This document provides an overview and schedule for Day 24 of a construction foundation course. The day consists of four hours and covers blueprints, construction math, and tools/equipment. In the first two hours, students learn about blueprints including drawing perimeters and items to scale. They also learn the Pythagorean theorem and use it to solve construction math problems and square corners. The last two hours cover heavy equipment through a reading activity and hands-on work stations with various tools.
This document provides an overview of the content and materials for Day 22 of a construction foundation course. The day includes 4 hours of instruction covering construction math, blueprints, and materials handling. In the first two hours, students practice calculating square footage of different shapes using formulas for rectangles, triangles, and circles. They also learn about calculating board feet to measure lumber volume. The document outlines the lessons, exercises, and resources used to teach these construction measurement concepts.
This document provides an outline for Day 26 of a Construction Foundation course. The content for the day includes blueprints, construction math, and tools/equipment. Students will work with blueprints, learn about calculating concrete volume, and participate in demonstrations of power tools. The day involves hands-on activities with templates, worksheets, and practice at work stations, as well as presentations and games to reinforce learning.
This document provides the schedule and materials for Day 17 of a Construction Foundation Course. The day consists of four hours and covers green construction, math, and safety topics. In the first two hours, students will learn about green construction and sustainability through a song, vocabulary, and scenario. They will then review whole numbers, fractions, and basic math operations through word problems. The second two hours focus on safety training involving personal protective equipment.
The document discusses various math manipulatives and activities that can be used in the classroom including color tiles, geoboards, toothpicks, playing cards, dice, and base-ten blocks. It provides examples of opening activities, explanations of why manipulatives are important, and cheap alternative manipulatives. The document also includes transcripts from video recordings of classroom lessons using these manipulatives and discussions of the mathematical concepts being taught.
Lesson plan for a 5th grade algebra/geometry class to teach students how to create pie graphs. The lesson will have students gather data on M&M colors, sort the M&Ms by color, and create a pie graph displaying the results. It will also have students create a sample pie graph as a class using data on student exam grades. The lesson provides detailed instructions, materials needed, and an assessment for students to demonstrate their understanding of creating and labeling pie graphs.
This document outlines the weekly schedule and lessons for a classroom. It includes:
- The daily schedule which divides the day into subjects like math, science, history, and includes times for activities like lunch and circle.
- An overview of the key lessons, activities, homework and essential questions for each subject each day of the week. Lessons focus on skills like sequencing, data analysis, regions of Pennsylvania, multiplication and division.
- On Wednesdays, the morning includes open-ended math problems and power hour followed by lunch and smaller blocks for social studies and science.
This document provides an overview of the content and materials for Day 22 of a construction foundation course. The day includes 4 hours of instruction covering construction math, blueprints, and materials handling. In the first two hours, students practice calculating square footage of different shapes using formulas for rectangles, triangles, and circles. They also learn about calculating board feet to measure lumber volume. The document outlines the lessons, exercises, and resources used to teach these construction measurement concepts.
This document provides an outline for Day 26 of a Construction Foundation course. The content for the day includes blueprints, construction math, and tools/equipment. Students will work with blueprints, learn about calculating concrete volume, and participate in demonstrations of power tools. The day involves hands-on activities with templates, worksheets, and practice at work stations, as well as presentations and games to reinforce learning.
This document provides the schedule and materials for Day 17 of a Construction Foundation Course. The day consists of four hours and covers green construction, math, and safety topics. In the first two hours, students will learn about green construction and sustainability through a song, vocabulary, and scenario. They will then review whole numbers, fractions, and basic math operations through word problems. The second two hours focus on safety training involving personal protective equipment.
The document discusses various math manipulatives and activities that can be used in the classroom including color tiles, geoboards, toothpicks, playing cards, dice, and base-ten blocks. It provides examples of opening activities, explanations of why manipulatives are important, and cheap alternative manipulatives. The document also includes transcripts from video recordings of classroom lessons using these manipulatives and discussions of the mathematical concepts being taught.
Lesson plan for a 5th grade algebra/geometry class to teach students how to create pie graphs. The lesson will have students gather data on M&M colors, sort the M&Ms by color, and create a pie graph displaying the results. It will also have students create a sample pie graph as a class using data on student exam grades. The lesson provides detailed instructions, materials needed, and an assessment for students to demonstrate their understanding of creating and labeling pie graphs.
This document outlines the weekly schedule and lessons for a classroom. It includes:
- The daily schedule which divides the day into subjects like math, science, history, and includes times for activities like lunch and circle.
- An overview of the key lessons, activities, homework and essential questions for each subject each day of the week. Lessons focus on skills like sequencing, data analysis, regions of Pennsylvania, multiplication and division.
- On Wednesdays, the morning includes open-ended math problems and power hour followed by lunch and smaller blocks for social studies and science.
1) The document outlines a lesson plan for teaching third grade students about perimeter and area. Students will create self-portraits using colored squares to demonstrate their understanding of these concepts.
2) Materials needed include worksheets, construction paper, colored squares, pencils, and checklists. The teacher will introduce and model the activity, and students will have time to work independently and be assessed using the checklists.
3) Assessment includes observations during the lesson, student checklists to self-assess their work, and an exit ticket with questions to evaluate understanding of perimeter and area definitions and problems.
Lesson plan area of rectangles, triangles and compund shapes basicAngela Phillips
The document is a lesson plan for a class of 7th graders to learn about calculating the area of squares, rectangles, and triangles. The plan includes learning objectives, entry activities, main learning activities differentiated for different levels, and assessments. Students will learn to find the area of squares and rectangles by counting and using the length formula. Higher levels will learn to find the area of triangles and compound shapes. The teacher will use worksheets, examples on whiteboards, and iPads to check answers during group and individual work.
Activities and Strategies to Teach KS Standardsmflaming
The document provides an agenda and overview for a workshop on teaching math state standards to elementary learners. It includes activities, discussions, and examples to help participants understand concepts like numbers and operations, algebra, geometry, data, and problem solving. Cognitive categories for different levels of math skills are defined. Sample word problems assess addition, subtraction, multiplication, division, and multi-step reasoning abilities.
The document outlines a 6-session unit on solid figures. In the unit, students will learn to identify and visualize three-dimensional shapes from two-dimensional drawings, understand properties of solids like faces and vertices, and determine if a net can form a given solid shape or vice versa. Sessions include learning solid shapes through models and examples, drawing solids, quizzes, creating riddles about shapes, and introducing nets of solids. The goal is for students to gain understanding and skills in visualizing and analyzing characteristics of two- and three-dimensional geometric shapes.
This lesson plan aims to teach 7th grade math students about the properties of similar figures using scale factors and ratios. Students will complete a warm-up activity and review key concepts from prior lessons. Then they will work through examples on a worksheet applying their understanding of similar figures. To assess learning, students will explain their worksheet answers to the class. The lesson concludes with a summary of how ratios and scale factors are used to determine proportional relationships and similar figures.
The document is a daily lesson log for a 5th grade math class that covers factors, multiples, divisibility rules, and order of operations over five days. It includes the content and performance standards as well as learning competencies and objectives for the week. Each day's lesson plans involve reviewing concepts through drills and examples, practicing skills through group and individual activities, and applying the concepts to word problems. The lessons aim to help students develop mastery of these mathematical concepts.
· Etac lesson plan teacher hickslewisweek of oct.19 23,20piya30
This lesson plan outlines math and science instruction for 1st grade students over the course of a week. The plan focuses on addition and subtraction strategies, with daily objectives covering counting, making 10, and explaining strategies. Each day includes establishing objectives, modeling concepts, interactive practice, and small group or individual work. Formative assessments and adjusting for English learners are also incorporated daily.
This document provides lesson plans and materials for a mathematics lesson on using area models to represent multiplication and find the total area of combined rectangles. The lesson includes fluency practice with counting, finding individual rectangle areas, and decomposing multiplication sentences. During concept development, students will cut rectangles from a grid, find individual and total areas, and recognize that combining rectangles maintains the total area. The lesson concludes with a problem set, partner discussion, and exit ticket to assess understanding.
This lesson plan introduces students to identifying, sorting, and constructing basic geometric shapes such as triangles, squares, rectangles, and circles. Students will read a book about shapes, sort cut-out shapes, use them to complete a flower design worksheet, and then construct animal shapes from the cut-outs. Formative and summative assessments include observing students during the activities and having them name the shapes used in their designs. The homework assigns students to identify shapes in real-world objects.
- The lesson plan teaches geometry, measurement, and number concepts through an activity where students help a town council sell land in rectangular sections to maximize profits.
- Students identify different sized rectangular sections on an activity sheet, calculate their areas, and determine the total number of sections that can be sold.
- They practice number operations and proportional reasoning by analyzing which section sizes provide the best value and combinations that would yield the highest profits.
This document provides the lesson plan and objectives for a mathematics lesson on finding the area of rectangles and composite shapes by decomposing them or combining parts. The lesson includes activities on skip counting by various numbers, practicing finding the area of rectangles and composite shapes, and solving word problems involving subtracting areas. Students will complete an exit ticket to assess their understanding and are assigned a homework worksheet to be turned in the next day.
This document provides guidance on writing an informal letter, including its typical characteristics, layout, examples, and suggested vocabulary. It notes that informal letters are more personal in tone, use shorter sentences and verb forms, and may include some slang. The document outlines the standard layout of an informal letter, including writing the address in the top right corner and date below, and provides an example letter. It also gives examples of vocabulary that can be used for greetings, thanking, apologizing, requests, and endings.
This document provides an activity to complete a chart with phrases for different parts of a letter such as greetings, changing topics, expressing wishes, ending letters, expressing anticipation, introducing news, and asking for news. The goal is to practice English phrases for corresponding in letters.
An informal letter is a personal letter written to friends, relatives, or school magazines to share personal and family news or express congratulations, thanks, or sympathy. The format includes the sender's address, date, salutation/greeting, closing, and sender's signature. An example letter is then provided to demonstrate how to write an informal letter.
This document provides resources for integrating art into language learning through various activities and projects. It includes websites with images that can be used to prompt discussions, descriptions, labeling, and storytelling in the target language. Students are encouraged to trace and update drawings, design rooms, sculpt athletes, and complete figure studies to reinforce vocabulary related to various topics like clothing, interiors, sports, and the human body. Guidelines are provided for assessing creative projects and connecting them to state art curriculum standards.
The document discusses key aspects of operating systems including:
- An operating system acts as an interface between the user and computer hardware and manages resources.
- UNIX was developed in the 1960s and rewritten in C in 1972, becoming widely used on various hardware.
- UNIX features include multitasking, multi-user access, portability and application tools.
- The system structure consists of hardware, kernel and user programs layers. The kernel isolates and manages resources.
- The user interacts via the file system hierarchy, running concurrent processes, and building programs from small tools.
The document discusses vocabulary related to reading comprehension. It provides sentences with underlined words and four options to choose from that best suit the meaning of the original word. In the first sentence, the underlined word is "antique", which best means an item that increases in value over time. The last sentence confirms that old items or antiques refer to things that belong to the past.
The document discusses key art vocabulary words used to evaluate and discuss elements and principles of art. It defines terms like color, form, line, space, texture and value as elements of art and balance, emphasis, movement, pattern, repetition, unity and variety as principles of design. It also defines color schemes including primary colors, secondary colors, warm colors and cool colors.
The document provides guidelines for writing an informal letter, including that it should have a greeting to engage the reader, an introduction that introduces the topic, be divided into paragraphs with one idea per paragraph, conclude with a brief summary, and end with an informal closing. It notes the letter should have accurate spelling and grammar, descriptive language, and be informal in nature with things like contractions and exclamation points. The style and register within the letter should remain consistent.
The document provides information on the characteristics and parts of letters. It discusses that letters should aim for clarity, simplicity, brevity and friendliness. The key parts of a letter are the letterhead, date, inside address, salutation, body paragraph, complimentary closing and signature. It also describes the different formats letters can take and defines formal and informal letters. Formal letters are used for business or professional correspondence while informal letters are for friends and family.
1) The document outlines a lesson plan for teaching third grade students about perimeter and area. Students will create self-portraits using colored squares to demonstrate their understanding of these concepts.
2) Materials needed include worksheets, construction paper, colored squares, pencils, and checklists. The teacher will introduce and model the activity, and students will have time to work independently and be assessed using the checklists.
3) Assessment includes observations during the lesson, student checklists to self-assess their work, and an exit ticket with questions to evaluate understanding of perimeter and area definitions and problems.
Lesson plan area of rectangles, triangles and compund shapes basicAngela Phillips
The document is a lesson plan for a class of 7th graders to learn about calculating the area of squares, rectangles, and triangles. The plan includes learning objectives, entry activities, main learning activities differentiated for different levels, and assessments. Students will learn to find the area of squares and rectangles by counting and using the length formula. Higher levels will learn to find the area of triangles and compound shapes. The teacher will use worksheets, examples on whiteboards, and iPads to check answers during group and individual work.
Activities and Strategies to Teach KS Standardsmflaming
The document provides an agenda and overview for a workshop on teaching math state standards to elementary learners. It includes activities, discussions, and examples to help participants understand concepts like numbers and operations, algebra, geometry, data, and problem solving. Cognitive categories for different levels of math skills are defined. Sample word problems assess addition, subtraction, multiplication, division, and multi-step reasoning abilities.
The document outlines a 6-session unit on solid figures. In the unit, students will learn to identify and visualize three-dimensional shapes from two-dimensional drawings, understand properties of solids like faces and vertices, and determine if a net can form a given solid shape or vice versa. Sessions include learning solid shapes through models and examples, drawing solids, quizzes, creating riddles about shapes, and introducing nets of solids. The goal is for students to gain understanding and skills in visualizing and analyzing characteristics of two- and three-dimensional geometric shapes.
This lesson plan aims to teach 7th grade math students about the properties of similar figures using scale factors and ratios. Students will complete a warm-up activity and review key concepts from prior lessons. Then they will work through examples on a worksheet applying their understanding of similar figures. To assess learning, students will explain their worksheet answers to the class. The lesson concludes with a summary of how ratios and scale factors are used to determine proportional relationships and similar figures.
The document is a daily lesson log for a 5th grade math class that covers factors, multiples, divisibility rules, and order of operations over five days. It includes the content and performance standards as well as learning competencies and objectives for the week. Each day's lesson plans involve reviewing concepts through drills and examples, practicing skills through group and individual activities, and applying the concepts to word problems. The lessons aim to help students develop mastery of these mathematical concepts.
· Etac lesson plan teacher hickslewisweek of oct.19 23,20piya30
This lesson plan outlines math and science instruction for 1st grade students over the course of a week. The plan focuses on addition and subtraction strategies, with daily objectives covering counting, making 10, and explaining strategies. Each day includes establishing objectives, modeling concepts, interactive practice, and small group or individual work. Formative assessments and adjusting for English learners are also incorporated daily.
This document provides lesson plans and materials for a mathematics lesson on using area models to represent multiplication and find the total area of combined rectangles. The lesson includes fluency practice with counting, finding individual rectangle areas, and decomposing multiplication sentences. During concept development, students will cut rectangles from a grid, find individual and total areas, and recognize that combining rectangles maintains the total area. The lesson concludes with a problem set, partner discussion, and exit ticket to assess understanding.
This lesson plan introduces students to identifying, sorting, and constructing basic geometric shapes such as triangles, squares, rectangles, and circles. Students will read a book about shapes, sort cut-out shapes, use them to complete a flower design worksheet, and then construct animal shapes from the cut-outs. Formative and summative assessments include observing students during the activities and having them name the shapes used in their designs. The homework assigns students to identify shapes in real-world objects.
- The lesson plan teaches geometry, measurement, and number concepts through an activity where students help a town council sell land in rectangular sections to maximize profits.
- Students identify different sized rectangular sections on an activity sheet, calculate their areas, and determine the total number of sections that can be sold.
- They practice number operations and proportional reasoning by analyzing which section sizes provide the best value and combinations that would yield the highest profits.
This document provides the lesson plan and objectives for a mathematics lesson on finding the area of rectangles and composite shapes by decomposing them or combining parts. The lesson includes activities on skip counting by various numbers, practicing finding the area of rectangles and composite shapes, and solving word problems involving subtracting areas. Students will complete an exit ticket to assess their understanding and are assigned a homework worksheet to be turned in the next day.
This document provides guidance on writing an informal letter, including its typical characteristics, layout, examples, and suggested vocabulary. It notes that informal letters are more personal in tone, use shorter sentences and verb forms, and may include some slang. The document outlines the standard layout of an informal letter, including writing the address in the top right corner and date below, and provides an example letter. It also gives examples of vocabulary that can be used for greetings, thanking, apologizing, requests, and endings.
This document provides an activity to complete a chart with phrases for different parts of a letter such as greetings, changing topics, expressing wishes, ending letters, expressing anticipation, introducing news, and asking for news. The goal is to practice English phrases for corresponding in letters.
An informal letter is a personal letter written to friends, relatives, or school magazines to share personal and family news or express congratulations, thanks, or sympathy. The format includes the sender's address, date, salutation/greeting, closing, and sender's signature. An example letter is then provided to demonstrate how to write an informal letter.
This document provides resources for integrating art into language learning through various activities and projects. It includes websites with images that can be used to prompt discussions, descriptions, labeling, and storytelling in the target language. Students are encouraged to trace and update drawings, design rooms, sculpt athletes, and complete figure studies to reinforce vocabulary related to various topics like clothing, interiors, sports, and the human body. Guidelines are provided for assessing creative projects and connecting them to state art curriculum standards.
The document discusses key aspects of operating systems including:
- An operating system acts as an interface between the user and computer hardware and manages resources.
- UNIX was developed in the 1960s and rewritten in C in 1972, becoming widely used on various hardware.
- UNIX features include multitasking, multi-user access, portability and application tools.
- The system structure consists of hardware, kernel and user programs layers. The kernel isolates and manages resources.
- The user interacts via the file system hierarchy, running concurrent processes, and building programs from small tools.
The document discusses vocabulary related to reading comprehension. It provides sentences with underlined words and four options to choose from that best suit the meaning of the original word. In the first sentence, the underlined word is "antique", which best means an item that increases in value over time. The last sentence confirms that old items or antiques refer to things that belong to the past.
The document discusses key art vocabulary words used to evaluate and discuss elements and principles of art. It defines terms like color, form, line, space, texture and value as elements of art and balance, emphasis, movement, pattern, repetition, unity and variety as principles of design. It also defines color schemes including primary colors, secondary colors, warm colors and cool colors.
The document provides guidelines for writing an informal letter, including that it should have a greeting to engage the reader, an introduction that introduces the topic, be divided into paragraphs with one idea per paragraph, conclude with a brief summary, and end with an informal closing. It notes the letter should have accurate spelling and grammar, descriptive language, and be informal in nature with things like contractions and exclamation points. The style and register within the letter should remain consistent.
The document provides information on the characteristics and parts of letters. It discusses that letters should aim for clarity, simplicity, brevity and friendliness. The key parts of a letter are the letterhead, date, inside address, salutation, body paragraph, complimentary closing and signature. It also describes the different formats letters can take and defines formal and informal letters. Formal letters are used for business or professional correspondence while informal letters are for friends and family.
The document provides an overview of operating systems with the following key points:
1) An operating system manages computer hardware and software resources, allocating memory, CPU time, disk space, and handling input/output devices. It provides a default interface between applications and the user.
2) Operating systems aim to make computers more convenient to use, efficiently allocate resources, and allow new functions to be introduced without disrupting existing services.
3) Services provided by operating systems include program development, execution and debugging, access to input/output devices, controlled file access, system access, error detection and response, and accounting.
4) Operating systems consist of components like the user interface, kernel, memory management
Operating systems are system software that manages hardware resources and provides common services to run application software. There are two main types of software: system software like operating systems and drivers that control the computer, and application software like Microsoft Office and Paint that perform specific tasks. Ubuntu is a popular open source Linux operating system based on Debian, with Unity as its default desktop environment. It emphasizes universal sharing between all people. To install Ubuntu, you download the ISO file, use PowerISO to open it, and reboot your computer to complete the installation process.
The document provides three tips for writing an informal letter: (1) Express briefly the reason for writing in the first paragraph, such as accepting an invitation or apologizing; (2) Develop the topics over two or three concise paragraphs in the body of the letter; (3) Thank the recipient or ask for a response in the concluding last paragraph depending on the nature of the letter.
This document provides instructions for writing an informal letter, including placing the date in the top right corner, greeting the recipient with "Dear [Name]" and closing with a sign-off depending on the relationship, such as "Sincerely" or "Love". It then prompts writing a 100-120 word letter to a friend about a recent family event, sharing details like the reason for the event, any gifts or clothing, whether it was enjoyed and who was met.
The document provides an overview of key elements and principles of art, using examples from famous paintings and other works to illustrate concepts like balance, contrast, emphasis, movement, pattern, and unity. It discusses line, shape, color, value, texture, and space as elements of art. Principles covered include balance, contrast, emphasis, movement/rhythm, pattern, and unity. Examples from artists like Warhol, Dali, Hopper, and others are presented with short analyses highlighting the principles demonstrated in each work. The purpose is to help readers understand these fundamental concepts in art through visual examples.
This document provides information about writing informal letters, including their format, language usage, and key features. It discusses the use of transitional words to link ideas smoothly and conversational markers to create a friendly tone. Examples are given of both, including "and", "but", and "so" as transitional words and "you'll never believe...", "guess what?", and "I suppose..." as conversational markers. The document also contains writing tasks to have students practice using these elements in an informal letter.
This document contains a list of art vocabulary words describing different styles, techniques, forms and tones that can be used when creating or analyzing visual artworks. Key terms include organic, which refers to a work's structure originating from the materials used by the artist like a plant, in contrast to mechanical form following artificial rules, and aquatint, a printing technique that reproduces tones similar to watercolor washes through etching a plate.
This document provides guidance on writing different types of documents including speeches, letters, articles, reviews, and fact sheets. It discusses key features of speeches such as introducing the topic, using a logical structure, and concluding by summarizing key points. persuasive devices for speeches are also outlined, such as rhetorical questions and statistics. Guidelines for writing formal and informal letters are presented, focusing on format, clearly making points in paragraphs, and signing off appropriately. Tips for writing articles that inform, persuade, advise or entertain are also provided, such as engaging the reader in the heading and opening paragraph. The document stresses considering audience and purpose for each writing task.
The document discusses various symbols and traditions associated with Easter including the Easter Bunny, Easter eggs, Easter baskets, Easter egg hunts, hiding and painting Easter eggs, chocolate bunnies, jelly beans, chicks, lambs, and Easter parades.
This document provides an outline for a construction foundation course on Day 21. The day includes instruction on construction math, blueprints, building codes, and measurement systems. In the morning, students practice reading standard and metric rulers and tape measures. They play a measurement speed game and track personal bests. Instruction covers converting between standard and metric units. Blueprints and drawing types are briefly introduced at the end of the morning.
This document provides an outline for Day 27 of a construction foundation course. The day focuses on blueprints, construction math, and tools/equipment. In the morning, students will learn about blueprints, roof styles/framing, and calculating slope using Pythagorean theorem. They will then practice calculating volume and excavation problems. The afternoon involves demonstrations of table saws and hand saws, followed by hands-on practice with tools. Homework assigned is an online safety game.
This document outlines the daily plan for a construction foundation course on Friday of the fifth week. The day consists of four hours split between blueprints, construction math, and tools/equipment. In the first two hours, students review blueprint abbreviations, practice vocabulary, and check wall layouts for squareness using special right triangles and measuring techniques. The next two hours involve power drill and circular saw demonstrations, then hands-on practice with tools at work stations. Reflection and individual study time follow before computer lab access after hours.
This document provides the schedule and materials for Day 23 of a Construction Foundation Course. The day focuses on blueprints, construction math, tools, equipment and fasteners. In the morning, students will learn about blueprints by solving math problems related to floor plans. They will also cover ratios, proportions and mixing construction materials. The afternoon involves identifying different fasteners and practicing tool safety. Hands-on learning at tool stations is supported by advanced construction students under instructor supervision.
This document provides the daily lesson plan for Day 33 of a construction foundation course. The plan includes:
- An overview of the day's content (blueprints and tools/equipment) and materials
- A detailed schedule outlining various learning activities like reviewing drywall installation methods, analyzing blueprint vocabulary, and practicing tool identification
- Descriptions of each activity, including objectives, instructions for students, and timing
The day involves hands-on learning, group projects analyzing blueprints, and a homework presentation from student work teams. The goal is to build students' knowledge of construction documents and equipment.
This document provides an outline for Day 28 of a Construction Foundation Course. The day's activities include:
1. Reviewing blueprints and construction math from the previous day. Students will practice calculating board feet and material costs.
2. Students will work in pairs to design a floor plan and side elevation drawing of a small addition to a cabin, including a bathroom, laundry area, and study.
3. The remainder of the morning will focus on construction math, including calculating board feet for various lumber sizes, determining material quantities from shorthand notation, and calculating total costs based on price per thousand board feet.
This document provides an outline for Day 31 of a construction foundation course. It details the daily schedule and activities, which include reviewing blueprints, wood damage prevention, window types, and door types. Students will work in stations to develop hands-on proficiency with tools and equipment. The day involves classroom instruction, group work, and hands-on learning. Assessment includes vocabulary cards, proficiency rubrics, and reflection.
This document provides an overview of the daily schedule and lessons for a construction foundation course on Day 20. In the morning, students will practice communicating directions in memos and speaking, as well as learn about converting fractions to decimals. They will practice adding, subtracting, and multiplying decimals. In the afternoon, the lessons will cover building codes, types of homes, and the home building process. Vocabulary will be developed through notetaking and creating vocabulary cards.
This document provides an overview of the daily schedule and activities for Day 18 of a 4-week construction foundation course. The day consists of 4 hours split between communications in construction, construction math, and safety training. In the first two hours, students practice active listening skills, take part in a phone skills role-playing activity, and learn how to read fractions on a tape measure. They then measure objects in the classroom and work on a worksheet identifying line fractions. The goal is to help students communicate effectively and measure accurately, which are important skills in the construction industry.
This document provides an overview of the daily schedule and activities for Day 18 of a Construction Foundation Course. The day consists of four hours covering the following topics:
1) Communications in construction, focusing on active listening skills and proper phone etiquette for business calls. Students practice these skills through role plays.
2) Construction math, where students learn how to read measurements in both eighths and sixteenths on a tape measure.
3) Safety training about fall protection with a discussion of harness and lanyard equipment.
4) Continued safety training involving the setup of extension ladders and related math calculations.
This document provides the daily lesson plan and activities for students in a construction foundation course on Day 34. The plan includes:
- Reviewing blueprints and tools/equipment, with activities on reading blueprints and identifying exterior finishes for a log cabin.
- Learning about types of paints and finishes through reading, note-taking and vocabulary work. Students recommend options for the cabin and estimate costs.
- Continuing work on interior painting techniques through reading, presentations and more vocabulary and cost estimation exercises.
- Hands-on time at work stations to practice skills like using tools and equipment while working towards proficiency benchmarks.
This document provides an overview of the schedule and activities for Day 8 of the Construction Foundation Course. In the morning, students will finalize their resumes, cover letters, and applications. The afternoon will focus on job skills, including job survival, workers' rights, and apprenticeships. Students will also practice for interviews and write thank you letters. After class, work teams will meet to complete an assignment and review for an upcoming quiz, while the computer lab will be open.
The document describes a 5-day lesson plan on the Pythagorean theorem for middle school students. Students will construct right triangles, measure and record their sides, and investigate relationships between the measurements. They will use geometry software to explore patterns and develop conjectures about relationships between sides. Finally, students will research the theorem, create their own proofs, and present to the class. The goal is for students to discover the Pythagorean theorem through investigation of right triangles.
This document provides an overview of the schedule and activities for Day 19 of a construction foundation course. The day includes lessons on communications in construction, construction math, and safety topics like scaffolds and personal protective equipment. Students will learn about writing persuasive memos and emails, and practice adding, subtracting, converting, and simplifying fractions. They will also participate in safety lessons and a game to reinforce vocabulary.
This lesson plan introduces 2nd grade students to plane and solid geometric shapes over two weeks. In week one, students will learn to identify and classify basic 2D shapes like triangles, squares, rectangles, circles through activities cutting out shapes from magazines and manipulating attribute blocks. They will also begin to learn about 3D shapes like spheres and cubes by comparing them to 2D shapes. In week two, students further explore solid shapes and learn new vocabulary like prisms and pyramids. Formative assessments include daily quizzes and homework. The performance task is a student-created "Math Museum" displaying real-world examples of shapes.
This lesson plan focuses on teaching measurement concepts and skills to 3rd grade students over 3 sessions. It incorporates Bloom's Taxonomy by engaging students in remembering, understanding, applying, analyzing, evaluating, and creating measurements. Activities include measuring objects, comparing measurements, solving word problems involving addition/subtraction/multiplication/division of measurements, and converting between units. Formative and summative assessments are used to evaluate students' understanding. Positive reinforcement is provided to motivate learning.
This lesson plan aims to teach students how to calculate the volume of a rectangular prism in 60 minutes. The lesson begins with reviewing the formula for volume (V=l×w×h) and identifying the dimensions of a rectangular prism. Students then work in groups to solve volume problems and build a jigsaw puzzle as a group activity. The lesson demonstrates solving multiple volume problems step-by-step and discusses how working as a team helps students succeed. Students are then assigned additional practice problems to solve for homework.
The lesson plan outlines a mathematics lesson on cuboids for 8th grade students. The lesson objectives are for students to describe cuboid characteristics, draw cuboid nets, and determine cuboid side lengths. The lesson involves students understanding contextual problems, developing models to solve the problems, and summarizing to learn about cuboid surface area formulas. The teacher guides student understanding through group work and presentations.
This document outlines a flipped lesson plan for a 3rd grade math class on finding the area of rectangles. As homework, students will watch videos introducing area and the area formula. They will answer questions to demonstrate their understanding. In class, students will use tiles to design classroom layouts and write the corresponding area equations. They will also calculate the area of chicken coops using different dimensions. The goal is for students to apply their understanding of the area formula to solve real-world problems, with teachers providing guidance to develop higher-level thinking.
The document is a unit plan for teaching trigonometry. It includes an overview of the fundamental concepts students will learn, how the lessons align with standards, and a daily outline. The unit begins by introducing an alternative angular measurement system called gradians. Later lessons involve using special right triangles to find rational points on the unit circle and derive trigonometric identities. Formative assessments ensure students understand gradians and can explain the usefulness of different angular measurement systems.
This document provides the daily lesson plan for a construction foundation course on Tuesday of week seven. The plan includes reviewing blueprints, tools, and materials. Students will learn about roofing options and calculating roofing needs from blueprints. They will also cover insulation types and R-values. The day involves hands-on learning at work stations and playing educational games. Homework includes a role play about roofing regulations and practicing using an architect's scale.
This document provides the daily schedule and content for a construction foundation course. On day 36, students will learn about blueprints and the history of construction through videos, handouts, and group activities. They will study labor history using an interactive timeline, examining important events like child labor laws, strikes, and the development of unions. Students will analyze primary sources and discuss topics like labor movements and wartime labor relations to understand the origins and growth of unions.
The document outlines the schedule and activities for Day 37 of an 8-week construction foundation course. It details that the remaining days will focus on reviewing key topics in preparation for the exit exam. On Day 37, students will review tools/equipment and safety topics, and plan their schedule of review games and study time for the day. They will take a 20-minute pre-test on these topics at the end of the day. Their homework is to review blueprints.
The document outlines the daily schedule and activities for a construction foundation course on Day 38. Students were asked to plan a 3 hour and 30 minute schedule to review blueprints through games or work team study. They then followed their schedule, with the instructor providing timing updates and correcting tests from the previous day. Test scores were recorded on index cards with the student's name and percentage to track their progress on the upcoming final exam. Students also took a section II pre-test and received their score cards before leaving with their binders. After hours included individual academic work and open computer lab time.
The document outlines the schedule and activities for Day 39 of a Construction Foundation course. It includes substituting units on Green Construction, Construction Math, and Construction History. Students are reminded of an after-hours assignment to review building codes and thanked as they leave. After class, students have a team assignment to study material handling and the computer lab will be open.
The document outlines the schedule and activities for the final day of an 8-week construction foundation course. It includes:
1) A 40-minute study period in the morning followed by a pre-test on course material.
2) An exit exam in the early afternoon, after which students who finish early will write reflections, encouragement letters, and perform raps while waiting for others.
3) Passing out of exam scores and a celebration circle at the end of class, with individual meetings for any students who did not pass.
This document provides an outline for Day 30 of a Construction Foundation Course. The day focuses on blueprints, construction math, and tools/equipment. Activities include reviewing blueprints and plumbing/electrical systems, playing construction-themed games, working in stations to develop tool proficiency, and providing a construction recommendation to a hypothetical homeowner. The document lists learning objectives, materials, and a detailed schedule of activities for the full class period from 7:30am to 11:30am.
This document outlines the daily lesson plan for a construction foundation course on Thursday. The content covers blueprints, construction math, and tools/equipment. Morning activities include reviewing blueprints, calculating costs for a landscaping project, and learning about payroll terms like gross/net pay. Afternoon hands-on work focuses on tools/equipment. Homework involves improving blueprint drawings as a team.
This document provides an overview of the daily lesson plan for a construction foundation course on Day 35. The plan includes reviewing blueprints and tools/equipment in the morning session. Students study concrete and learn about its composition, curing process, and uses. They discuss why wood may have been a better material choice than concrete for a patio. In the afternoon, students design deck and railing plans for a cabin porch, considering safety, aesthetics, and costs. The day concludes with a vocabulary and design review game.
This document provides options for ice breaker activities to help people get to know each other. It describes two specific ice breaker options where participants take turns introducing themselves and another person by sharing their name, position, age, birthplace, and either what type of car they would be or a secret about themselves. Both options have the introductions repeated down a line so the entire group learns about each other. The document also lists additional resources for finding more ice breaker ideas, including free PDF guides and websites that provide technology-based ice breakers.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
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providing crucial environmental data for scientific, resource management, policy purposes, and
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Accurate understanding of land use and cover is imperative for the development planning
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and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
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help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
2. Week Five: Day 24 (Thursday)
Content for the day
• Hour 1: Blueprints
• Hour 2: Construction Math
• Hour 3: Tools and Equipment
• Hour 4: Tools and Equipment
3. Week Five: Day 24 (Thursday)
Materials for the day
• Resource 5.26 – Name That PPT
• Resource 5.27 - Plaza Cabin Blueprints, one set per student.
• Enlargements of the 5 blueprint drawings posted on the wall
• Compass, one per student
• Resource 5.28 - Student Assignment Sheet Keeping It Square, one per
pair-share
• Wooden Standard Ruler, one per pair-share
• Calculators with square root functions, one per pair-share
• Sheet of poster board or large cardboard, one per pair-share
• Resource 5.29 – How to Use a Compass
• Resource 5.30 – The Pythagorean Theorum
• Resource 5.31 - Trial and Error to Create a Hands-on Right Triangle
• Resource 5.32 – Heavy Equipment
4. Week Five: Day 24 (Thursday)
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 Five: Day 24 (Thursday)
First and Second Hours (7:30 – 9:30) - 2
5 min. Minute Measure PPT slide #4
10 min. Have Work Teams read Reading Architectural Plans, pp. 49-55
and make vocabulary cards for
* Plan view * Mechanical plan
* Site or plot plan * Elevation view
* Floor plan * Exterior elevation plan
* Framing plan * Section view
* Electrical plan
Review the plan views and variations reflected in the vocabulary terms
and come to consensus on definitions.
Blueprints
6. Week Five: Day 24 (Thursday)
First and Second Hours (7:30 – 9:30) - 3
5 min. Explain that we’re moving into the realm of real blueprints at
this point, and students will be working with real drawings. Distribute
Plaza Cabin Blueprints, one set to each student, along with the
following
for each Team:
* 20 sheets of ¼‖ graph paper, 3-hole punched,
* a calculator
for each pair-share: for each individual:
* a drawing compass, * a wooden standard ruler
* a 45-45-90 degree triangle * sharp pencil
* gum eraser
7. Week Five: Day 24 (Thursday)
First and Second Hours (7:30 – 9:30) - 4
Show students the enlargements of the blueprint set
that are on the walls and available for their perusal
over the next several days as they work on
blueprints.
Have students check the 5 drawings to see if the
titles correspond to the definitions they just put on
their vocabulary cards. Have them name the lines,
identify the types of windows and doors, and find the
lights and wall plugs.
8. Week Five: Day 24 (Thursday)
First and Second Hours (7:30 – 9:30) - 5
10 min. Explain that the drawings are NTS, and it is our job to
draw them to scale, beginning with the
* Perimeter
Provide the definition of perimeter and have students create a
vocabulary card. The perimeter is the distance around a two
dimensional shape. To find the perimeter of a two-dimensional
shape with straight sides take the sum of the length of each
side. Explain that a way to think about the difference between
perimeter and area that we calculated previously is to think
about their back yards. The perimeter is the fencing around
their back yard and the area is the amount of grass that needs
to be mowed.
9. Week Five: Day 24 (Thursday)
First and Second Hours (7:30 – 9:30) - 6
Ask Work Groups to take 4 minutes to discuss how they will go
about translating the perimeter on Drawing C, the NTS floor
plan, to a ¼‖ = 1’ 0‖ scale with the instruments they have. Ask
each Work Group for their ideas and record on board/chart
paper. Discuss a) if the idea will work and b) if there is an easier
way to go about getting the data. Come to consensus on a plan.
Emphasize to students that plans, including lines, symbols, and
words, must be exactly correct. In other words, copying is not
only OK in this task, their copy is required to be precisely the
same as the original—just drawn to scale.
Ask students to each draw the perimeter of the house and porch
at ¼‖ = 1’-0‖ on a piece of graph paper. Have them compare
drawings within their Work Teams to ensure accuracy.
10. Week Five: Day 24 (Thursday)
First and Second Hours (7:30 – 9:30) - 7
30 min. Demonstrate the use of the drawing compass.
Resource 5.29 - How to Use a Compass. Give
students 2 minutes to practice making arcs and
circles of different sizes. Have them take another 2
minutes to practice making small block (all capital)
letters and drawing a toilet and stove.
Then have Work Teams discuss how they can draw
the following items to scale: walls, windows, doors,
fixtures, and appliances. Take all ideas and come to
consensus.
11. Week Five: Day 24 (Thursday)
First and Second Hours (7:30 – 9:30) - 8
Have each person draw in these items to scale on
their own plan. Have them compare within their Work
Team to ensure accuracy. Remind students of time
periodically. Have students put their partially
completed prints in their notebook.
Stretch Break: Everyone stands. You ask Work
Team 3 to present their first rap (their choice). They
perform. Everyone claps and sits down.
12. Week Five: Day 24 (Thursday)
First and Second Hours (7:30 – 9:30) - 9
20 min. Have students read Resource 5.30 – The
Pythagorean Theorem and summarize the reading
while you pass out to each student a standard
measuring tape, four sheets of 8-1/2‖x 11‖ white
paper, Resource 5.31 - Trial and Error to Create a
Hands-on Right Triangle, and Resource 5.28 -
Student Assignment Sheet Keeping It Square.
[Students should already have a compass, a
calculator, a wooden standard ruler and Resource
5.29 How to Use a Compass from their previous
lesson on blueprints.]
Construction Math
13. Week Five: Day 24 (Thursday)
First and Second Hours (7:30 – 9:30) - 10
Ask several students to read their summaries aloud.
Emphasize that the Pythagorean Theorem is about right
triangles and that a 900 angle is a right triangle.
Explain that the Pythagorean Theorem states that if you
find the sum of the squares of the two legs (altitude and
base) it will equal the hypotenuse squared. Write the
formula on the white board and have students create a
vocabulary card for the Pythagorean Theorem—a2 + b2 =
c2. Be sure the cards also include the formulas used to
solve for a2 and b2. [a2 = c2 - b2; b2 = c2- a2]
14. Week Five: Day 24 (Thursday)
First and Second Hours (7:30 – 9:30) - 11
Model how to test the theorem on the white board. Draw and label
a 3-4-5 triangle. Use a calculator to square and add the legs and
find the square root. [Remind students that to find the square
root of a number you simply ask yourself ―What number would I
square (multiply by itself) to equal the number I am taking the
square root of? For example, let’s say you want to find the square
root of 16. Ask yourself, ―What number do I square or multiply by
itself to equal 16? The answer is 4, because 4 multiplied by 4 is
equal to 16.] Show how you tested your work. Be sure that
students know how to use the square root function on the
calculator. [Ask the academic instructor to work with students
who do not have a working understanding of square root.]
15. Week Five: Day 24 (Thursday)
First and Second Hours (7:30 – 9:30) - 12
10 min. Have students work in pairs and assign each
pair two problems from Resource 5.28 - Student
Assignment Sheet Keeping It Square. The card will
include a right triangle with two side measures given.
Students will need to determine the measure of the third
side using the formulas on the back of their Pythagorean
Theorem vocabulary card.
Students will need to use the Pythagorean Theorem to
solve these, and may need to find square roots of
numbers. Continue to teach students how to find a
square root using the calculator.
16. Week Five: Day 24 (Thursday)
First and Second Hours (7:30 – 9:30) - 13
Students should know common perfect squares, and
be able to estimate square roots, i.e. square root of 23
is between 4 and 5. Students that struggle with this
concept should be referred to the Academic instructor
for additional support with square roots of numbers.
Call on pair-shares for answers and check accuracy
with a second pair-share.
#1: Solution: !0 feet #2: Solution: 5 feet
#1: Solution: !5 inches #4: Solution: !0 inches
17. Week Five: Day 24 (Thursday)
First and Second Hours (7:30 – 9:30) - 14
5 min. Have students stand and extend one arm
vertically and one arm horizontally to form a right angle
as they did in the stretch break activity on Day 22.
Relate their arms to the term legs and have them
demonstrate how they remembered the line segment
that forms the hypotenuse in a previous construction
math lesson. [See Day 22 Construction Math]
Define and have students develop vocabulary cards for:
• Legs of a Triangle
• Hypotenuse
• Right triangle
18. Week Five: Day 24 (Thursday)
First and Second Hours (7:30 – 9:30) - 15
25 min. Explain that for the remainder of this lesson and for
tomorrow’s lesson they will use the Pythagorean Theorem to square
corners. Ask students why it is important for walls, floors, doors,
jambs, etc. to be square, or intersect at a 900 angle. What might
happen if the walls are not square (perpendicular) to the
foundation? (e.g., structural integrity, leaning walls, difficulty with
dry wall and finish work later, doesn’t look as nice, gaps, etc.)
Walk students through Activity I in Resource 5.31 - Trial and Error
to Create a Hands-on Right Triangle. Beginning with Step 6, have
students work independently to pick different points along the arc
until each arrives at a 4‖ line AB.
Ask students to volunteer key information learned and to use the
information to summarize the lesson.
19. Week Five: Day 24 (Thursday)
First and Second Hours (7:30 – 9:30) - 16
Ask why we might want to be able to create a right triangle without
a compass? [When squaring corners of walls to other walls, to the
foundation, etc., we will not have the use of a compass to create a
right angle. Explain that most of the process from Activity I will
remain the same as they complete Activity II; however, we will
replace the compass with a tape measure. Have students work
independently to complete Activity II in Resource 5.31 - Trial and
Error to Create a Hands-on Right Triangle and create a 6-8-10
right triangle using a standard measuring tape and without the aid
of our compass.
Ask students to volunteer key information learned and to use the
information to summarize the lesson.
Snack Break (9:30-9:40)
20. Week Five: Day 24 (Thursday)
Third and Fourth Hours (9:40 – 11:30) - 1
25 min. Pass out Resource 5.32 – Heavy Equipment, one to each
student. Have Work Teams construct a jigsaw reading of the
material, with each student then reporting out on his/her
section while the others complete their vocabulary cards.
25 min. Explain that many children ages 2-6 become fascinated
by heavy construction equipment, as well as farm equipment,
trains, boats, etc. As Work Teams, give students 20 minutes to
create new lyrics for a well-known children’s song (e.g., Rock-a-
Bye Baby; Baa, Baa, Black Sheep; The Wheels on the Bus; etc.)
that will help children remember at least 6 of the 10 heavy
construction vehicles just studied. In the last 5 minutes, each
Work Team will sing their song and class members will use one
hand to rate the song 1-5 based on how well they think the
lyrics will help pre-schoolersremember the equipment.
Tools and Equipment– Heavy Equipment
21. Week Five: Day 24 (Thursday)
Third and Fourth Hours (9:40 – 11:30) - 2
Stretch Break: Everyone stands. You ask Work Team 4 to present
their first rap (their choice). They perform. Everyone claps and sits
down.
50 min. Tools and Equipment—Hands-on exposure. Students use
the scatter system to choose a starting work station. Students
complete their vocabulary cards for that station and then begin
working on proficiencies. Balance the groups at the work stations
so none are too crowded. Monitor carefully.
10 min. Play ―Name That…‖ (See Appendix A for explanation of
how to play Name That and Use Resource 5.26 – Name That PPT.)
Reflection
Out the door:Model Notes,Reflection, binders on the shelf, shake
hands.
22. Week Five: Day 24 (Thursday)
AFTER HOURS
• Homework: Honey, I Shrunk…You?
• Open Computer Lab
23. END
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Content prepared for the National Office of Job Corps through Contract No. DOLJ111A21695
Job Corps Professional Development Support - KUCRL