CFC Day 29

LEARN – DAY 29
Construction Foundation Course

Week Six: Day 29 (Thursday)
Content for the day
• Blueprints
• Construction Math
• Tools and Equipment

Materials for the day
• 1 piece of chart paper per Team for addition drawing
• Resource 5.1 – Minute Math
• Resource 6.9 - The Average Construction Worker’s
Salary
• Resource 6.10 - Payroll PowerPoint
• Resource 6.11 - Paychecks & Payroll Taxes
• 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.

15 min. Have Teams hang their new addition floor plan and
section drawings. Have one Team member stay with the
drawings while the rest of their Teams do a data-gathering
Gallery Walk. Each Team will have 2 minutes at each exhibit.
There they are to make notes in 2 categories: Things really well
done and Things that can be improved. They can ask questions
of the Team member who stayed with the exhibit. At 2 minutes,
inform the Teams that it’s time to move to the next exhibit.
When all exhibits have been visited (8 minutes), start with one
exhibit and ask all the Teams (except the authors) the 2 key
questions. Make the point that positive, productive analysis of
things we can do better is the only kind of feedback that really
helps us get better.
5 min. And speaking of better….do Minute Math, slide 9
Blueprints

40 min. Tell the students that there is more to Mr.
Plaza’s story.
Mr. Plaza would like to surprise his new wife by
putting in rose bushes around three sides of their
property. The fourth side backs on the forest and
would not provide enough sunlight for the roses
(though it does provide some shade for the house in
the hot Georgia summers). He wants to plant the
roses at 4’ intervals, with a bush at each corner and
one space without a rose directly in front of the front
door, so there is a path to the house. Their perfectly
rectangular lot is 40’ x 60’, and the side adjacent to
the forest is 40’

One more thing they determined at the family
meeting is that they would like to put some solar
panels on the gable roof when they can afford
them in the next few years. (See a picture on p.
236.) The solar panels would be placed on the
side of the gable that will get the best sun
exposure. Ask pair shares to take 1 minute to
consider which side should that be. Call on one
pair. Get a second opinion.

So, the assignment is for pair-shares to
1. Draw a plot plan in a 1:48 scale for the Plaza Cabin, taking
into consideration the clue you’ve been given about the
house location and then siting the house in whatever
direction is the best for the solar panels.
2. Plan out and draw the rose bushes, for which you will
create a symbol, the forest, and the path to the house,
which will just be informal in outline and gravel in surface.
3. The roses are $15.99 at the local nursery. The homeowners
will also need 4 sacks of soil amendments for each 16
roses. The soil amendment costs $8.49/sack. The tax rate
in the county is 7.25%. Prepare a cost sheet for the roses
project for Mr. Plaza.

10 min. Tell students that while yesterday we focused on
calculating the cost of work-related materials, today we will
focus on one aspect of living independently related to cost.
Remind students that independent living requires not just a
paycheck but the ability to understand and manage their
paycheck. Ask students to read Resource 6.9 - The Average
Construction Worker’s Salary. Explain that it will help them to
understand what their gross earnings might be when they begin
to earn a paycheck in construction. Ask them to write a three-
sentence summary of the reading.
Construction Math

Call on one or two students to read their summaries. Transition to the
first slide in Resource 6.10 - Payroll PowerPoint, a sample payroll stub,
by reminding students that the salary figures in the reading were gross
pay not net pay. Point to the two terms on the sample payroll stub and
tell students that you will define gross and net pay and other terms they
will see [or have already seen] on their pay stubs. Remind them to take
good notes in order to win the competition that will follow.
15 min. Use Resource 6.11 - Paychecks & Payroll Taxes to explain about
tax withholdings. Point to each term on the pay stub as you use it
during the lecture. Lead students in a discussion to define the
remaining terms: earnings, rate, hours, this period and year-to-date.
Explain that overtime is paid at 1.5 and in some instances at 2.0 times
the regular rate of pay. Ask students to calculate some examples such
as
• Calculate the hourly rate for 4 hours of overtime work at a regular
hourly rate of 11.00/hr.?

Remind students that they should keep their paycheck stubs;
information like your year-to-date gross pay is good to have,
especially if you re trying to estimate your taxes and whether you’ll
have to pay or you’ll receive money back.
Have students create vocabulary cards for the following terms:
• Deductions
• Statutory
• Federal Income Tax
• Social Security Tax
• Medicare Tax
• State Tax
• Gross Pay
• Net Pay
• Overtime Pay

10 min. Organize students into four work teams
for the following team competition. Tell students
that each work team will respond in writing to 6
questions about the information that was just
covered. Students will be able to use their notes,
but must write quickly because you will move
quickly through the questions. The first team to
bring you the CORRECT written answers wins
the competition. Tell the work teams that they
have five minutes to study for the competition.

Read the following questions:
1. What is gross pay?
2. What is net pay?
3. What is the difference between gross and net pay?
4. What is Social Security Tax?
5. Federal income taxes are used to finance what?
6. If your income is $30,000 in 2011, what are your Social
Security tax and your Medicare tax?
7. If your regular hourly rate is $11.00/hr and you work 8 hours
of overtime on a Sunday at an overtime rate of 2.0, how much
would you earn for that Sunday?
.

Ask the team member who brings you the first
written response to read his/her answers aloud
as you read the questions. Tell the other work
teams to listen carefully. They may challenge an
answer and, if correct, the game continues and
their team could win.
25 min. Show students the second PPT slide from
Payroll PowerPoint and explain that these are the
2011 actual and 2012 proposed federal tax rates
based on marriage status and level of income.

Ask each student to:
• Select one of the annual salaries given for construction workers
in the earlier reading
• Use 2011 tax rates to calculate and subtract out from the salary
figure selected:
- Federal income tax
- State income tax, assuming a rate of 7%
- Medicare Tax
- Social Security Tax
Call on several students to share their after-tax amount.

Ask students to review the proposed 2012 tax rates
shown on the left side of the PPT with the 2011 tax
rates shown on the right and say where they see the
greatest changes occurring in terms of tax that
employees will owe. [The biggest changes proposed
expand the 28% bracket and replacing the 33% and
35% brackets with 36% and 39.6% brackets.] Explain
that this is still a proposal and that Congress and the
President are still determining what will happen to tax
rates in 2012 and thereafter.
.

Show students the third PPT slide in the Payroll
PowerPoint on Medicare and Social Security Tax
rates, limits, and maximum contributions from 2005
through projected 2012. Ask them to share their
observations [e.g., tax rate has pretty much stayed
the same, but tax limits and contributions have gone
up.] Explain that both Medicare and Social Security
are projected to go broke in 2024 and 2036
respectively unless something is done. Ask students
what things they think could be done to keep the
programs intact and how it might affect everyone’s
taxes .

Ask students to work in pair-shares and select one of the
salaries chosen in the previous exercise to calculate their taxes
owed if:
• Their federal tax rate was increased by 5% over the rate they
used in their prior calculation;
• The Social Security rate remained at 6.2% but the earnings
limit was removed;
• Medicare tax was at 5% with no maximum contribution;
• They lived in a State that has a 10% income tax rate; and
• They decided to invest $3,000 annually in their employer’s
402(K) retirement plan.

Tell students to be ready to report on any
differences in net pay between the first and
second exercise and to discuss how these
differences might affect their budgets. Call
on pair-shares to report their findings and
reflections.
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.
10 min. Play ―Name That…‖ (See Appendix A for
explanation of how to play Name That….) Use
Resource 5.26.
Reflection
Out the door:Model Notes,Reflection, binders on the
shelf, shake hands.

AFTER HOURS
Homework: As a Team, choose the addition drawing you want to work
further on among your pair-shares’ products. Then re-draw the
addition at 1:24 on the chart paper and put in all detail, including
notes, symbols, lines, roof slope, etc. Then create a section drawing,
like Drawing D, that shows the layout of the new addition; this can be
on 8.5 x 11 paper or you may ask for a second piece of chart paper.
Quality standards:
• Totally accurate 1:24 scale drawing. Note that all drawings from all
Work Teams should have the same perimeter size.
• All details—words, symbols, lines, and numbers—accurately
included.
• Innovative interior design for study and laundry
• Accurate depiction of section, given floor plan drawing
• 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 29

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