CFC Day 17

LEARN – DAY 17
Construction Foundation Course

Week Four: Day 17 (Tuesday)
Content for the day
• Hour 1: Green Construction
• Hour 2: Math
• Hour 3: Safety/PPE
• Hour 4: Safety/PPE

Materials for the day - 1
• Portable GFCI and a power tool
• Recording of song ―Green, green, it’s green they say….‖
• Sample MSDS: Copy one from your center or download one from
the Internet
• Resource 4.6 - Green Awareness Vocabulary
• Resource 4.7 - Green Awareness PPT Presentation
• Resource 4.8 - Using Whole Number in Construction
• Resource 4.9 – A Sustainable Neighborhood Scenario
• Basic Function Calculators

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. Play the song ―Green, green, it’s green they say, on the far side
of the hill. Green, green, I’m goin’ away, where the grass is greener still.‖
Have students discuss the relationship of the song to the Green
Movement. Make a Venn Diagram that shows similarities (in both, green
means better), and unique elements to the song (about a person making
decisions, based on a saying) and the Movement (about a world making
decisions, based on enlightened self-interest).
• Pass out Resource 4.6 - Green Awareness Vocabulary and have
students define Green Industry Terms as you present the PPT ―Green
Awareness‖ found in Resource 4.7 - Green Awareness PPT Presentation.
Interrupt the presentation on slide 15 ―Sustainable Sites‖ and have
students read Resource 4.9 – A Sustainable Neighborhood Scenario.
Have students highlight the green jobs discussed in the scenario as they
come across them in their reading.
Green Construction

• How was each neighbor’s decision a sustainable decision?
• Who do you think made the most environmentally friendly decision?
• Who made the most economical decision?
• Who made the decision that best considered the community in which they
live?
• Which neighbor’s plan do you support? Why?
• What advice would you have offered to Maria, the Smiths, or the Garcias?
Is it different advice from what happened in the scenario?
• Which job would you be most interested in doing?
• In which jobs can you receive training at Job Corps?
• What skills do you need to do that job?
Lead a class discussion based on some or all of the following questions:

• Present the remaining slides on the Green PPT presentation
and respond to students’ questions.
• Stretch Break

• Reminder about math in the Construction Foundation Course,
quoted from Day 3:
• When construction math begins in the Foundation Course,
students will have been in academics for 40 hours. It is
essential that the first 40 hours in academics be spent in
math, whether that is basic skills math/TABE math, GED
math, or High School Diploma math courses, as construction
math in the Foundation Course assumes that students have
mastered the basic arithmetic operations displayed on the
following slides:
Construction Math (Reminder to Instructor)
Construction Math (Reminder to Instructor)

• Whole numbers
- Reading and writing whole numbers as words and numerals
- Adding, subtracting, multiplying, and dividing whole numbers
• Understanding the relationship of addition to subtraction and
multiplication to division
- Checking answers for accuracy in the above operations
• Fractions
- Reading, writing, and identifying fractions as part of a whole
- Adding, subtracting, multiplying, and dividing fractions
.

• Decimals
- Reading, writing, and identifying decimals as part of a whole
- Adding, subtracting, multiplying, and dividing decimals
- Translating decimals to fractions and vice versa
• Mixed numbers
- Reading, writing, and identifying mixed numbers whole numbers
plus fractions or decimals
- Adding, subtracting, multiplying, and dividing mixed numbers

• Students whose TABE scores indicate they may have difficulty mastering
this material in 40 hours of course work, should be assigned an
individual or small group tutor immediately, and the tutor should
continue through the student’s mastery of these operations, even if that
is during week 4 or beyond in the Foundation Course. Any student not
making expected progress in mastery during the 40 hours should also be
assigned a tutor.
• The focus here is to ramp up student mastery of math basics during the
first two weeks in academics—and the motivation is to be ready with their
peers to tackle the construction math that begins today with a review of
whole numbers and fractions. As the bond within the group grows, so will
this motivation. Added to the desire to ―TABE out‖ of basic math, move to
high school diploma work, and realize TABE gains to score cash, students
should be ready to put in some serious concentration on this effort.
• Students should arrive today with their math assessment from their
academic program. Collect for later review. Tell students that all of the
construction math they’ll study in the Foundation Course depends on
their mastery of the basics, and you appreciate the hard work they’ve put
in.

• 15 min. Begin by asking students to consider the different ways that
math is used in the construction industry. Give wait time, solicit
examples, and then explain that over the next few weeks they will be
brushing up on their math skills, particularly those related to tasks
within construction, and learning more about measurement, conversion
from English to metric systems, and how to use math-related tools in
their work. Point to where we are in the posted timed agenda.
• Using whole numbers and fractions in construction activities. Return to
your opening question about how math is used in the construction
industry, and ask students to reflect on why accuracy and correct
computation are critical. Explain that a piece of material (e.g., wood,
pipe, wire) must be measured accurately, cut to the proper length, and
installed where planned. If not, it wastes time and materials and may
create safety hazards or design problems later on in the project. An
employer doesn’t want a worker who only gets it right 8 out of 10 times.
Ten out of ten is the only acceptable standard.
.
Construction Math (instructions for Day 17)

• Emphasize that setting up the problem correctly is just as important as
calculating the answer. In fact, understanding what formula to use,
recognizing which measurements need to be included in the
calculation, and double-checking all work are core skills for any
construction worker. Students need to be comfortable with all 4 basic
operations (addition, subtraction, multiplication, and division), but the
basic building block of mathematics is addition. Remind them that
subtraction is the opposite of addition, multiplication is a short form of
addition, and division is the reverse of multiplication.

• Ask students to write the following numbers in a column on the left-
hand side of their papers (write on whiteboard):
22 123 4.25 3 ½
1,700 $8.75 25.75
• Then ask them to circle those that are ―whole numbers.‖ After a
minute, ask which ones they circled [22, 123, 1,700] and why they
didn’t circle the others. Explain that the others are examples of mixed
numbers, which contain both whole numbers and their parts. In most
of these examples, the whole number is separated from its parts by a
decimal point. Write all three italicized terms on the white board.
Remind them that by changing 3 ½ to a decimal form (3.50), it also
includes the decimal. Knowing where the decimal point is located in a
number and what that means is a critical skill in measurement.
Whole Numbers:

• Spend a few minutes writing these simple addition, subtraction,
multiplication, and division problems on the whiteboard (without the
answers) and ask students to copy them down and do them without a
calculator. Explain that calculators are basic tools in the workplace,
but sometimes workers need to do quick calculations in their head,
even if only to double-check that the answers they came up with on the
calculator seem correct.
3 + 4 + 2 + 5 + 6 = (20)
25 – 5 – 10 = (10)
3 x 12 = (36)
24 4 = (6)
Calculations:

First and Second Hours (7:30 – 9:30) – 12
• Once students have written the problems and calculated the answers, ask them
to look at these equations again, and think of a situation when they might need
to do each calculation. For example, in the first problem, they may be counting
up the number of hours they worked on a particular project in a week. In the
second, they may be figuring out how many pieces of wood they removed from
inventory and what is left. In the third example, they may know that a foot is 12
inches and that there are 3 feet in a yard, so they are calculating how many
inches are in a yard. In the final example, they might need to divide 24
fasteners into 4 equal piles. Encourage students to think of several other
examples like these where they would use one or more of the 4 operations.
• (NOTE: Most students should be familiar with mathematical basics like the four
operations so not a lot of review is needed. However, if some students appear to
be struggling, spend some time reviewing basics and collaborate with the
academic mathematics teacher to target additional help in the academic classes.
Also, obtain outside tutoring if needed.)
Calculations, continued:

• 30 min. Practice and application. Distribute calculators (if students don’t
already have them) and copies of Resource 4.8 - Using Whole Numbers in
Construction. Students will quickly see that each of the 17 items is actually
a word problem, based on construction scenarios. Walk through the first
problem and do the set-up on the white board, explaining how you
identified the information and determined the answer.
• A plumbing contractor informs the supplier he needs nine thousand, eight
hundred and fifty feet (write out the number as you read it) of 6” pipe (explain
that “ indicates inches, and that „ indicates feet). How would you write this
number?
• Note that the first several items also require students to know how to write
the number. Do some practice with students, asking for volunteers to
stand at the board to write out a number as you read it aloud while
students at their seats write it on their own. Talk about the place values
and the importance of knowing how to write a number that is given to them
verbally.

• Go back to Resource 4.8 - Using Whole Numbers in Construction; read
through each problem and ask students to identify just the required
operation(s) for each item (NOT the answer, they will have time for that
later). Once you’ve reviewed the entire handout, divide the students into 2
groups (but don’t put in teams), assigning 8 problems to each group to work
on. Give students about 10 minutes to complete as many answers to their
8 problems as they can. If they finish early, encourage them to double-
check their work.
• When time is up, divide students into pair-shares within their assigned
―groups‖ and ask them to work together to check each other’s work and
figure out any answers they didn’t get on their own. Wrap up the activity
with a quick review of the correct answers (directing students to enter the
correct answer if they didn’t have it right). Explain that they will need to be
comfortable with these kinds of calculations, so if there are any they don’t
understand, more work will be needed. Encourage students to work on the
problems that were not assigned to them as practice and make the answer
sheet available to them upon request and completion of the problems.

• 15 min. Fraction Review. Have students stand up and ask for 8, 16 or
24 students (depending on class size) to organize themselves so that
half of them are on one side of the room and the rest are on the other
side. [Remaining students will assist in organizing the groupings and
writing the fractions on the white board.] Ask how to write that on the
board. They will probably respond ―1/2,‖ so put that on the white
board, but then ask if there’s another fraction they could use (e.g., the
number of students on one half of the room over the total number of
students in the room). Ask them to divide each group in half, and then
ask for the two fractions now represented [1/4 and a quarter of the
students over the total student count]. Split them again, asking for the
fraction [1/8].

• Hands-on activity. Assign a letter to each of the eight subgroups, and
then tell students you want to combine them into new fractions. Give
one member of each group a letter (A through H) written with marker
on an 8 ½ by 11 sheet of paper to give their subgroup a ―name.‖ Bring
together A group + B group + C group = [3/8]. Ask the remaining
groups what fraction they represent [5/8], pointing out that 3/8 plus
5/8 equals 8/8, or 1 whole. Try a couple of different combinations
until you are sure they understand how fractions represent a part of
the whole number.

• Application to real life. As students return to their seats, ask them to
reflect on other fractions found in everyday life. Write these (without
the comments in parentheses) on the whiteboard:
- One minute of an hour = 1/60th (or a ―quarter after the hour‖ or ―half-
past‖)
- One day of a week = 1/7th
- One quarter of a dollar = 1/4th (you may want to do this as 25/100,
then have them think about how many quarters are in a dollar, leading
to 1/4th)
- One half of a foot (they will need to think about how many inches are in
a foot, then reduce 6/12ths into ½)

• Draw the following diagram on the white board:
• Shade the bottom two sections in, and ask what fraction of the whole is
represented [2/8, reduced as ¼]. (Wait time) Then shade one of the
next two sections up as well, and ask for the fraction [3/8, can’t be
reduced]. (Wait time) Shade two more sections and record the fraction
[5/8]. Ask if 5/8th is more or less than ½ [more]. (Wait time) Explain
that in construction, the tape measure uses these common 1/8‖
measurements, and they need to know how they fit in among the more
common measures of ¼, ½, and ¾. In future lessons you will use your
understanding of fractions to read a tape measure.
• Snack Break (9:30-9:40)

Third and Fourth Hours (9:40 – 11:30) - 1
• 10 min. Have students take out their notes from yesterday, and, in their
Work Teams, make up vocabulary cards for the following terms and
review the terms:
- Signaler
- Back-up alarm
- Trench
- Excavation
- Access
- Egress
- Spoil pile
- Soil type A/MAS
- Soil type B/MAS
- Soil type C/MAS
•
• 15 min. Have Work Teams read Electrical Hazards on pp. 85-6 (stopping
before electrical tool safety.) Have Team create notes for this section.
Have Teams read questions and answers to cross-check.
•
Safety PPE:

• 10 min. Have students take out their notes from yesterday, and, in their
Work Teams, make up vocabulary cards for the following terms and
review the terms:
- Signaler
- Back-up alarm
- Trench
- Excavation
- Access
- Egress
- Spoil pile
- Soil type A/MAS
- Soil type B/MAS
- Soil type C/MAS
Safety PPE:

• 15 min. Have Work Teams read Electrical Hazards on pp. 85-6 (stopping
before electrical tool safety.) Have Team create notes for this section.
Have Teams read questions and answers to cross-check.
• Then read Electrical Tool Safety and Preventing Tool Injuries, p. 86,
aloud while students take notes. Show how the portable GFCI plugs into
a power tool cord. Coach students through notes, if necessary.
Safety PPE continued:

Third and Fourth Hours (9:40 – 11:30) – 3
• 15 min. Have students look at the list for general power tool
safety. Explain that, while all items refer to things they are
responsible for, one group refers to the tools themselves; a second
to materials, extra equipment, or the work area; and a third to
personal actions (e.g., keep your fingers away from the cutting
edges).
• Have each student make 3 columns in the ―notes‖ section of their
notes; label each with the name of one group. Ask the Teams to
put the items on the list into the proper group. Each item needs
to be summarized in no more than 5 words to include as much of
the meaning as possible. Leave 5 minutes at the end to compare
lists among Work Teams and have Teams write suitable
questions. Be sure to note for students how much easier it is to
remember a long list of items when they’re in categories as
opposed to just a lengthy list of mixed-item bullets.

• 15 min. Have Work Teams choose one of the 3 groups (make sure all groups
are chosen) and, using the tune from a song that most people know (e.g.,
Mary Had a Little Lamb, Jingle Bells, etc.), create words for the song to help
students remember the list of items. Have groups create the song, practice,
and present. Promise to duplicate the song for each group that the students
like best.
• Stretch Break
• 5 min. Explain that when you’re reading a textbook or directions,
sometimes you can ―skim‖ the material if you’re looking for specific
information.Have Work Teams skim Musculoskeletal Disorders on pp. 90-
91 and create a vocabulary card for each of the following terms:
- musculoskeletal disorder
- ergonomics
- repetitive stress injury
• Compare card backs among Teams to come to consensus on content.

• 20 min. Explain to students that we’ll jigsaw the content on Hazardous
Materials, pp. 91-94. Assign yourself the Hazardous Materials
introduction and each group one of the materials identified. Their job is
to create a vocabulary card for the term and teach it to the rest of the
students:
- asbestos
- crystalline silica
- formaldehyde
- lead
- Arsenic
• Give each group 2 minutes to do so.
Hazardous Materials:

• Your job is to teach MSDS while students take notes. Use the material
in the text. Direct students to the sample and point out each area.
Have them make a vocabulary card for:
- MSDS
- Right to Know Law
- mitigation (bottom first column, p. 93)
• 15 min. Then have students fold today’s and yesterday’s notes vertically
on the line between the questions and the notes. Have them review
questions and answers in their Work Teams, along with all the
vocabulary cards so far this week, for an up-coming competition.
Hazardous Materials continued.

• 10 min. Play Construction Cards. Reorganize the seating pattern so that no
team members are sitting together. Give each student an ample supply of
scratch paper. Put up the Construction Cards I PPT [Note: Construction
Cards PPT to be developed after curriculum content is finalized] on the first
slide only. Explain to students that each slide will have 2 questions. Each
student has 10 seconds to put the answers to those 2 questions on one
sheet of scratch paper. Then you will collect the papers from one team only.
If every member gets both questions right, the team earns one point. If
there is only one error among all Team members, they earn 1 point. More
than 1 error, they earn no points. You go to the next PPT slide and repeat
the process. Teams have to be called on the same number of times or if an
uneven number of times, you’ll have to make it even the next time you play.
The trick is to keep everyone ―in the game‖ by never announcing how many
rounds you will play.
• Reflection.
• Out the door:Model Notes,Reflection, binders on the shelf, shake hands.

AFTER HOURS - 1
• Homework: Mr. Bueno teaches an introduction to construction class at the
Career Middle School. His course is one of 3 classes students take in the
same period in 7th grade, so the course lasts just 12 weeks. He would like
to really impress the importance of safety on the middle school students,
who are fairly squirrely and tend to fool around a lot. He wants to let them
use power and hand tools to make a project, but he feels that they aren’t
ready to handle these responsibly.
• He has asked Job Corps to come up with some scenarios, in the form of
stories, that will get the attention of 7th graders and make them very safety
conscious. The Job Corps Director at your center has asked your Team to
write a story that will appeal to 7th graders and convince them of the
importance of certain safety measures—or safety in construction in
general.

AFTER HOURS - 2
• With your Team, write that story this evening in 500-600 words and be
ready to read it to the class tomorrow. The rubric for assessment of the
story is below.

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 17

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