CFC Day 32

LEARN – DAY 32
Construction Foundation Course

Week Seven: Day 32 (Tuesday)
Content for the day
• Blueprints
• Tools and Equipment

Materials for the day
• Make a class set of flat scale
architect’s rule by Xeroxing figure 2-
10 and enlarging it to fit horizontally
on 8.5 x 11 paper.
• Duplicate homework
• Resource 5.26 – Name That

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: Have students take out the Plaza cabin
blueprints and give pair-shares 2 minutes to
determine what kind of roofing the cabin has.
(Shingles) When the cabin was being built, Mr. Plaza
wanted to use a special kind of wood shingle called a
shake because he liked the rustic look. However,
when he submitted the plans to the Building
Department, they told him that the County Board of
Supervisors had just approved a regulations code
change requiring that only fire-proof shake shingles
could be used in residential buildings because of the
intensity of fires involving regular shake shingles.
Blueprints

Mr. Plaza was upset. He questioned the right of the
County to institute this requirement, as he has to pay
for his own fire insurance, and that’s based on the
materials in his house and the distance from his
residence to the nearest Fire Station. As Work Teams,
take 3 minutes to discuss whether you think the
County has overstepped its authority or not. Be sure
to have several supporting reasons for your position.
Conduct the discussion.

10 min: Mr. Plaza made a few calls to local
building supply businesses and found that
the average cost of fireproofed shake shingles
was 42% higher than the average cost of
regular wood shingles. Give pair-shares this
data (regular wood shingles cost $894 for the
whole roof, not including the addition) and 1
minute to determine the cost difference
between regular wood shingles and fireproof
shakes. ($379.48) Mr. Plaza decided to look
for an alternative.

Have students turn to p. 627, and, as
Work Teams, look at the alternatives and
make vocabulary cards for
• Shingles
• Roll roofing
• Built up roofing
• Metal sheets
• Single-ply roofing
• Tile roofing

15 min: Mr. Plaza decided on asphalt shingles as
the least expensive alternative for his roof slope.
When he went to order the materials, he found that
the shingles are sold by the square. Ask pair-
shares to find the definition on p. 626. Call on one
pair-share. Have students make a vocabulary card
for
• Square (roofing material)

Give Work Teams 2 minutes to go back to the Plaza cabin
blueprints to determine how to figure the square footage of
the roof, which we need in order to figure the number of
squares required for coverage. (They should report out that
they couldn’t figure it out. This is a great answer.)
Determine what data we have that might be helpful:
• We know the slope is 12/12 from drawings C and B
• We know the length of the house plus porch is 30’ and the
width is 16’ from drawing C.
• We know that a gable roof has 2 identical sides.
• We know that A = L x W

So we know the length of the sheathing to get to
the edge of the building (back) and the edge of the
porch (front) is 30’. Let’s say that Mr. Plaza wants
to add a 1’ overhang. How long is the roof top
then? Wait time. Call on individual. Get second
opinion if needed. (32’)
We can derive the width of one side of the gable
roof sheathing by using the slope and the
measurements on Drawing B, but that takes a bit
more complex math, so let’s just say that the
width of one side to the edge of the building is
12.725’. What is the total width of one side when
we put on the 1’ overhang? Wait time. Call on
individual. Get second opinion if needed. (13.725’)

Give pair-shares 1 minute to determine the area of
the whole roof. Call on one for an explanation of
their thinking and answer. Get a second opinion.
Then ask the pair-shares to figure the number of
squares of asphalt shingles needed to cover the
roof. Wait time. Call on one pair-share. Get a
second opinion.

5 min: When Mr. Plaza is creating his estimate for
roofing materials, he finds that asphalt shingles
come in various qualities: 15 year guarantee, 30
year guarantee, and 40 year guarantee. The 15
year guarantee shingles are the least expensive at
$84 per square. The 30-year guarantee shingles
are 40% more expensive than the 15-year, and the
40-year are 75% more expensive than the 15-year.
Give Work Teams 3 minutes to answer the
following questions: What is the cost per square
for each quality? What is the total cost for the roof
for each quality of shingle? Call on one. Get a
second opinion.

5 min: You know that Mr. Plaza has been trying to
keep costs to a minimum. He asks your advice about
which quality to buy. Ask Work Teams to take 2
minutes to discuss, list the pros and cons for each
quality, and reach consensus. Poll the Teams. Ask for
rationale.
10 min: When Mr. Plaza asks his builder about the
color of the shingles, his roofer recommends white.
This surprises Mr. Plaza, as most of the homes in the
area have grey or brown roofs. Give Work Teams 1
minute to discuss why they think the builder
recommended white. Solicit ideas. Discuss the
advantage of reflective rather than absorptive colors in
roofing, especially in Georgia!

In addition to the regular asphalt shingles, Mr.
Plaza must also buy nails and other basic roof
materials. Give pair-shares 3 minutes to scan pp.
626-7 and make vocabulary cards for
• Flashing
• Underlayment
Then to p. 639 for
• Hip and ridge shingles
And to p. 562 for
• Sheathing
Compare responses and come to consensus.

Finally, give Work Teams 5 minutes to read
the section on nailing on p. 638 and then
turn to Table 22-2 on p. 644 to determine the
number of pounds of nails Mr. Plaza will
need, using 3 tab square butt shingles on
new deck. Call on one team to explain their
thinking and answer. Get a second opinion.
Stretch Break: Everyone stands. You ask
Work Team 1 to present their metric rap.
They perform. Everyone claps and sits down.

5 min: Minute Math, slide 14. Tell students that the
next Minute Math will consist of 3 measuring devices:
a tape measure, a metric ruler, and an architects’ scale
ruler. Students will need to read the architects’ scale
for both ¼ and 1/8.
5 min: You might have been able to tell that Mr. Plaza
is concerned about saving money and saving the
environment. He knows that if his family uses less
electricity, he and the planet will both come out
winners. Have pair-shares take 1 minute to list the
things we know that Mr. Plaza has done to reduce the
amount of electricity and gas used in the cabin. Call on
one pair-share. Ask for other ideas.

(Answers should include: site the house next to
the forest so the trees provide shade in the
summer, plan for solar panels on the roof, build a
small house that requires about a third of the
heating that an average size house does, white
asbestos shingles on the roof to reflect the sun,
others.) Ask pair-shares to take 30 seconds to
consider what hasn’t been discussed that is a
major source of energy conservation in a house?
Call on pair-shares until you come up with
insulation.

5 min: Have students, in Work Teams, skim
pp.894-5 to create vocabulary cards for
• Thermal insulation
• Acoustical insulation
• R-value
• Building envelope
Check accuracy of vocabulary cards.

5 min: Have students turn to p. 896. They know
that Mr. Plaza lives in Georgia. Give pair-shares
30 seconds to identify that climate zones are in
Georgia. Call on one pair-share. Tell students that
Mr. Plaza happens to live about 85 miles south of
the Tennessee border. Ask pair-shares what
climate zone that puts him in. Wait time. Call on
a pair-share. Knowing that, ask pair-shares to
look at the chart below the map and determine
what ceiling, wall, and floor MINIMUM R-values
are required for Mr. Plaza’s cabin.

5 min: Have students take another look at the Plaza
cabin drawings. Ask which drawing is most likely to
have detail about insulation. Wait time. Call on a
student. Get a second opinion. Have students look
closely at Drawing E and, in pair-shares, give them
2 minutes to identify the R-level of insulation
designated for the ceiling, wall, and floor and figure
out if it meets the requirements shown in the chart.
(R-30, 21, and 25; yes.) The drawing says that this
insulation is optional. Have pair-shares determine if
it is. Call on one.

10 min: Have Work Teams read Batts and blankets up to
Loose-fill insulation, pp. 897-8 and take notes. Teams
should also make vocabulary cards for
• Batt (insulation)
• Blanket (insulation)
• Fiberglass insulation
• Unfaced insulation
Ask Teams additionally to determine if the studs called
for in Mr. Plaza’s drawings are the right size to put in R-
21 insulation and explain why.
.

Finally, Work Teams should answer the following
questions:
• If Mr. Plaza chooses fiberglass batts for
wall insulation, what kind will he need to
buy to ensure the planned R-value of 21?
• If he chose rock wool instead of fiberglass,
what would be the effect?
Check and compare answers and rationale.

10 min: Ask Work Teams to read about the other kinds of
insulation on pp. 898-9 and make a chart comparing R-value
of the various types.
Teams should also complete vocabulary cards for:
• Loose-fill insulation
• Rigid insulation
• Spray foam insulation
5 min: Play a quick round of Darts
Snack Break (9:30-9:40)

Third and Fourth Hours (9:40 – 11:30) - 1
100 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

Third and Fourth Hours (9:40 – 11:30) - 2
Monitor student proficiency completion, so that you set
up project stations as needed. Monitor individual
students for time management. Remind students that
Friday is the last day in shop.
10 min: Play “Name That…” (See Appendix A for
explanation of how to play Name That and Use Resource
5.26.)
Reflection
Homework: Pass out assignment and copies of
architects’ flat scale.
Out the door:Model Notes,Reflection, binders on the
shelf, shake hands.

AFTER HOURS - 1
Homework: Tonight’s homework has two parts.
Part 1: As Mr. Plaza, write a brief memo to the County
about the regulation requiring fireproof wood (or
shake) shingles. Maintain a civil tone as you clearly
lay out your rationale for your position. Check proper
memo format in your notes.
Create a 2 minute role play of a telephone call
between the County Building Department Supervisor
and Mr. Plaza, initiated by the Supervisor in response
to Mr. Plaza’s letter.

AFTER HOURS - 2
The presentation will be assessed by the following rubric:
Element Great job Adequate Below standard
Logic of
arguments
Both Mr. Plaza’s
and the
Supervisor’s
arguments are
very clear and
logically support
their positions.
The logic or
clarity of one
party’s
arguments is
weak.
The logic or clarity of
both party’s
arguments is weak.

AFTER HOURS - 3
Correct memo
format
Format is totally
accurate
One element in
format is wrong
Two or more
elements in format
are wrong
Role play—active
listening
Both parties use
active listening
consistently
One party uses
active listening
consistently; the
other doesn’t
Neither party uses
active listening
consistently
Compliance with
assignment
Memo is read
clearly and slowly
enough to follow
the argument; role
play is within 15
seconds of 2
minutes
Memo is not read
clearly and slowly
enough to follow
the argument OR
role play is not
within 15 seconds
of 2 minutes
Memo is not read
clearly and slowly
enough to follow
the argument AND
role play is not
within 15 seconds
of 2 minutes

AFTER HOURS - 4
Part 2: With your flat architect’s scale,
practice making readings for both the ¼ and
1/8 scale; they’ll be on Minute Measurement
starting tomorrow.
• Open Computer Lab

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

CFC Day 32

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