2. Week Six: Day 26 (Monday)
Content for the day
• Construction Math
• Tools and Equipment
3. Week Six: Day 26 (Monday)
Materials for the day
• Resource 5.1 – Minute Measure PPT
• Resource 6.1 - Calculating Concrete Cube Templates
• Resource 6.2 - Calculating Concrete Activity Recording Worksheet
• Resource 6.3 - Calculating Concrete Instructor Resource A & B
• Resource 6.4 - Calculating Concrete Project Cards
• Resource 5.26 – Name That PPT
4. Week Six: Day 26 (Monday)
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 26 (Monday)
First and Second Hours (7:30 – 9:30) - 2
30 min. Have students take out their Plaza Cabin
Blueprints and their 1:48 scale version of the floor
plan. Ask students to complete the next task on their
scale version, which is to write in abbreviations,
notations, symbols, and room names, keeping these
in scale. Have them add their name to the legend at
the bottom, putting it first and then changing NTS to
the appropriate scale marking. Have students check
in with the Work Team frequently to see if their plans
are looking like others students’ plans.
6. Week Six: Day 26 Monday)
First and Second Hours (7:30 – 9:30) - 3
When they have completed that task, students
should move to the last item, writing in the
dimensions. If they finish early, have them review
their vocabulary cards for blueprints.
Remind students of time every 5 minutes.
5 min. Students post their scale versions, and Work
Teams do a Gallery Walk in which each Team looks
at all the scale versions in another Team’s display
and determines which they think is best and second
best and why. They have just 1 minute to make that
determination for each of the other teams. Then, as a
group, ask students which drawings stood out and
7. Week Six: Day 26 (Monday)
First and Second Hours (7:30 – 9:30) - 4
10 min. Have Work Teams study for blueprint
10 min. Play a round of Darts.
5 min. Do Minute Measure, slide 6
Stretch Break: Everyone stands. You ask
Work Team 2 to present their second rap.
They perform. Everyone claps and sits down.
8. Week Six: Day 26 (Monday)
First and Second Hours (7:30 – 9:30) - 5
5 min. Ask students to read Concrete Basics on pgs.
218 and 219 while you pass out to each pair-share:
• Resource 6.1 - Calculating Concrete Cube
• Resource 6.2 - Calculating Concrete Activity
• One pair of scissors, a standard ruler and one roll of
• Resource 6.4 Calculating Concrete Project Cards.
9. Week Six: Day 26 (Monday)
First and Second Hours (7:30 – 9:30) - 6
Review with students the importance of accuracy in all construction
trades. Use measurement and squaring corners as examples of where
accuracy is important. Explain that we will now be discussing the
mathematics involved in accurately calculating a concrete estimate.
What mathematical formula do you suppose is going to help us
calculate a concrete estimate? (Volume)
5 min. Engage students in a short discussion about volume. Ask
students to explain what volume is and provide an example of where
they calculated volume in a previous lesson. [board foot, cylindrical
tube] Facts that students should include are: volume described as the
amount something can hold e.g. a cup, expressed in cubic units,
and/or the formula for volume v = πr2h for a cylinder and v = L x W x
H for a square or rectangle. Remind students to take notes add to their
previous notes on calculating volume.
10. Week Six: Day 26 (Monday)
First and Second Hours (7:30 – 9:30) - 7
Reintroduce the example and the formula v = πr2h used in Construction
Math on Day 22 and walk students through the problem:
Explain that many foundations require “piles” which are cylindrical tubes
and of various lengths which are filled with concrete. Write the formula v
= πr2h on the white board and explain that in order to calculate the
volume of any cylinder the formula is π (pi, the constant number 3.14)
times the radius squared times the height of the cylinder. An example
would be a cylinder with a radius of 1’ and a height (length) of 5’.
Therefore volume equals 3.14 x 1 ft. x 1 ft. x 5 ft. = 15.70 cubic feet. If
there are 28 piles to be poured for the foundation, 15.7 ft.3 x 28 = 493.6
cubic feet. Explain that there are 27 cubic feet in 1 cubic yard. To
convert cubic feet to cubic yards, we must divide 493.6 cubic feet by 27
(3 x 3 x 3) to get 18.28 cubic yards of concrete. Round up and add a
waste factor to make the order.
11. Week Six: Day 26 (Monday)
First and Second Hours (7:30 – 9:30) - 8
x 1 yd.3
= 18.28 yd.3 You should order 19 yd.3
Explain that we’re going to work with a concrete project today and
an excavation project tomorrow that will require us to calculate
volume as a first step in estimating materials and excavation costs.
Ask students what they would need to keep in mind as they prepare
an estimate. Students should also write these key points in their
notes. Estimation facts might include: rounding up, ordering extra
due to a waste factor, it may be necessary to approximate
measurements, concrete is normally ordered in cubic yards.
12. Week Six: Day 26 (Monday)
First and Second Hours (7:30 – 9:30) - 9
15 min. Students will first complete an activity that helps to
build their background knowledge of volume. Students will work
in pair-shares using Resource 6.1, Resource 6.2 scissors, tape
and ruler to complete the following activity. Explain the
instructions to students before they get started.
• Step 1: Cut out the large and small cube template. Then fold
along the lines and tape the edges to form two different cubes.
Leave a flap open on the large cube.
• Step 2: Use the two cubes created to help answer the
questions on the Activity Recording Worksheet. [Answers
found in Part A of Resource 6.3 - Calculating Concrete
Instructor Resource A & B]
13. Week Six: Day 26 (Monday)
First and Second Hours (7:30 – 9:30) - 10
5 min. Call on pair-shares to answer each question on
the worksheet and explain their thinking.
15 min. Use Part B of Resource 6.3 - Calculating
Concrete Instructor Resource A &B to model a sample
calculation for the students. Remind students to take
notes as you explain the steps.
You have a project that requires concrete. The
rectangular space is 20 feet long by 5 feet wide. The
concrete needs to be poured at a thickness of 5 feet.
Calculate how many cubic yards of concrete are
needed for the project. Remember, one cubic yard is
equal to 27 ft3. Round up to the nearest cubic yard if
14. Week Six: Day 26 (Monday)
First and Second Hours (7:30 – 9:30) - 11
10 min. Assign pair-shares project cards #1 through #4
in Resource 6.4 - Calculating Concrete Project Cards
Instructor will rotate between groups, observing student
discussion and work.
5 min. Ask pairs to trade worksheets to check for
accuracy. Problems should then be turned in.
Snack Break (9:30-9:40)
15. Week Six: Day 26 (Monday)
Third and Fourth Hours (9:40 – 11:30) - 1
25 min. Reciprocating saw demonstration. Follow
directions for Day 23.
25 min. Chop saw demonstration. Same as above.
Stretch Break: Everyone stands. You ask Work
Team 3 to present their second rap. They perform.
Everyone claps and sits down.
Tools and Equipment– Demonstrations
16. Week Six: Day 26 (Monday)
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.
Monitor student proficiency completion, so that you set up
project stations as needed. Monitor individual students for time
10 min. Play “Name That…” (Use Resource 5.26 – Name That
Tools and Equipment– Hands-on exposure
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Content prepared for the National Office of Job Corps through Contract No. DOLJ111A21695
Job Corps Professional Development Support - KUCRL