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.


10 min. Explain that today we’re going to practice giving directions in memos and in speaking. Have students turn to p. 599-600 to read the section on hanging a door. They will read the article and identify the main steps in the process. Call on Work Groups for their lists and discuss items with the class as a whole until you reach consensus on the main steps in the process. Emphasize summarizing; try to end with no more than 5-7 steps.

Communications


10 min. Have pair-share partners write a memo from an apprentice to his/her uncle, who is doing some remodeling, on the importance of using the right kind of extension cord and how to tell which extension cord to use. Have the partners turn to p. 89 for the content information.

15 min. Have partnerships trade memos and assess according to a scratch paper rubric they make from the model. Then ask partnerships to read a part in the memo they assessed that they thought was really good and explain why it was good. Pass memos and scratch paper rubrics back to writers.


10 min. Have partnerships practice presenting the same information orally, with one student taking each role and then trading. They can use the best parts of what they wrote and what they heard, but they need to adapt the approach to a discussion.

15 min. Have the partnerships present while others do scratch assessments. Follow the same procedure as yesterday.

Stretch Break


5 min. Review numbers expressed as a decimal point. Ask students to open their notebooks. Write the words decimal fraction on the white board. Explain that a decimal fraction is one whose bottom number (denominator) is a multiple of ten, and is usually written in decimal form (without the fraction line). Remind students that when you say a decimal aloud it sounds like a fraction (three tenths).

Construction Math


Display the Resource 4.16 - Decimal Fraction PPT Slide 1 and provide students with a copy. Discuss the following example:

Fractional Form Decimal Form To be Read

3 = .3= 3 tenths

10

3 = .03= 3 hundredths

100

3 = .0003 = 3 ten-thousandths

10000

13 = 1.3= 1 and 3 tenths

10


Remind students that the decimal point is the dividing point between whole numbers and fractional parts of whole numbers. Whole numbers are on the left and fractional parts are on the right of the decimal point.

Display Slide #2 Decimal Number Places Graphic and provide students with a copy. Begin by identifying the decimal point in the center and then move to the left to identify the names and positions. Go back to the decimal point and move to the right, reminding students that the only difference in the place names between those on the left and the right is the addition of “th,” signifying that the number is a part of the whole. Point out how the numbers get larger and smaller as you move from left to right on the line.


10 min. Review adding, subtracting and multiplying decimals

Write “$570.25” and $1.75 on the board set up as an addition or subtraction problem (decimals lined up). Point out that that they use decimals in everyday life, since they are part of the money system. “.25,” for example, represents ¼ of a dollar and .75 represents ¾ of a dollar. Point out that they already know how to add decimal fractions because of this parallel as well – by lining up the decimal points. Remind students that subtraction problems line up the same way as well.


Write 4.3 x 2.05 on the board set up as a multiplication problem. Remind students that decimal points do NOT have to line up when multiplying but the number with the most figures is placed on top regardless of the placement of the decimal. Also remind students that decimals are multiplied the same way as whole numbers with one exception. After the multiplication is completed, the decimal point must be located in the product. Demonstrate on the board by multiplying 2.05 by 4.3 = 8815 (without showing the decimal point). Count the number of digits in both the top and bottom multipliers that are to the right of the decimal points (3). In the answer, count 3 digits over from the right and place the decimal to the left of that number (8.815). Show students how to quickly estimate the accuracy of their answer. Multiply the two whole numbers [4 x 2] the answer is ‘8”. Compare the whole numbers in the two answers.


30 min. Converting fractions to decimals. Note that there will be times when you will need to convert fractional measures to decimals so that you can add, subtract or multiply information. Let’s say we have the measures of the four walls of a room and need to find the total of all of the measurements. Write the following on the white board:

North Wall = 12.75 ft.

East Wall = 8-1/4 ft.

South Wall = 12-3/4 ft.

West Wall = 9.25 ft.


In order to add, we need our numbers to all be of the same form, either fractions or decimals. In this example we are going to learn three ways to convert each number to a decimal.

1. Using a fraction/decimal conversion table.

2. Using a calculator.

3. Using division.


Using a fraction/decimal conversion table. Display Slide #2 - Decimal Number Places Graphic and make sure students have their copy copy. Have students write “Fraction/Decimal Conversion” on the front of a vocabulary card and copy the conversions shown on the PPT on the back of the card. Use the East Wall measurement (8-1/4) ft. to show students how to convert the ¼” measurement to 0.25 and replace the 0 with an 8 (8.25). Have students convert the South Wall measurement (12-3/4). Students use the calculator method to check the ¼ ft. and ¾ ft. conversions in your sample problem and their problem.

.


Using a calculator. Explain that proper fractions can be easily converted to decimals on a calculator. Just divide the top of the fraction by the bottom, and read off the answer. Have students check their answers to the ¼” and ¾” table conversions using their calculators. Get your calculator and type in “1/4 =”. The answer should be 0.25. Do the same for ¾ and the answer should be .75.

Using Division. Check this out: ¼ means 1 ÷ 4 OR 4)R1R.R0R = 0.25 (Show students the long division on the whiteboard.)

Using paper and pencil, you try this one: ¾ means

__________________________


Observe student work as they solve 5 fraction/decimal conversion problems. Students will then work independently complete the additional practice problems in Resource 4.17 - Decimal/Fraction Conversion Practice Worksheet. Ask students for their answers and write the answers on the board:

1. 0.75

2. 0.0625

3. 0.25

4. 0.875

5. 0.9375

Collect student worksheets and review student work to see who is struggling. Notify the Academic instructors to see how you can collaborate to improve student fraction to decimal conversion.


15 min. [Slide #4 can be used as the model to create the following drawing]. Begin by drawing a line on the whiteboard with a zero at one end and 1 at the other. Tell students that this represents a distance of 1 mile. Ask, “If I were to travel halfway between zero and 1, what part of a mile would I have traveled?” [1/2 mile] Plot the midpoint above the line of “.50” above the line and then extend a line down and write “1/2”. Ask another student to identify the halfway distance between zero and .50, plot “.25” above the line and “1/4” below it. (NOTE: Students may need to use their calculators or fraction to decimal conversion vocabulary card to get the decimal numbers for numbers other than .25, 0.5 and 0.75 etc.). Continue this breakdown in a systematic order until all the figures are completed (see Resource 4.18 – Fraction to Decimal Conversion Graphic). With every new midway point, ask a different student for the answer until all have had a chance to respond.


After all the initial points are identified, direct students to the “fraction” line and ask them which numbers have “other” names that might be part of a tape measure. List the 16th and 8th measures underneath the appropriate points. Distribute a copy of Slide #4 Fraction to Decimal Conversion (Same as Resource 4.18 – Fraction to Decimal Conversion Graphic) as a reference for students.

Answer any questions and then transition to the next activity.

Snack Break (9:30-9:40)

Week Four: Day 20 (Friday)Third and Fourth Hours (9:40 – 11:30) - 1

5 min. Introduce the topic of Building Codes by asking students why we have regulations about how homes and commercial buildings have to be built. If we live in a free country, shouldn’t we be able to build anything we want in any way we want to do it? Discuss building codes as a guarantee of minimum levels of quality and safety. Have students make a vocabulary card for

• Building code

Building Codes and Planning


5 min. Have Teams read Model Building Codes on pp. 34-35 and take notes to answer these questions: What do model building codes include? How can they be modified? Review with whole group. Have students make vocabulary cards for

• Model building codes• International Residential Code for One-and Two-

Family Dwellings (IRC)


5 min. Explain that there are generally three types of homes that builders create:

• Spec house: a house built before there is a buyer, built on the “speculation” that someone will want to buy it;

• Custom house: a house specifically designed and built for a known customer

• Tract house: One of many homes built by a developer from a handful of plans or “models.” Have students make out vocabulary cards for each.


However, these houses all go through a similar process, as described in the text:

• Permits and Inspections, pp. 35-36,

- Building permit

- Certificate of Occupancy

• Lot or House Selection, pp. 36-37,

- Zoning restrictions

- Deed restrictions

• Legal Documents, p. 37,

- Survey

- Deed

- Title

- Contract of sale (continued on next slide)


• House Plans, pp. 37-38

- Stock plan

- Floor plan

- Architect

• Financing, p. 38

- Construction loan

- Mortgage

- Mortgage rates

(Continued from previous slide)


10 min. Assign one area to each Work Team. Their assignment is to read the material, prepare to teach it to the class, and help students make out vocabulary cards. They will have 4 minutes for that task.

20 min. Teams teach while students take notes and fill out vocabulary cards.

5 min. Have Work Teams review vocabulary from today, checking individual’s cards for accuracy.

Stretch Break


Second, looking at all the goals, are there any that cannot start until something else is completed? For example if the GED will earn Joe 80 credits toward the high school diploma, and the high school diploma is his goal, he might want to finish the GED before he starts work on his diploma…or maybe, if he’s in a hurry, he wants to be taking high school classes at the same time that he’s studying for the last 2 GED tests. Looking through your goals and their steps, put them in a logical order if they are sequential.

Give students 3 minutes to work.

Finally, ask them to create their own CPM diagram for their goals and actions required to meet them.

Stretch Break


5 min. Read the section on Estimating, p. 59, aloud, asking students to make notes to answer the question, What skills must an estimator have? Then have students make out vocabulary card for

• bid 10 min. Explain that there are 3 types of estimates, as described on pp. 60-61. We want to summarize the information about these 3 types on 3 vocabulary cards:

• Pre-design estimate• Quantity take-off• Unit cost estimate

Ask each Work Team to take 5 minutes to summarize as tightly as possible to create the 3 cards. Then compare the results, coming to consensus on the best.

5 min. Have students take a close look at the partition wall on p. 62 and make a vocabulary card for

• partition wall


5 min. Explain that the floor and walls in most houses are shaped in rectangles or squares, so we’ll learn to calculate the square footage of a square or rectangular area and subtract out square foot measurements that should not be included in the overall measurement. Ask if anyone can think of an example of when we might need to subtract out square footage. (Areas of the floor that will be tiled instead of carpeted or there is a window or door on the wall that will be brick veneered]

Provide examples of when construction workers need to know how to calculate square footage to: determine how much paint you need for the walls; how much carpet to order for the floors; or how many bricks to order for a brick veneer or facing on an inside or outside wall.


Draw a square on the board and continue with the explanation. Square footage is a measurement of area, and area is the measurement of any two-dimensional space contained within a set of lines. Think of it in the sense of a dance floor. Imagine this square dance floor is 20 feet by 20 feet. How do we express the area that it takes up? This one is easy, because the dance floor is a square and has no openings.

Write A = l x w next to the square and continue with the explanation. We simply multiply the width of the floor by the length of the floor or Area equals length times width. So 20 feet times 20 feet equals 400 square feet. Therefore, the total area of the dance floor is 400 square feet. The equation is the same for a rectangle. Ask students to create a vocabulary card with Area of a square or rectangle on the front and the formula on the back.


5 min. Replace the image of the 20 x 20 square on the board with the following rectangle:

Ask students to calculate the square footage of this wall. [400 sq. ft.] Call on a student for the answer. Confirm correctness with a second student.


Show how to write the square footage in mathematical form. [400 ft.2]. Explain that when you see a measurement in this form it is usually a measurement of area.

Draw a rectangle measuring 6 ft. by 2 ft. inside the 40 ft. x 10 ft. example on the white board.

Have students calculate the square footage of the window and subtract it from the overall square footage of the wall. [388 sq. ft.]


Have students calculate the square footage of the window and subtract it from the overall square footage of the wall. [388 sq. ft.]

5 min. Let Work Teams study vocabulary cards.

10 min. Play a fast game of Construction Cards.

Reflection

Out the door: Model Notes, Reflection, binders on the shelf, shake hands.

Week Four: Day 20 (Friday)AFTER HOURS

• Academic extended day individual work (approximately 1 hour)

• Open Computer Lab

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Content prepared for the National Office of Job Corps through Contract No. DOLJ111A21695 Job Corps Professional Development Support - KUCRL

CFC Day 20

Technology

Transcript of CFC Day 20