CFC Day 23

LEARN – DAY 23
Construction Foundation Course

Week Five: Day 23 (Wednesday)
Content for the day
• Hour 1: Blueprints
• Hour 2: Construction Math
• Hour 3: Tools and Equipment
• Hour 4: Tools and Equipment

Materials for the day
• Resource 5.19 - Ratios and Proportions Creating a Glaze – Part 1 &
Part II
• Resource 5.20 - Ratios and Proportions Creating a Glaze – Model
Worksheet
• Resource 5.21 - Student Worksheets Part I and Part II (3 sets for
each student)
• Resource 5.22 - Length of Wall Handout
• Resource 5.23 - Plumbing Fixture Cost Estimate
• Resource 5.24 - Artist’s Studio Handout
• Resource 5.25 – Tools of the Trade
• Resource 5.25A – Tools of the Trade Project Drawing
• Resource 5.25B – Tools of the Trade – Instructions for CTT Students
• Resource 5.26 – Name That PPT
• Resource 5.33 - Fasteners

Materials for the day (cont.)
• Jar of mixed screws and nails, one for each pair-share. Each jar
includes one of each of the following
- 6d nail
- 3d nail
- brad
- drywall nail
- finishing nail
- tack
- lag screw
- sheet metal screw
- flathead wood screw 5
- flathead wood screw 9
- carriage bolt
- stove bolt
• Empty egg carton with each cup labeled with one of the items above,
one for each pair-share.

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. Minute Measure, PPT slide #3
10 min. Pass out Resource 5.22 - Length of Wall Handout, one to each
pair-share. Point out that this is a partial floor plan blueprint showing
one wall of a house, and it is NTS. Note the following:
• There is a measurement for width (25’-0”) but not a measurement for
length.
• We know the area is 562 sq. ft.
• We know that the formula for Area is A = L x W
• How can we figure out the length of the wall?
• If the length of the wall where the outside door is located is 4.48’,
what is the perimeter of the house in feet?
Blueprints

Give Work Teams 4 minutes to 1) figure out
the steps involved in this multi-step problem
and 2) make the calculations. Call on one
Team to explain their thinking, the steps, and
their answer. Get a second opinion. Get a
third opinion. Clarify any misunderstandings.
Note that this is truly NTS! Congratulate
students on reading their first blueprint!

• 10 min. That was fun, so let’s look at another simplified blue
print. Turn to page 907 in the text. Note that this floor plan is
NTS. Explain that blueprints use a combination of numbers,
words, and symbols to show a layout. Point out some of the
symbols for plumbing fixtures. Tell students that downstairs in
the basement there is a third bathroom with a shower, toilet and
sink, and the following plumbing fixtures
• Sump pump
• Water heater
• Water softener
• Water pump
• Each of these uses a circle as a symbol with the words written by
the side connected to the circle by a line with an arrow.

Pass out the Resource 5.23 - Plumbing Fixture Cost
Estimate. Ask Work Teams to consider the simplified
blueprints on the handout and take 4 minutes to
work out the total cost of the plumbing fixtures. Call
on one team to explain their thinking, the steps, and
their answer. Get a second opinion.
10 min. Distribute Resource 5.24 - Artist’s Studio
Handout. Explain that you need to figure out the
amount of baseboard needed for this artist’s studio,
main room only (not including the bathroom). Have
students make vocabulary cards for
• Baseboard
• Linear foot

Review the data, asking students to think about the steps they
will have to go through:
• The door widths are the standard 30” (Ask students if we need
to figure baseboards for the door openings.)
• The lumberyard has a sale on baseboard this week—15% off.
• The regular price of baseboard is $1.19 per LF
• There is a 6.25% tax on the final total price in your town.
Give the Work Teams 4 minutes to solve the multi-step problem.
Then call on one Team to explain their thinking, the steps, and
their answer. Get a second opinion.

5 min. Give Work Teams 5 minutes to read (not skim) Making an
Architectural Drawing, pp. 45-48 of the text and take notes to answer
this question:
• What are the 4 elements of an architectural drawing?
Check notes for accuracy.
20 min. Guide students through creating vocabulary cards from pp. 46-
47, for
* Centerline * Extension line * Pull switch
* Dimension line * Hidden line * Duplex outlet
* Leader line * Outline/visible line * Range outlet
* Break line * Outlet * Special purpose outlet
* Single pole switch * Three-way switch * Power panel
* Outside door * Inside door

* Swinging door * Block (brick, concrete, cinder)
* Sliding door * Cinder block
* Double-hung window * Concrete
* Horizontal sliding window * Cut stone
* Casement window * Earth
* Tub * Stone
* Toilet * Sand
* Brick * Face grain wood
* End grain wood
Stretch Break: Everyone stands. You ask Work Team 1 to present
their first rap (their choice). They perform. Everyone claps and sits
down.

5 min. Remind students that yesterday they began their study of
scale as it applies to blueprints. Ask a student to read their
definition of scale from their notes or from their vocabulary
card. [Scale is the ratio between the size of the object as it is
represented and the actual size of the object.] Today we’re going
to be working with ratios and also proportions as they relate to
mixing construction materials such as paints, stains, and
glazes. You need to be able to determine the correct amount of
each ingredient when mixing these materials, just as you need
to be able to determine the correct scale or ratio between the
dimensions on the blueprint and the actual size of the object
you are constructing. The proper mixing of ingredients is critical
to the conservation of materials used for the project and also
minimizes the amount of toxins released into the air.
Construction Math

10 min. Remind students to take notes as you
use Resource 5.19 - Ratios and Proportions
Creating a Glaze – Part 1to explain ratios.
Remind students to create vocabulary cards for
the terms Ratio and Proportion as you use and
define them during Part I and Part II of the
lesson. Work through the given examples with
students, calling on students with questions,
using wait time and confirming the correctness
of the answer with other students.

5 min. Pass out three sets of Student Worksheets Part I
and Part II. Students use one set of the worksheets to
take notes as you use Resource 5.19 - Ratios and
Proportions Creating a Glaze – Part 1 to model a
problem for students and instruct them on how to use
the worksheets to organize the problems.
Information: Write the ratio of ingredients here and the necessary
information given to you in the problem.
Paint: 2 parts
Glaze liquid: 5 parts
I have 40 fl. oz. of glaze liquid. How much paint do I need?

10 min. Have students work in pair shares on two project cards completing
the steps on the Student Worksheet Part I for each problem. Observe
student work offering feedback when appropriate.
Project #1: A glaze is comprised of 3 parts
paint, 2 parts thinner, and 5 parts glaze
liquid. If you have 30 ounces of paint, how
many ounces of thinner are needed?
Project #2: You have 100 ounces of glaze
liquid. The glaze is comprised of 2 parts paint
and 4 parts glaze liquid. How many ounces of
paint are needed?
Project #3: A glaze recipe is given by the
following ratio of parts. If you have 24
ounces of paint, how much glaze liquid are
needed?
Glaze recipe:
paint: 3 parts - glaze liquid: 5 parts
Project #4: A glaze is comprised of 1 part
paint, 2 parts thinner, and 3 parts glaze liquid.
You have 9 ounces of glaze liquid. How much
paint and thinner are needed?
P1: Solution: 20 ounces
P4: Solution: 3 ounces of paint and 6
ounces of thinner

15 min. Remind students take notes as you use
Resource 5.19 - Ratios and Proportions Creating a
Glaze – Part 2 to teach students about proportion and
how to solve a proportion for a missing part. Work
through the given examples with students, calling on
students with questions, using wait time and
confirming the correctness of the answer with other
students.
5 min. Remind students to use Student Worksheets
Part II to take notes as you use Resource 5.19 -
Ratios and Proportions Creating a Glaze – Part 2:
Proportions to model a problem for students.

Information: Write the ratio of ingredients here and the necessary
information given to you in the problem.
Paint: 3 parts
Glaze liquid: 7 parts
Total amount of parts: 10
I need 80 fl. oz. of glaze. How much paint and glaze liquid do I
need?

10 min. Have students work in pair-shares to solve the
following problem using information from their Student
Worksheet Part II.
A glaze recipe calls for 3 parts paint and 5 parts glaze
liquid. You need 50 ounces of the combined glaze
mixture. How many ounces of paint and glaze liquid are
needed?
Call on pair-shares for the answer. Wait and check with
a second pair-share.
Snack Break (9:30-9:40)

Third and Fourth Hours (9:40 – 11:30) - 1
35 min: Pass out Resource 5.35 Fasteners. Explain
that this handout is dense with information and that
you are going to review the information while
students take notes or create vocabulary cards. Let
them have 2 minutes to review the handout as pair-
shares to help them make the decision on which
learning method will be best for them. Move through
the material at a pace students can keep up with and
check periodically to ensure that entries are accurate.
Tools and Equipment: Fasteners

15 min: Pass out the jars of mixed screws and nails
and the marked egg cartons. Have pair-shares time
each other on how long it takes for each to sort the
items correctly. Continue to practice. Compare times
and declare a class champion.
Stretch Break: Everyone stands. You ask Work
Team 2 to present their first rap (their choice). They
perform. Everyone claps and sits down.

The purposes of the Tools and Equipment section of the
Foundation Course are to
• help students master the identification, care, and use of
common tools and equipment,
• allow students to practice very basic uses of selected hand
tools/equipment, and
• prepare students to use selected hand tools in basic ways to
complete at least one small project.
To accomplish these goals, students have a checklist of skills
they must demonstrate and a project to complete. See Resource
5.25 – Tools of the Trade.
Tools and Equipment – Hands-on exposure

Who:
To ensure safety and provide direct instruction in
these very basic skills, the Foundation Course
instructor needs to be joined by a group of advanced
construction students. The Foundation Course
instructor will need to learn the tool skills at the
"project-ready" level, be able to construct the project
at the basic level, and be very knowledgeable about
safety issues. Centers should provide professional
development, as well as on-the-job training for
Foundation Course instructors to help them reach
these levels of expertise.
.

The advanced construction students also need training
by a CTT and/or Foundation Course instructor prior to
beginning their assignment. Training should include
how to:
1) be supportive of beginner learning,
2) reinforce safety and intervene in unsafe behaviors,
3) teach basic skills by demonstrating,
4) model apprentice-type tasks like cleaning up,
5) model apprentice attitudes and approaches, e.g.,
eager learning, being on time, working safely, etc.

The number of advanced construction students
needed may be adjusted to fit your space, the
number of tools you have, and the number of
students available. Each advanced construction
student can cover 2 hand tool stations; the project
area will require another group of advanced students,
0 at first and more as Foundation Course students
finish their basic "project-ready" certification and
move into the project area. Advanced students will
also need to make the cuts on the picture frame
molding. Foundation Course students who complete
Tools and Equipment early can also help man
stations.

If you have all hand tool stations operating at the
same time, you'll need at least 6 advanced students.
If you operate half of the tool stations each day--say 6
stations--you'll need 3 advanced students for the
stations plus whatever you need for the project area.
Two other roles for advanced CT students—preparing
materials and serving as demonstrators—are
discussed later in this section.

The Foundation Course instructor is always in the shop with the
students and is responsible for
1) re-directing students when a station becomes too crowded;
2) moving from station to station overseeing and modeling for advanced
construction students, especially those who are struggling with the
concept of teaching skills;
3) helping individual Foundation Course students who are having
particular difficulty;
4) monitoring the time and making periodic announcements of minutes
left;
5) always enforcing safety; and
6) carefully evaluating and approving student proficiency levels or
sending students back for additional practice.

The CTT instructor may also be in the classroom during the
whole period, at set times during the period, or at one set time
during the period. The Foundation Course instructor will need
to adjust his/her role to the greater or lesser participation of the
CTT instructor.
Where:
The Center will need to provide time in a shop preferably or in
another work area in which students can carry out the Tools
and Equipment activities without damage to the tools, the room,
or themselves! The hours in the Foundation Course may be
flexed to fit the availability of a shop area. For example, if the
shop is available during the time the schedule calls for other
activities, the two items can be switched. More dramatic
schedule adjustments may be required on some centers.

The facility itself needs to be arranged with "learning
stations" for the tools on the mastery list, as well as a
project area. There is no pattern or set location for
the learning stations, but it is suggested that 2 tools
be assigned to each learning station, e.g., hammers
and screwdrivers. You might combine 2 similar tools
or one tool that requires a lot of room with one that
doesn't, or 1 tool that is relatively more dangerous
than the other, or any other pattern that best meets
your circumstances.

What:Tool/equipment basic proficiency:
Because every cadre of students will have a wide range of
construction experience, the rate at which students
complete tool proficiency and projects will vary greatly.
To give beginners a sense that they're making progress,
there are 2 "readiness" levels for each tool on the rubric:
Exposure and Basic. The third level, project-ready,
indicates that the student has sufficient skills and
knowledge to undertake a project which involves that
tool. Not that all projects require project-ready status for
multiple tools. Before a student starts a project, s/he
must be certified as Project Ready for all required tools.

In action, the Tools and Equipment period looks like this. When
students enter the shop, they have a number of learning stations
they can go to. There is no set order for completing tool proficiency,
so students can choose any station that is not crowded. This is
called a scatter system and puts the student more in charge of his
learning, in that he makes daily choices about how to allocate the
time.
Some stations are much easier to complete than others. As the
numbers of students accessing a station diminishes, that station
can lower the number of hours it's open. The Foundation Course
instructor must monitor the flow and post the station open hours at
the beginning of each session. When only a few students have yet to
finish a given station, counsel them to concentrate on that tool to
reach proficiency so you can close the station

You will have students who finish all proficiencies and
projects with hours to spare. Ask them to become
journey students for their class, helping other students
complete proficiencies and projects. They can work as
helpers to the advanced students, organizing and caring
for tools and materials, cleaning the work area, or doing
any other supportive tasks. Don't allow them to
disengage from the group unless it is to study with
classmates who have also completed the Tools and
Equipment tasks. If these students stray off task, you
can remove this privilege.

Tool/equipment demonstrations: In addition to student tool practice,
assessment, and project-completion, you will also have a series of
demonstrations during the Tools and Equipment period. Due to safety
concerns, Foundation Course students will not be handling sharp hand
tools or power tools. The following tools will be the subjects of
demonstrations by advanced CT students:
• Power drill
• Circular saw
• Reciprocating saw
• Chop saw
• Table saw
• Hand saw
• Utility knife AND chisels
• Staplers—hand and power

Demonstrations will take 25 minutes each and will
cover the following topics:
• Identification of the most common types of tool in
the category,
• Identification of the parts of the tool,
• Identification of the uses of the tool,
• Demonstration of the uses,
• Identification of the care of the tool,
• Demonstration of safety hazards and safety
preparation/awareness.

This will require extra time initially, but you will be
ensuring that students get the correct information in
a way they can understand—and you’ll also be giving
the advanced students critical new skills. When your
own graduates are the advanced CT demonstrators,
you will only need to give them the outline and
timeline, as you will have trained them in the
teaching techniques.
During demonstrations, Foundation Course students
will annotate their vocabulary cards, putting the
names of the parts of the tool on the picture and
using the information on care, use, and safety to fill
in the back.

Materials:
You will need several of each of the 11 tools on the
rubric included in Resource 5.25 - Tools of the Trade
and one of each of the tools listed above for
demonstration. Each tool must be tagged with the
category on the rubric (e.g., plier-like tools), the
correct name, a brief statement of care requirements,
and the most basic uses. For tools that have directly-
related materials, label the materials with name and
type, e.g. a box of nails at the hammer station is
labeled 10d galvanized.

• Wood: Donated wood scraps will be fine for most tool
proficiency practice and demonstrations. Projects are
described in Resource 5.25 - Tools of the Trade and will
require 2 x 4, 1 x 2, and other materials that may be new or
used (all nails pulled).
• Mortar and hardware: Project 1, the stepping stone, should be
completed by all students. It requires wood scraps, mortar,
and reinforcement hardwire.
• Computer and projector: You will play "Name That..." just
about every day during the Tools and Equipment period. [See
Appendix A for explanation of how to play Name That…. And
use Resource 5.26 - Name That Powerpoint to play the game.]
The timing of the game is up to you.

As for location, you have 2 options:
1) You can play the game in the classroom before or after the
shop period, escorting students between; or
2) You can play the game in the shop. The first option is the
easiest, but you lose class time walking between the classroom
and the shop--as opposed to letting students do this during the
break. The second option requires daily transport of computer
and projector (or location of an extra set of these items in a
locked shop cabinet) but gives students more time to work on
Tools and Equipment tasks.

Materials Preparation:
For student projects, those materials that require use of power
or sharp hand tools need to be prepared in advance by advanced
CT students. The instructions for preparing the materials are in
Chapter 8 Resource 5.25A.
Exit Exam:
The Tools and Equipment performance counts for up to 10
points on the Exit Exam. These points are earned as follows:
• Scoring Basic or Project Ready on a tool category = .75 points
• Scoring Project Ready on all tool categories = 1 point
• Completing a project with acceptable quality = 1 point

How to Implement:
10:30-11:30
Tools and Equipment
5 min. Have students meet in the shop or area set aside for the
Tools and Equipment activity. Explain that students will be
meeting in this facility during the times indicated, noting any
changes in time required for shop access. Provide a brief tour,
emphasizing safety requirements in the shop.
25 min. Pass out 2 copies of the Tools of the Trade Rubric found
in Resource 5.25 to each student. Have them write their name
on the top of both sheets and return one to you. Explain that
you'll be reviewing the Tools/Equipment process today, but it's
all about skill building and demonstrating proficiency that will
be recorded on the rubric over the next several weeks.

Ask students to take notes as you review the 7 elements of the
Tools/Equipment unit.
1. The Tool Proficiency Rubric
a. Proficiency levels. Explain proficiency-level meanings for
Exposure (just beginning from scratch), Basic (able to do simple
tasks), and Project-Ready (able to function at the simple project
level).
b. Tools. Explain that the 11 tools listed are really groups of
tools. That's clear in an item such as "plier-like tools," but is
also true of the category, "hammer." They may choose to
demonstrate different skills with different tools within the
category. Choosing the right tool is part of the learning process.
c. Projects. Explain the 2 projects.

2. Tool/equipment demonstrations. Explain that
advanced CT students will be demonstrating the use,
care, and safety measures related to power tools and
potentially dangerous hand tools that Foundation
Course students will NOT be handling until they
enter CT. During those demonstrations, students will
be required to take notes and treat the student
demonstrators as if they were Journeymen providing
instruction for apprentices.

3. Expectations. Explain that there are three types of
expectations:
• First students are expected to complete tool mastery
of all 11 categories at least to the Basic level.
Everyone should strive for "Project Ready.”
• Second, students are expected to complete at least
one project.
• Third, students are expected to use all appropriate
safety precautions at all times.

4. Accountability: Explain how their performance relates to the
10 points on the Exit Exam.
5. Structure. Explain
• the stations
• the scatter system
• the role of the advanced construction students
• the role of the CTT instructor
• your role
• their role
They must be eager learners like apprentices.
Use the acronym ACTS: Ask questions, Clean up, be on Time,
Safety first.

6. Time Management. Tools and Equipment is an exercise in
time management. No one will tell them what to do when
(though you may nudge a bit if they get totally off task). Ask
them to think about the fact that they'll have 60-90 minutes
every day to manage in order to complete their list of tasks. Ask
Work Teams to take 3 minutes to discuss ways in which they
can best manage their time in 3 ways: planning, keeping on
task, and assessing your time management at the end of the day
to see how you can do better. Call on Work Teams until you
have a good list of strategies. Then ask each individual to write
down in his/her notes what personal strategies s/he will use.
.

7. Record-Keeping. Tell students that you will
keep the rubric of record in a notebook in the
shop. When an advanced construction student or
a CTT instructor says that the student is ready to
demonstrate a level of proficiency, you or the
instructor will witness the student's performance
and sign off on the rubric of record. They keep the
second copy for their own planning purpose. This
will help them figure out how to get everything
done.
.

35 min. Pass out the pre-printed vocabulary cards
that relate to each category of tools and
equipment on the rubric and demonstration lists.
Have each student take additional blank cards.
Ask each Work Team to start at a different station
and make preliminary notes on their cards. After
7 minutes at a station, have Work Teams rotate to
the next station. This exercise is to familiarize
students with the tools and structure of the
stations; they will not have time to complete all
their 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

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