Lesson Guide for Day 27 of the Construction Foundation Course

1. LEARN – DAY 27
Construction Foundation Course

2. Week Six: Day 27 (Tuesday)
Content for the day
• Blueprints
• Construction Math
• Tools and Equipment

3. Week Six: Day 27 (Tuesday)
Materials for the day
• Homework: The Safety Game
• About 150 used poker chips—any color and size
• Resource 5.1 – Minute Measure PPT
• Resource 6.5 - Calculating Concrete Project Worksheet
(2 per student)
• Resource 6.6 - Calculating Concrete Activity Answer
Sheet
• Resource 5.26 – Name That PPT

4. Week Six: Day 27 (Tuesday)
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. Week Six: Day 27 (Tuesday)
First and Second Hours (7:30 – 9:30) - 2
5 min. Have students take out the Plaza Cabin
Blueprints. In Work Teams, using Drawing A (Front
and Rear Elevations), have students identify parts of
the house (front door, front, side and rear windows)
that can be cross referenced to Drawing C, the floor
plan. Call on one pair-share to point out the parts
that are cross-referenced. Ask them why the window
in the loft is not shown in Drawing C. Ask for a
second opinion.
Blueprints

6. Week Six: Day 27 (Tuesday)
First and Second Hours (7:30 – 9:30) - 3
This is a relatively simple roof compared to some styles.
Have students turn to p. 466 while you read aloud Roof
Styles on pp. 467-468, leaving out Dutch Hip as it is
fairly rare. Have students make out vocabulary cards
for
• Gable roof
• Gable roof with dormer
• Hip roof
• Low-slope roof
• Shed roof
• Gambrel roof
• Mansard roof

7. Week Six: Day 27 (Tuesday)
First and Second Hours (7:30 – 9:30) - 4
Which type of roof did the architect choose for
the Plaza cabin?
Have Work Teams read Roof Framing Basics on
p. 468, just up to Calculating Roof Slope and
make out vocabulary cards for
• Ridge board
• Common rafters
• Hip rafters
• Valley rafters
• Jack rafters

8. Week Six: Day 27 (Tuesday)
First and Second Hours (7:30 – 9:30) - 5
10 min. Look again at the elevation drawings.
Point out the notations on either side of the roof
that are 2 numbers written next to a 90 degree
angle. Explain that these are indicators of the rise
and run of the roof, critical data to have to figure
roof slope. Have students look again at the roof
styles on p. 466. Ask pair-shares to find what
appears to be the greatest and least slope in the
roof styles. Call on one. Get a second opinion.

9. Week Six: Day 27 (Tuesday)
First and Second Hours (7:30 – 9:30) - 6
Read aloud the section on Calculating slope on p.
470, moving slowly with frequent references to
figure 17-6 and giving students time to make out
vocabulary cards for
• Span
• Total run
• Unit run
• Total rise
• Unit rise
• Slope

10. Week Six: Day 27 (Tuesday)
First and Second Hours (7:30 – 9:30) - 7
10 min. Turn to p. 475. Walk students through
theoretical and actual rafter length. Note that
there are 4 ways to figure the theoretical length.
We use the Pythagorean Theorem here because it
will always work, even if you don’t have a
construction calculator or a framing square. You
do need a calculator, though, unless you love
doing square root in your head!
Walk students through the example on p. 476.
Have them put these steps on their vocabulary
card for Pythagorean theorem.

11. Week Six: Day 27 (Tuesday)
First and Second Hours (7:30 – 9:30) - 8
10 min. Give Work Teams 5 minutes to
draw the figure and calculate the
theoretical rafter length for the following:
• 3 in 12 slope
• 8/12 slope
• 10 in 12 slope
• 12/12 slope
• 16 in 12 slope

12. Week Six: Day 27 (Tuesday)
First and Second Hours (7:30 – 9:30) - 9
Call on one Team to take 1 minute
to show their drawing on the board
and explain how they made their
calculations. Ask for a second
opinion. Continue through the 5
problems. Ask the group: Which
roof slope is greatest? Why might
you want a steeper roof?

13. Week Six: Day 27 (Tuesday)
First and Second Hours (7:30 – 9:30) - 10
5 min. Have each Work Team play a quick round of
―Shout Out.‖ Work Team members each choose 5
flashcards on the same topic or different topics.Each
member takes turns acting as the ―drawer,‖ holding
up each of the cards in his/her pile for no more than
4 seconds. Other team members shout out the
answer, and the drawer quickly slides/hands a poker
chip to the first work team member to shout out the
correct answer. Work Teams can keep records on who
earns the most chips over time. This is a study
game, not a competition between Work Teams.

14. Week Six: Day 27 (Tuesday)
First and Second Hours (7:30 – 9:30) - 11
5 min. Do Minute Measure, slide 7. Tell students
that, starting tomorrow, Minute Measure slides will
have 2 standard tape rulers and 1 metric ruler, so
they might want to review their notes on reading the
metric ruler.
Stretch Break: Everyone stands. You ask Work Team
4 to present their second rap. They perform. Everyone
claps and sits down.

15. Week Six: Day 27 (Tuesday)
First and Second Hours (7:30 – 9:30) - 12
10 min. Ask students to describe what was
discussed in the previous lesson. Have
students add to their notes from the previous
day as you summarize on the board.
Construction Math

16. Week Six: Day 27 (Tuesday)
First and Second Hours (7:30 – 9:30) - 13
Concept Learned Description
Volume of a rectangular solid Formula:
length x width x height
Volume is measured in cubic units Concrete specifically:
Cubic yards = 27 cubic feet (ft3)
How to calculate the amount of
concrete needed
Calculation:
Volume in ft3 x 1 yd3
27 ft3
Estimating We should round our answer to the
nearest whole number because
concrete usually is ordered in cubic
yards and we do not want to be short
on materials.

17. Week Six: Day 27 (Tuesday)
First and Second Hours (7:30 – 9:30) - 14
Reteach areas of difficulty based on review of
yesterday’s project cards.
10 min. Assign pair-shares problems 1-4 in
Resource 6.5 - Calculating Concrete Practice
Worksheet Call on pair-shares for answers and
to confirm correctness. (Answers found in
Instructor Resource 6.6)
.

18. Week Six: Day 27 (Tuesday)
First and Second Hours (7:30 – 9:30) - 15
15 min. Have students read The Excavation on
pgs. 247-249 and create vocabulary cards for:
• Bearing capacity
• Porosity
• Overdig
Have students prepare a written five-sentence
summary of the reading. Ask them to include
in their summary the basis for determining
excavation costs.
.

19. Week Six: Day 27 (Tuesday)
First and Second Hours (7:30 – 9:30) - 16
Remind students that after the location and alignment
of a building is determined, a rectangle showing the
outer dimension of a structure is staked out and the
corners are squared up. The building site must now be
prepared. Earth must be moved and removed for
various reasons such as footers around the slab and
drainage.
Ask two or three students to read their summaries.
Emphasize that heavy equipment such as backhoes
are used to move the earth and excavation costs are
based on the total cubic yards of earth to be removed.
.

20. Week Six: Day 27 (Tuesday)
First and Second Hours (7:30 – 9:30) - 17
15 min. Walk students through the excavation volume problem at
the top of p. 250. Have students work in pairs to solve the
problem that follows using both the formula method and the table
method and substituting the following dimensions:
The excavation needed for this house is:
• 6’ Deep
• 28’ Wide
• 40’ Long
[Formula Solution: 6,720 ft3 x 1 yd3/ 27 ft3 = 248.9 yd3 rounded
249 yd3 to be excavated] [Table Solution: 28’ x 40’ = 1,120 ―Depth
Per Sq. Ft. on Table for 6’ = .222 x 1,120 = 248.6 Rounded up =
249 cu. yds.]
.

21. Week Six: Day 27 (Tuesday)
First and Second Hours (7:30 – 9:30) - 18
Call on pair-shares for answers and to confirm
correctness.
10 min. Work team members play ―Shout Out‖
with vocabulary cards created during
Construction Math
Snack Break (9:30-9:40)
.

22. Week Six: Day 27 (Tuesday)
Third and Fourth Hours (9:40 – 11:30) - 1
25 min. Table saw demonstration. Follow
directions for Day 23 above.
25 min. Hand saw demonstration. Same as
above.
.
Tools and Equipment– Demonstrations

23. Week Six: Day 27 (Tuesday)
Third and Fourth Hours (9:40 – 11:30) - 2
50 min. Students continue at work stations, moving
on when they’ve reached at least a basic proficiency
level. Students always complete their vocabulary
cards for each new station before beginning work on
proficiencies. Continue to balance the groups at the
work stations so none are too crowded. Monitor
carefully; initial proficiencies on your file copy and
the student’s copy of the rubric as students
demonstrate competency.
.
Tools and Equipment– Hands-on exposure

24. Week Six: Day 27 (Tuesday)
Third and Fourth Hours (9:40 – 11:30) - 3
Monitor student proficiency completion, so that you
set up project stations as needed.
10 min. Play ―Name That…‖ (Use Resource 5.26.)
Reflection
Out the door:Model Notes,Reflection, binders on the
shelf, shake hands.

25. Week Six: Day 27 (Tuesday)
AFTER HOURS
• Homework: The Safety Game
• Open Computer Lab

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