CFC Day 28

LEARN – DAY 28
Construction Foundation Course

Week Six: Day 28 (Wednesday)
Content for the day
• Blueprints
• Construction Math
• Tools and Equipment

Week Six: Day 28 Wednesday)
Materials for the day
• Resource 5.1 – Minute Measure PPT
• Calculators
• Architect’s ruler
• Wood samples (boards) in the following lengths:
• 1”x 12” x 12” long
• 2” x 6” x 12” long
• 1” x 6” x 24” long
• 4” x 6” x 6” long
• Resource 6.7 - Board Foot Cost Calculations Worksheet
• Resource 6.8 - Board Foot Cost Calculations Answer Sheet
• 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.

5 min. Do Minute Measure, slide 8
50 min. Explain that Mr. Plaza was a divorced Dad
with two boys, ages 4 and 7, when he first built the
cabin. The boys slept upstairs in the loft and bugged
their Dad about taking them to the cabin as often as
possible.
It’s now 4 years later and Mr. Plaza is planning to
marry a wonderful woman who loves him, the kids,
and the cabin. However, the boys are now 8 and 11
and having one bathroom for 4 people in a small
cabin is a bit difficult.
Blueprints

Additionally, the boys generate a lot of
laundry, and it’s a long way in to town to
the Laundromat.
And finally, Mr. Plaza’s new wife is a very
successful author of children’s books, but
her publisher’s schedule sometimes
pushes her to work on weekends and
holidays at the cabin. The boys are great,
but they are also very noisy. She really
needs a quiet place to work, even if it’s a
small area.

In a family meeting, the Plazas decide to build a
small addition to the back of the cabin, adding a
bathroom, laundry area, and small study. To
keep expenses down, they plan to use a shed
roof on the addition and place the second
bathroom (a duplicate of the existing one) right
behind the original bathroom, so the two rooms
can “share” plumbing fixtures. The window
currently shown in the rear elevation will be
changed to a door.

Your job, as pair-shares this hour, is to create a 1:48
scale drawing of the new addition shown as a floor
plan and a NTS drawing of the side elevation, showing
the new addition with the shed roof. Put in as many
symbols, lines, and notes as possible. Instead of using
graph paper for this project, you’ll be using your
architect’s ruler.
Review use of the architect’s ruler, using the ¼ scale
in your examples. Have students practice. Then give
them the rest of the hour to make their drawings.
5 min. Have students display their work and do a
Gallery Walk to look at others.
Stretch Break: Use the Gallery Walk for the stretch.

10 min. Remind students to take notes. Explain that
our remaining lessons in Construction Math will deal
with cost calculations. Today you will calculate the
cost of building supplies and then the following two
days you will calculate costs associated with your
salary. Calculating how much building supplies will
cost ensures materials are not wasted and material
purchases are kept within budget; in life and at work,
calculating costs is essential to good budgeting.
Construction Math

The cost of lumber represents a high percentage of the building
supply budget in most residential construction so today we will use
lumber in our cost calculations. In construction, how lumber is
priced varies. For instance, retail suppliers may provide quotes for
framing lumber by the linear foot or by the piece, and wholesale
suppliers by the board foot.
Walk students through the following information noting the terms,
illustrations and measurements on the white board.
• Linear foot pricing is simply the length of the material without
regard to the width and thickness; therefore the linear
measurement of an 8’ x 2” x 12” board is 8’-0”. Large home
improvement stores typically sell lumber by the linear foot.
• Wholesale lumber companies usually sell by the board foot. It is
different from linear measurement because board footage is
calculated using the board’s volume. [Remind students of their
previous calculation of board foot.]

Draw the following illustration on the white board.
Remind students that the volume of one board foot is
calculated as 12” x 12” x 1” = 144in3.

If available, hand out board samples for students to examine (start
with 1 x 12). Note that framing lumber comes in many sizes. Each of
these samples is equal to one Board Foot (BF)
• 1”x 12” x 12” long
• 2” x 6” x 12” long
• 1” x 6” x 24” long
• 4” x 6” x 6” long
While the samples are being passed/examined, have students reread
the formula for calculating board foot on pg. 63 and prepare a
vocabulary card for for nominal size found in the text glossary. Pass
out calculators and blank vocabulary cards.
15 min. Ask students for the formula used to calculate board feet.
Number of Pieces x Thickness (in.) x Width (in.) x Length (ft.)
12

Use board foot to provide students with background knowledge on
how formulas are developed. Ask students to turn to pg. 63 and
show students how the formula in the text used to calculate board
feet was arrived at:
• Explain that board footage is the relationship or ratio between the
volume of the board and the volume of a board foot. Use the
following example to compare the volume of a linear foot of “2 x
4;”
T = thickness in inches W = width in inches L = length in inches
2 x 4 = T” x W” x L’ = 2” x 4” x 12” = 96 cubic inches = .667 BF
Board Foot T” x W” x L’ = 1” x 12” x 12” = 144 cubic inches
.

• Explain that to save a step of changing every length
into inches, the formula is shortened by expressing
the length in feet:
T” x W” x L’
1” x 12” x 1’
• Ask if what we know about simplifying expressions
can shorten the formula. Use wait time and build on
answer to explain that the denominator can be
changed to 12” :
T” x W” x L’
1” x 12” x 1’
.

Write the following practice exercises on the board. Have students
work in pair-shares and use calculators to find the answers.
.
Practice Exercise I Practice Exercise II
Calculate the board footage for one-
foot lengths of the following:
Now try with varying lengths. Replace
theone-foot length with the given lengths:
2 x 6 [2x6x1÷12=1.0BF] 8’ x 0” length of 2 x 8 [2x8x8÷12=10.67BF]
2 x 8 [2x8x1÷12=1.33BF] 12’x0” length of 2x10[2x10x12÷12=20BF]
2 x 10 [2x10x1÷12=1.67BF] 14’x0”length of 2x6 [2x6x14÷14=14BF]
4 x 6 [4x6x1÷12=2BF] 10’0” length of 4x8 [4x8x10÷12=26.67BF]
For each exercise, call on a pair share for the answer. Confirm
answer with a second pair-share and ask them to explain their
process.

10 min. Explain that lumber quotes and field notes are
frequently expressed in construction shorthand like
12/8’ 4x8. Write the example on the white board and
explain that the first number (12) indicates the number
of pieces; the second number (8) is the length of
material; the final figures (4 x 8) indicate the size of the
lumber. So 12/8’ 4x8 would be 12 pieces of 8’ long 4 x
8’s.
The BF formula is then modified to include the number
of pieces.
#pieces x T” x W” x L’
12

Ask students to work in pair-shares to use this
formula to calculate how many board feet
there are in 12 pieces of lumber.
12x 4 x 8 x 8 = 256 BF
12
Call on a pair share for the answer. Confirm
with a second pair-share and ask them to
explain their process. Point out that the 12’s
cancelled out.
.

Write these practice exercises on the board. Have
students work in pair-shares and use calculators to
find the answers.
.Calculate the board footage for
the following quantities:
[Answers]
16/10’ 2 x 4 [16 x 2 x 4 x 10 ÷ 12 = 106.67
BF]
12/12’ 4 x 4 [12 x 4 x 4 x 12 ÷ 12 = 192 BF]
15/8’ 2 x 8 [15 x 2 x 8 x 8 ÷ 12 = 160 BF]
Call on a pair share for the answer. Confirm with a
second pair-share.

10 min. Explain that lumberyards deal in very large
quantities of building materials. Their shipments arrive by
the semi-truck or railroad car full. When giving quotes to
customers, the quantity given is cost per thousand board feet.
Write this example on the white board: 12 foot 2 x 4’s cost
$575.00 per thousand board feet. Explain that this is written
575M, using the Roman numeral “M” for one thousand.
Move the decimal point in $575.00 three places to the left to
demonstrate how to determine the cost per board foot.
Explain that the cost per board foot in this example is $0.575
or 57¢. Explain that after you determine the number of board
feet, multiply the cost per board foot to get the total cost.
.

Write this example on the white board:
What is the cost of 1/12’ 2 x 4 @ 575M?
#pcs. x T” x W” x L’ = BF x $ = Board Foot Cost
12
1 x 12 x 2 x 4 = 8 x .575 = $4.60
12
A 12’ 2x4 equals 8 BF and costs $4.60 each.

Ask students to work in pair-shares to use this
formula to calculate the price for the following
quantities that you write on the white board.
Pass out Resource 6.7 - Board Foot Cost
Calculations Worksheet while students solve
problems.
Calculate the board footage and the
price for the following quantities:
[Answers]
10/12’ 2 x 4 @ 480M [10 x 2 x 4 x 12 ÷ 12 = 80 BF x $0.48=$38.40]
5/16’ 4 x 6 @ 570M [5 x 4 x 6x 16 ÷ 12 = 160 BF x $0.57 = $91.20]
Call on a pair share for the answer. Confirm with a
second pair-share and ask them to explain their
process.

15 min. Remind students that all of the
formulas need to be noted on the back of their
board foot vocabulary card. Work in pair-
shares to complete Resource 6.7 - Board Foot
Cost Calculation Worksheet. Call on a pair
share for the answer. Confirm with a second
pair-share and ask them to explain their
process.
Snack Break (9:30-9:40)
.

Third and Fourth Hours (9:40 – 11:30) - 1
25 min. Utility knife and chisels
demonstration. Follow directions for Day 23.
25 min. Staplers demonstration. Same as
above.
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 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
• 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 28

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