CFC Day 21

LEARN – DAY 21
Construction Foundation Course

Week Five: Day 21 (Monday)
Content for the day
• Hour 1: Construction Math
• Hour 2: Construction Math and Blueprints
• Hour 3: Building Codes and Planning
• Hour 4: Review and quiz: Building Codes
and Planning, Communication, Safety, PPE,
Overview

Materials for the day
• NOTE: Make sure that Residential Advisors and
all tutors have several standard measuring
tapes that students can check out to practice
with.
• Wooden standard ruler, one per student
• Wooden metric ruler, one per student
• Standard measuring tapes to use in the
classroom and check out to non-residential
students (one per pair-share, with extras)
• ¼‖ graph paper, 3 hole punched

Materials for the day (cont.)
• Resource 5.1 - Minute Measure PPT
• Resource 5.2 - Standard Measure Study Sheet
• Resource 5.3 - Metric Measure Study Sheet
• Resource 5.4 - Metric Measure PPT
• Resource 5.5 - Metric and Standard Rulers
Defined
• Resource 5.6 - Steps in Using a Tape Measure
• Resource 5.7 - Review Quiz 1
• Resource 5.8 – Metric Ruler Chart

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. Pass out Standard/Customary/English and
Metric Rulers; Resource 5.2 - Standard Measure Study
Sheet; Resource 5.3 - Metric Measure Study Sheet while
Work Teams read Reading a Customary Rule, p. 43, and
make out vocabulary cards for:
• Wooden standard/customary/English ruler
• Wooden metric ruler
• 1 page ¼ inch graph paper, 3-hole punched

30 min. Use Resource 5.6 - Steps in Using a Tape
Measure to demonstrate how to use a tape measure.
Explain that it’s essential for apprentices in virtually
any construction trade to be able to read
measurements quickly and accurately. No foreman
would have patience to wait for a measurement while
you to count up the number of 1/16 marks to
determine that the measurement is 13/16. You have
to be able to do that ―at a glance‖ and always
accurately.
Construction Math

So…throughout the next few weeks, the class will be
playing a game called Minute Measure in which you
put up a PPT slide up on the screen showing a series
of standard/conventional measuring tapes—and
some metric measuring tapes (and, later,
architectural rulers)—with a specific point marked on
each tape, and students will have 15 seconds to write
down as many correct answers as possible. Then
students will exchange papers and you will review
correct answers. Periodically, but not for every
Minute Measure, you will ask Teams to hand in their
papers and each Team will earn the point total of all
its members.

However, the real measure of learning will be each
student’s ―Minute Measure Personal Best‖ chart that
will be kept in his/her Notebook. The chart will show
growth over time in the number of accurate readings
a student can give in one minute.
Ask students to label the graph paper Their Name’s
Minute Measure Personal Best (e.g., Jaime Guzman’s
Minute Measure Personal Best) at the top, skipping
the first ¼ inch and writing the title in the next two
¼‖ sections. Ask how much space the title has
taken—wait time—1/2‖.

Explain that a graph has a horizontal axis and a vertical
axis that meet at a 90 degree angle. Draw the axes on the
board or chart paper. Explain that, for the Personal Best
charts, the vertical axis will show the number of correct
answers. Since each PPT will have 15 problems, the
maximum number of correct answers will be 15. Give
Work Teams 1 minute to figure out, in ¼‖ increments, the
largest space that you can have between numbers and still
fit the full vertical axis on the page (1/2‖ or two ¼‖
increments). However, that would take the graph almost to
the bottom of the paper, and we need room for the
horizontal axis title and some other data. So have
students use ¼‖ increments on the vertical access.

Starting 1/4‖ below the title and 1-1/2‖ from the left side of the
page, have students draw a vertical line that is 3-3/4‖ long (or 15
increments of ¼‖ each). Starting at the bottom, have students label
the bottom point zero (0) on the line and just to the left of the
vertical line, 1 on the next line up, 2 on the next line up and so on
to 15.
Then have them draw a straight horizontal line starting at the
bottom point of the vertical axis at 0 and extending across the
paper to the right. Have them write today’s date as dd/mm/yy
vertically in the ½‖ below the vertical axis.
Have students label the vertical axis ―Number of Correct
Measurements‖ and the horizontal axis ―Dates of Minute
Measures.‖ ¾‖ under the horizontal axis title, have them write ―Rate
per Minute.‖ After each Minute Measure, students will enter the
date below the horizontal axis, put a dot directly above the date’s
line corresponding to the number correct.

Tell them the first Minute Measure is right now.
Show Resource 5.1 - Minute Measure PPT. Make sure
every student has a piece of scratch paper, a
pencil/pen and has numbered 1-15 on the left. Ask if
they’re ready. Then put up the Minute Measure PPT
for Day 22. Time 15 seconds exactly and remove the
PPT slide.
Ask students to honestly trade papers and not
compare total correct—this is all about personal best-
-while you read the answers. Have students mark the
number correct and return the paper. Then have
students fill out their personal best chart with a dot
on the vertical axis showing the number correct.

Note that the Rate per Minute is still blank. Ask
students how they can determine the ―Rate per
Minute‖ from the data they have—wait time—call on
one students. Get a second opinion. Have all
students multiply their number correct by 4 and
enter that number vertically between the Rate per
Minute title and the Dates of Minute Measure title.
Note that students will have a little time in class to
practice, but probably not enough to get really fast.
So, there are measuring tapes in the dorms and with
tutors that residential students can check out for an
evening, and you have some tapes that non-res
students can check out overnight for practice.

20 min. Remind students that over the past few days
they used ―The Customary‖ or ―Standard‖ system of
measurement. Explain that they are familiar with this
system because it is commonly used in the United
States and that we already discussed standard
measures of length and height. However, the
Standard system is also used to measure distance,
weight, and volume. Explain that before talking about
a different measurement system called ―metric,‖ we
will take a few minutes to review some basic
information about the Standard Measurement
System. Walk students through Resource 5.2
Standard Measure Study Sheet.

Divide the class into four work teams, A, B, C, and D
and explain the competition. Each team has 4
minutes to review the information in Resource 5.2 -
Standard Measure Study Sheet and develop 5
questions for the Standard Measure competition.
Model how to use the stems on the Study Sheet to
phrase the questions: Length is measured in what
four things?; There are how many inches in a foot, etc.
Teams A & B will compete and teams C & D will
compete. The two winning teams will then compete in
a final face off. [If team membership is less than 5,
one or more students may be assigned a second
question.]

Teams A & B and teams C & D line up and face each
other. Each team starts with 10 points. The first team
to answer a standard-measure question developed by
the teacher goes first. Team Member 1 from the
starting team asks the first question of Team Member
1 of the answering team. If unable to answer, Team
member 2 and so on is given the opportunity to
answer. Each incorrect answer results in the loss of
one team point. The two winning teams compete in
the face off, the process repeats, and a winner
prevails. Congratulate both teams on their fine
performance.

5 min. Explain that there are times when
construction workers may need to change from one
unit of measurement to another like inches to yards.
We call these conversions. Ask if anyone remembers
this term from a previous lesson (converted fractions
to decimals on Day 20). Note that the simplified rules
are:
Divide when converting from a smaller unit to a
larger unit, like converting from inches to feet. [E.g.,
48 inches converted into feet is 12)̅4̅8̅ = 4 feet.
Multiply when converting from a larger unit to a
smaller unit like from feet to inches. [E.g., 4 feet x 12
inches = 48 inches].

Remind students that in standard measurement this may take
more than one step. [E.g., in order to convert 48 inches into
yards, we must first convert inches into feet as we did above
and then convert the feet into yards:
12)̅4̅8̅ = 4 feet divided by 3 feet in a yard = 1.33 yards or 1-1/3
yards.
Give Work Teams 2 minutes to make the following conversions
without using a calculator:
84 inches = ____ feet [7]
4 yards = ____ inches [144]
64 inches = ____ yards [1.78]
Have one Team explain their thinking and give their answers.
Get a second opinion. Review any rough spots.
STRETCH BREAK

20 min. Remind students that just as they need to know how to
measure and convert in the customary measurement system,
they need to know how to measure and convert in the metric
system. Explain that in order to use architectural drawings, the
carpenter must be able to use both inch and metric systems of
measurement. While inch systems are most commonly used, the
metric system is slowly moving into use in construction. The
U.S. Federal Government has switched all of its construction
projects to the metric system, so it is important for all
construction trades to become familiar with the metric system.
In the metric system they can multiply or divide base units by
ten by using a system of metric prefixes and moving the decimal
point around.

Remind students to take notes. Pass out Resource 5.3 - Metric
Measure Study Sheet and have students follow along as you
explain the metric system’s use of base 10 and how metric
prefixes are used to do metric conversions. Show Resource 5.4
Metric Measure PPT as you explain the prefixes. Have students
use their Study Sheets and lecture notes to make out
vocabulary cards for the following metric prefixes
*Deka* Giga *Milli
*Hecto*Tera* Micro
* Kilo *Deci* Nano
* Mega *Centi

Give Work Teams 2 minutes to make the following conversions
without using a calculator:
11 centimeters = ____ meters [.11]
.65 meter = ____ centimeters [65]
2.15 meter = ____ centimeters [215]
43 centimeters = ____ meters [.43]
Have one pair-share explain their thinking and give their
answers. Get a second opinion. Review any rough spots.
10 min: Ask Work Teams to take 2 minutes to create a Top Hat
diagram showing the similarities and differences between the
two systems: English/standard and metric. Compare diagrams
with the whole group to come to consensus.

20 min. Tell students that metric rulers and tape
measures are much easier to read than standard or
customary. Use Resource 5.5 - Metric and Standard
Rulers Defined to explain how to read a metric ruler and
how it differs from a Standard [customary] ruler. Have
students line up the metric and standard rulers like they
are shown in the text, p. 42. Put up the metric ruler
chart, noting that it is Not To Scale(NTS).Point out and
read the following measurements: 8 centimeters (also 80
millimeters), 8.7 centimeters (also 87 millimeters), 9.2
centimeters (or 92 millimeters), 15.4 centimeters (or 154
millimeters). Then point out several others and have the
class read the measurements.

5 min: Introduce the topic by asking students if they’ve ever seen
blueprints. Generate a list of what they think blueprints might
contain and/or be used for. Explain that it’s critical the
construction workers understand blueprints—and, even though
they look complicated at first—we’re going to master the basics of
blueprints in the Foundation Course.
5 min: Read Types of Drawings aloud, and have students make out
vocabulary cards for
• Sketch
• Architectural drawings
• Blueprints
Check vocabulary card definitions for accuracy.
Snack Break (9:30-9:40)
Blueprints

END
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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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