CFC Day 25

LEARN – DAY 25
Construction Foundation Course

Week Five: Day 25 (Friday)
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
• 24 blank vocabulary cards per student
• Standard Measuring tapes, one for each of the
4 workgroups
• Masking tape
• Resource 5.1 – Minute Measure PPT
• Resource 5.26 – Name That PPT

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. Explain to students that before we can go
further with the drawing, we need to identify and
become familiar with the most common abbreviations
used in drawings. Ask students to take out their
Plaza Cabin Blueprint set, and, as a Work Team take
5 minutes to identify all the different abbreviations
they can find in the drawings. List them in alpha
order as you go. Demonstrate how to do that with
MIN, VERT, and EA.
Blueprints

5 min. Start with a Work Team and ask for their first five abbreviations
in alpha order while you write them on the board/chart paper. Ask the
remaining teams if they identified any abbreviations to this point in the
alphabet that the first Team missed. Add any others. Check for
thoroughness and legitimacy with Blueprint Abbrev, Symbols, Terms
5.27 in Instructor Resources. Have students make vocabulary cards
for
A.B.
BLKG
CDX (p. 340)
d (p. 385)
DIA(M) = diameter
by finding the abbreviation on pp. 1024-1025 of their text (unless
you’ve given a different page in the text or the definition noted in
parentheses in the list above.)

20 min. Continue through the list in this
manner. You will need to make the following
notes:
MIL is much more commonly written
MM = millimeters
SF = square feet
SL = slider window (horizontal)

15 min. Have Work Teams go back through the Plaza
Cabin Blueprints, this time to identify any symbols
they do not have cards for from last week (pp. 46-47
in text). Their list should include the following:
* Arrow * Light fixture (p. 876)
* Dimensional slash * Roof pitch notation
(Drawing D)
*Bifolddoors (Drawing C) * Shingle roofing
(Drawing B)
* Fan (same) * Shower (p. 1026-7)
* Insulation (p. 894) * Switch (same)

10 min. Have pair-shares practice all blueprint
vocabulary cards for competition tomorrow.
5 min. Do Resource 5.1 – Minute Measure
PPT, slide 5
Stretch Break:Everyone stands. You ask
Work Team 5 to present their first rap (their
choice). They perform. Everyone claps and sits
down.

15 min. Work Teams display images from last night’s
homework—the large drawing and the smaller scale
drawings from each Team member. Have students
take out their performance criteria. One person from
each Work Team stays with the display to answer any
questions. The others have 2 minutes at each display
to evaluate the work in relation to the performance
criteria, followed by a general discussion of each
Team’s work.

5 min. Have students read the section on Exterior
Walls on pgs. 438-439 as you hand out [standard
measuring tapes, masking tape].Remind students to
add to their previous day’s notes about special right
triangles.
10 min. Explain that today we are going to use the
geometry we learned yesterday and apply our
knowledge to a more realistic situation. Before
carpenters build walls, they must layout the exterior
and interior walls using chalk lines.
Construction Math (45 MIN)

Carpenters will begin with two exterior walls that intersect and use a
special right triangle to check for square. Ask what the two special
right triangles were from yesterday. [3-4-5; 6-8-10] Point out that these
are two of the three most common right triangles used to check for
square and the third one is a 5-12-13. Ask why there are not more. If
you can use multiples of the 3-4-5 why wouldn’t the 16-20-25 be used
very often? [Most interior rooms are not nearly this large, at least in
residential homes. The size of the room must be quite large for the
larger special right triangles to be used.] , If a Carpenter checks and
the corner is not square he/she will adjust one of the layout lines until
it is square, similar to what we did yesterday when we adjusted our
lines to form a special right triangle.

Ask students to describe what should be done to the
layout lines if the hypotenuse measurement is too
short. [Move the lines apart to increase the angle
measurement.] Ask what should be done if the
hypotenuse measurement is too long. [Move the layout
lines closer together to decrease the angle
measurement.] Once the exterior walls are square, the
Carpenter will move to the interior wall layout.
We are going to develop some steps to check for square
on a wall layout and we will then practice the
procedure in our work groups.

Have students look at figure 16-5 on pg.439 of Glencoe:
Carpentry and Building Construction to see an example
of how ―squareness‖ is checked. Measure exactly 3’
along one line and 4’ along the other line from the chalk
line intersection. If the diagonal measurement between
these two points is exactly 5’, the corner is square.
Remind students that any multiples of these numbers
that preserves the same ratio such as 9, 12, and15, will
work in the equation.

5 min. Lead the students in a discussion to develop
the steps to check for square on a wall using figure
16-5 as the example. Remind them to capture the
steps in their notes as they will need them to
complete today’s activity. The steps should read
something like this:
Step 1: Choose the largest special right triangle
that you are able to use on your walls. Let us use
3-4-5 in this example.

Step 2: Measure and mark one wall layout at
threefeetand the other wall layout at four feet. (These
measurements will vary depending on which special
right triangle you are using.)
Step 3: Now measure the line between your two
marks. If the layout is square, what will the line
measure in this example? (Students should respond
with 5 feet – or the measure of the hypotenuse in the
special right triangle.)
Step 4: If the line is shorter or longer than it needs
to be, use trial-and-error to adjust the layout lines,
you will repeat the above process until the corner is
square.

Draw an approximate right triangle on the board. Look at the
hypotenuse. Discuss with students how you would adjust the legs
of the triangle if the hypotenuse is too short. Remind students that
we are not moving our marks on the legs, rather we would need to
spread the legs farther apart to increase the angle and also
increase the length of the hypotenuse.
Ask students how to adjust the legs if the hypotenuse is too long.
Again, we would not be moving the marks we initially made on the
legs, rather we would need to close the legs together more in order
to decrease the angle. Point out the importance of precise and
accurate measurements on both legs and the hypotenuse. If any
measurement is off by even an eighth of an inch the mistake will
continue to worsen as you complete construction. For example, if
the two original walls are not square and another wall is coming off
of one of the two original walls then the new wall will not be square
and so on.

20 min. Organize students into four work teams. Explain the
remainder of class today will be spent in your work groups. You
will each be working off of a classroom wall. You will need to
create an interior wall off of the exterior classroom wall that is
square. Each group will need to use a 5-12-13 special right
triangle as they check for square. Use masking tape to layout the
interior wall your group creates. Assign the following roles within
your group: Leader, two measurers, recorder, and speaker. The
leader will keep your group working in the right direction. The
measurers will be measuring and marking the layout and
hypotenuse formed, while also adjusting the layout when
necessary. The recorder will record the group process. The
speaker should be prepared to describe the process and results of
their group work.

Once your group is confident the wall is square, check
your wall for square again using the 3-4-5 special right
triangle. Have two different group members measure
this time.
5 min. Have each work group share their process and
their most significant learning.
Snack Break (9:30-9:40)

Third and Fourth Hours (9:40 – 11:30) - 1
25 min. Power drill demonstration. Follow directions
for Day 23.
25 min. Circular Saw demonstration. Same as above.
Stretch Break. Everyone stands. You ask Work
Team 1 to present their second rap. They perform.
Everyone claps and sits down
Tools and Equipment– Demonstrations

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

Monitor student proficiency completion, so that you set
up project stations as needed.
10 min. Play ―Name That…‖ (See Appendix A and Use
Resource 5.26.)
Reflection.
Out the door:Model Notes,Reflection, binders on the
shelf, shake hands

AFTER HOURS
• Academic extended day individual work
(approximately 1 hour)
• 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 25

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