CFC Day 20

LEARN – DAY 20
Construction Foundation Course

Week Four: Day 20 (Friday)
Content for the day
Hour 1: Communications
Hour 2: Math
Hour 3: Building codes and planning
Hour 4: Building codes and planning

Materials for the day
• Resource 4.16 - Decimal Fraction PPT (with
handouts created for Slides 2 and 3)
• Resource 4.17 - Decimal/Fraction Conversion
Practice Worksheet
• Resource 4.18 – Fraction to Decimal Conversion
Graphic

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. Explain that today we‟re going to practice
giving directions in memos and in speaking. Have
students turn to p. 599-600 to read the section on
hanging a door. They will read the article and identify
the main steps in the process. Call on Work Groups
for their lists and discuss items with the class as a
whole until you reach consensus on the main steps
in the process. Emphasize summarizing; try to end
with no more than 5-7 steps.
Communications

10 min. Have pair-share partners write a memo from an
apprentice to his/her uncle, who is doing some
remodeling, on the importance of using the right kind of
extension cord and how to tell which extension cord to
use. Have the partners turn to p. 89 for the content
information.
15 min. Have partnerships trade memos and assess
according to a scratch paper rubric they make from the
model. Then ask partnerships to read a part in the memo
they assessed that they thought was really good and
explain why it was good. Pass memos and scratch paper
rubrics back to writers.

10 min. Have partnerships practice presenting the
same information orally, with one student taking
each role and then trading. They can use the best
parts of what they wrote and what they heard, but
they need to adapt the approach to a discussion.
15 min. Have the partnerships present while others
do scratch assessments. Follow the same procedure
as yesterday.
Stretch Break

5 min. Review numbers expressed as a decimal point.
Ask students to open their notebooks. Write the
words decimal fraction on the white board. Explain
that a decimal fraction is one whose bottom number
(denominator) is a multiple of ten, and is usually
written in decimal form (without the fraction line).
Remind students that when you say a decimal aloud
it sounds like a fraction (three tenths).
Construction Math

Display the Resource 4.16 - Decimal Fraction PPT Slide 1 and provide
students with a copy. Discuss the following example:
Fractional FormDecimal Form To be Read
3 = .3 = 3 tenths
10
3 = .03 = 3 hundredths
100
3 = .0003 = 3 ten-thousandths
10000
13 = 1.3 = 1 and 3 tenths
10

Remind students that the decimal point is the dividing point
between whole numbers and fractional parts of whole numbers.
Whole numbers are on the left and fractional parts are on the
right of the decimal point.
Display Slide #2 Decimal Number Places Graphic and provide
students with a copy. Begin by identifying the decimal point in
the center and then move to the left to identify the names and
positions. Go back to the decimal point and move to the
right, reminding students that the only difference in the place
names between those on the left and the right is the addition of
“th,” signifying that the number is a part of the whole. Point out
how the numbers get larger and smaller as you move from left to
right on the line.

10 min. Review adding, subtracting and multiplying
decimals
Write “$570.25” and $1.75 on the board set up as an
addition or subtraction problem (decimals lined up).
Point out that that they use decimals in everyday
life, since they are part of the money system. “.25,”
for example, represents ¼ of a dollar and .75
represents ¾ of a dollar. Point out that they already
know how to add decimal fractions because of this
parallel as well – by lining up the decimal points.
Remind students that subtraction problems line up
the same way as well.

Write 4.3 x 2.05 on the board set up as a multiplication
problem. Remind students that decimal points do NOT have to
line up when multiplying but the number with the most figures
is placed on top regardless of the placement of the decimal. Also
remind students that decimals are multiplied the same way as
whole numbers with one exception. After the multiplication is
completed, the decimal point must be located in the product.
Demonstrate on the board by multiplying 2.05 by 4.3 = 8815
(without showing the decimal point). Count the number of
digits in both the top and bottom multipliers that are to the
right of the decimal points (3). In the answer, count 3 digits over
from the right and place the decimal to the left of that number
(8.815). Show students how to quickly estimate the accuracy of
their answer. Multiply the two whole numbers [4 x 2] the
answer is „8”. Compare the whole numbers in the two answers.

30 min. Converting fractions to decimals. Note that
there will be times when you will need to convert
fractional measures to decimals so that you can
add, subtract or multiply information. Let‟s say we
have the measures of the four walls of a room and
need to find the total of all of the measurements.
Write the following on the white board:
North Wall = 12.75 ft.
East Wall = 8-1/4 ft.
South Wall = 12-3/4 ft.
West Wall =9.25 ft.

In order to add, we need our numbers to all be of the
same form, either fractions or decimals. In this
example we are going to learn three ways to convert
each number to a decimal.
1. Using a fraction/decimal conversion table.
2. Using a calculator.
3. Using division.

Using a fraction/decimal conversion table. Display
Slide #2 - Decimal Number Places Graphic and make
sure students have their copy copy. Have students
write “Fraction/Decimal Conversion” on the front of a
vocabulary card and copy the conversions shown on
the PPT on the back of the card. Use the East Wall
measurement (8-1/4) ft. to show students how to
convert the ¼” measurement to 0.25 and replace the
0 with an 8 (8.25). Have students convert the South
Wall measurement (12-3/4). Students use the
calculator method to check the ¼ ft. and ¾ ft.
conversions in your sample problem and their
problem.

Using a calculator. Explain that proper fractions can be easily
converted to decimals on a calculator. Just divide the top of the
fraction by the bottom, and read off the answer. Have students
check their answers to the ¼” and ¾” table conversions using
their calculators. Get your calculator and type in “1/4 =”. The
answer should be 0.25. Do the same for ¾ and the answer
should be .75.
Using Division. Check this out: ¼ means 1 4 OR 4)̅1̅.̅0̅ =
0.25 (Show students the long division on the whiteboard.)
Using paper and pencil, you try this one: ¾ means
__________________________

Observe student work as they solve 5 fraction/decimal
conversion problems. Students will then work independently
complete the additional practice problems in Resource 4.17 -
Decimal/Fraction Conversion Practice Worksheet. Ask students
for their answers and write the answers on the board:
1. 0.75
2. 0.0625
3. 0.25
4. 0.875
5. 0.9375
Collect student worksheets and review student work to see who
is struggling. Notify the Academic instructors to see how you
can collaborate to improve student fraction to decimal
conversion.

15 min. [Slide #4 can be used as the model to create the
following drawing]. Begin by drawing a line on the whiteboard
with a zero at one end and 1 at the other. Tell students that this
represents a distance of 1 mile. Ask, “If I were to travel halfway
between zero and 1, what part of a mile would I have traveled?”
[1/2 mile] Plot the midpoint above the line of “.50” above the line
and then extend a line down and write “1/2”. Ask another
student to identify the halfway distance between zero and
.50, plot “.25” above the line and “1/4” below it. (NOTE:
Students may need to use their calculators or fraction to
decimal conversion vocabulary card to get the decimal numbers
for numbers other than .25, 0.5 and 0.75 etc.). Continue this
breakdown in a systematic order until all the figures are
completed (seeResource 4.18 – Fraction to Decimal Conversion
Graphic). With every new midway point, ask a different student
for the answer until all have had a chance to respond.

After all the initial points are identified, direct students to the
“fraction” line and ask them which numbers have “other” names
that might be part of a tape measure. List the 16th and 8th
measures underneath the appropriate points. Distribute a copy
of Slide #4 Fraction to Decimal Conversion (Same as Resource
4.18 – Fraction to Decimal Conversion Graphic) as a reference
for students.
Answer any questions and then transition to the next activity.
Snack Break (9:30-9:40)

Third and Fourth Hours (9:40 – 11:30) - 1
5 min. Introduce the topic of Building Codes by asking students
why we have regulations about how homes and commercial
buildings have to be built. If we live in a free country, shouldn‟t
we be able to build anything we want in any way we want to do
it? Discuss building codes as a guarantee of minimum levels of
quality and safety. Have students make a vocabulary card for
• Building code
Building Codes and Planning

5 min. Have Teams read Model Building Codes on pp. 34-35 and
take notes to answer these questions: What do model building
codes include? How can they be modified? Review with whole
group. Have students make vocabulary cards for
• Model building codes
• International Residential Code for One-and Two-
Family Dwellings (IRC)

5 min. Explain that there are generally three types of homes that
builders create:
• Spec house: a house built before there is a buyer, built on the
“speculation” that someone will want to buy it;
• Custom house: a house specifically designed and built for a
known customer
• Tract house: One of many homes built by a developer from a
handful of plans or “models.” Have students make out
vocabulary cards for each.

However, these houses all go through a similar process, as described in
the text:
• Permits and Inspections, pp. 35-36,
- Building permit
- Certificate of Occupancy
• Lot or House Selection, pp. 36-37,
- Zoning restrictions
- Deed restrictions
• Legal Documents, p. 37,
- Survey
- Deed
- Title
- Contract of sale (continued on next slide)

• House Plans, pp. 37-38
- Stock plan
- Floor plan
- Architect
• Financing, p. 38
- Construction loan
- Mortgage
- Mortgage rates
(Continued from previous slide)

10 min. Assign one area to each Work Team. Their assignment is
to read the material, prepare to teach it to the class, and help
students make out vocabulary cards. They will have 4 minutes
for that task.
20 min. Teams teach while students take notes and fill out
vocabulary cards.
5 min. Have Work Teams review vocabulary from
today, checking individual‟s cards for accuracy.
Stretch Break

Second, looking at all the goals, are there any that cannot start
until something else is completed? For example if the GED will
earn Joe 80 credits toward the high school diploma, and the
high school diploma is his goal, he might want to finish the GED
before he starts work on his diploma…or maybe, if he‟s in a
hurry, he wants to be taking high school classes at the same
time that he‟s studying for the last 2 GED tests. Looking
through your goals and their steps, put them in a logical order if
they are sequential.
Give students 3 minutes to work.
Finally, ask them to create their own CPM diagram for their
goals and actions required to meet them.
Stretch Break

5 min. Read the section on Estimating, p. 59, aloud, asking students to make
notes to answer the question, What skills must an estimator have? Then have
students make out vocabulary card for
• bid
10 min. Explain that there are 3 types of estimates, as described on pp. 60-61.
We want to summarize the information about these 3 types on 3 vocabulary
cards:
• Pre-design estimate
• Quantity take-off
• Unit cost estimate
Ask each Work Team to take 5 minutes to summarize as tightly as possible to
create the 3 cards. Then compare the results, coming to consensus on the
best.
5 min. Have students take a close look at the partition wall on p. 62 and make
a vocabulary card for
• partition wall

5 min. Explain that the floor and walls in most houses are
shaped in rectangles or squares, so we‟ll learn to calculate the
square footage of a square or rectangular area and subtract out
square foot measurements that should not be included in the
overall measurement. Ask if anyone can think of an example of
when we might need to subtract out square footage. (Areas of
the floor that will be tiled instead of carpeted or there is a
window or door on the wall that will be brick veneered]
Provide examples of when construction workers need to know
how to calculate square footage to: determine how much paint
you need for the walls; how much carpet to order for the floors;
or how many bricks to order for a brick veneeror facing on an
inside or outside wall.

Draw a square on the board and continue with the explanation. Square
footage is a measurement of area, and area is the measurement of any
two-dimensional space contained within a set of lines. Think of it in the
sense of a dance floor. Imagine this square dance floor is 20 feet by 20
feet. How do we express the area that it takes up? This one is
easy, because the dance floor is a square and has no openings.
Write A = l x w next to the square and continue with the explanation.
We simply multiply the width of the floor by the length of the floor or
Area equals length times width. So 20 feet times 20 feet equals 400
square feet. Therefore, the total area of the dance floor is 400 square
feet. The equation is the same for a rectangle. Ask students to create a
vocabulary card with Area of a square or rectangle on the front and the
formula on the back.

5 min. Replace the image of the 20 x 20 square on the board
with the following rectangle:
Ask students to calculate the square footage of this wall. [400 sq. ft.] Call on
a student for the answer. Confirm correctness with a second student.

Show how to write the square footage in mathematical form. [400 ft.2].
Explain that when you see a measurement in this form it is usually a
measurement of area.
Draw a rectangle measuring 6 ft. by 2 ft. inside the 40 ft. x 10 ft.
example on the white board.
Have studentscalculate the square footage of the window and subtract it
from the overall square footage of the wall. [388 sq. ft.]

Have studentscalculate the square footage of the window and
subtract it from the overall square footage of the wall. [388 sq. ft.]
5 min. Let Work Teams study vocabulary cards.
10 min. Play a fast game of Construction Cards.
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 20

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