Craft and Structure - Trenton Public Schools



TRENTON PUBLIC SCHOOLSGENERAL BUILDING CONSTRUCTION Curriculum FrameworkADMINISTRATIVE OFFICES – CENTRAL REGISTRATION BUILDING108 N. Clinton Avenue2nd Floor ~ Room 216Raymond Broach, Interim Superintendent of SchoolsRevised April 2012PREFACEThe primary aspects of this course and its related units of study are as follows:A structured assembly of theory and practical tasks are presented in order to provide the instruction and training required for entry level occupational careers in the field of General Building Construction, or continued education opportunities at post-secondary institutions, as per appropriate articulation agreements. The performance tasks identified for this course have been determined upon a careful review of the entry-level occupations relevant to the building construction industry.The required NOCTI-specific task performances were appropriately organized around 16 distinct Units of Study, and divided into the following areas in order to successfully complete the program objectives:(a)Related Information:The class/shop technical and theoretical content associated with the specific trade performance.(b)NOCTI and NJ Standards:The concepts, principles and problems directly related to the specific trade performance. (c)Desired Performance Outcomes:The terminal behavior that the learner should be able to demonstrate upon completion of the specific task performance. Upon completion of these NOCTI-specific tasks, the student will be able to demonstrate his or her proficiency within the specified entry-level career areas.TABLE OF CONTENTSPreface…………………………………………………………………………………………………..…………………..iIntroduction…………………………………………………………………………………………………..……………..1-2Mission and Guiding Principles…….………………………………………………………………………………………3-4General Objectives and Goals………………………………………………………………………………..……………..5-6Units of Study (Including Objectives and Related Performance Standards) ………………………………………………7-82Unit 1: School and Program Orientation7-11Unit 2: Safety and Class Policies/Procedures12-17Unit 3: Introduction to Construction Math18-21Unit 4: Hand Tools22-24Unit 5: Power Tools25-31Unit 6: Blueprints and Building Specifications32-37Unit 7: Footing and Foundation Systems38-40Unit 8: Carpentry Systems Technology41-43Unit 9: Roof Frame Construction44-53Unit 10: Windows and Exterior Doors54-59Unit 11: Energy Efficiency60-62Unit 12: Interiors63-65Unit 13: Basic Masonry66-71Unit 14: Basic Electrical Systems72-76Unit 15: Basic Plumbing77-79Unit 16: Employability and Professional Skills80-82Glossary of Standards……………………………………………………………………………………….……………..83-95NOCTI Standard/Task Mapping83-86NJCCCS/Common Core87-95References.…………………………………………………………………………………………………..……………..96INTRODUCTIONCIP 46.0000 Program Definition: Construction Trades, General. The General Building Construction curriculum is specifically designed to provide training in a broad range of building construction, with more specific emphasis on carpentry skills. In the building trades industry, the carpenters are employed in almost every type of construction. The skills demanded of the carpenter include erecting both wooden and metal buildings. The areas of skills development include concrete form work, foundations, building layout, framing, roofing, siding, insulation, drywall application, taping, installation of exterior and interior trim, and other basic performances allied to the field of general building construction.The Building Construction Industry and Employment OutlookAccording to the US Department of Labor’s Bureau of Labor Statistics (2010), the employment outlook for the building construction industry through 2018 is quite good, due specifically to the need generated by population growth, aging buildings and a deteriorating infrastructure. “The number of wage and salary jobs in the construction industry is expected to grow 19 percent through the year 2018, compared with the 11 percent projected for all industries combined…” (retrieved from ). The building construction industry offers more opportunities than most other industries for individuals who want to own and run their own business. Furthermore, most of these business establishments tend to be small. According to the USDL (2010), 68 percent of these businesses employed fewer than five (5) workers, and approximately 12 percent of all workers in the industry are employed by these very small contractors.Individuals entering the building construction industry out of high school typically begin their careers as laborers, assistants, or apprentices. The specific skills required for success in the industry develop over years of authentic experience, and are attained through both direct classroom instruction and real, on-the-job training. The information below offers insights into select trades within the industry.Building Maintenance TradesThis career field offers individuals a rewarding lifetime profession. Individuals are offered a variety of career ladder opportunities. The following are representative of the career options within the field of building maintenance trades.1.Carpenter’s Helper13.Project Manager2.Carpenter Apprentice14.Education and Training Coordinator3.Building Supply Counter Sales15.Teacher of Building Construction4.Framer16.Building Inspector5.Siding Installer17.Remodeler6.Roofer18.General Contractor7.Drywall Installer19.Custom Home Builder8.Interior/Exterior Mechanic20.Corporate Executive (Home Bldg. Corp.)9.Punch/List Mechanic21.Mason’s Helper10.Journey Person Carpenter22.Mason Apprentice11.Job Site Superintendent23.Journey Person Mason12.Construction Estimator24.Building Maintenance/Repair25.Building Maintenance SupervisorStructured Learning Experience (SLE) OptionThe SLE option is specifically intended to provide an authentic bridge between school and career - one that will best enable students to further their industry-specific knowledge, skills and dispositions. After the student has achieved the necessary entry level skills for employment, they will be placed on Cooperative Industrial Education (CIE). SLE options include, but are not limited to approved college coursework, apprenticeships, work study and related capstone projects. Students typically enter the CIE program by the middle of their senior year. When a student is placed on a job site as an approved SLE option, a contract will be signed between the employer, student and school. While the student is on CIE, the job site will be regularly monitored and evaluated by the CIE Coordinator, and a grade will be determined.TRENTON PUBLIC SCHOOLS CAREER AND TECHNICAL EDUCATION (CTE)MISSIONConsistent with the New Jersey Department of Education and the National Association of State Directors of Career Technical Education Consortium (NASDCTE), the Trenton Public School District is determined to provide all of its students educational opportunities that will enable them to gain the essential life and career skills to function optimally as positively engaged citizens in a dynamic global society, and productive members of a 21st century global workforce – one that specifically rewards innovation, creativity, and the ability to comfortably adapt to change.GUIDING PRINCIPLESIn order to achieve its mission, the Trenton Public Schools CTE Programs are built upon the following guiding principles:All students will be made aware of the type of CTE programs offered, as well as the 21st century workforce and respective career-ladder opportunities.A comprehensive assessment program will be implemented in order to identify individual students who possess a need and desire for a particular vocational education.All CTE students shall be formatively assessed to determine individual career interest and abilities. Furthermore, individual participants of CTE programs will be provided the necessary career guidance and counseling services so as to ensure that career opportunities and job placements are specifically aligned to the student’s career goals.The Trenton Public Schools will establish and maintain an effective career placement program in collaboration with local public and private employment and training agencies to support the seamless transition from a career and technical education program to employment and/or advanced education.All CTE students will be provided the opportunity to gain employability and professional skills, and dispositions appropriate to their career goals.All CTE programs will provide authentic learning opportunities and related training experiences.All CTE programs will recognize the unique and diverse needs of each student and, in turn, provide the most personalized and differentiated instructional program.All CTE professional staff - including teachers, counselors, and administrators - shall be highly qualified, thus having attained the professional standards established at the state and local levels. All CTE programs will be continuously assessed, evaluated and renewed, so as to ensure each remains current, of high quality and reflective of societal, economic and/or occupational changes.GENERAL BUILDING CONSTRUCTIONGENERAL GOALS AND DESIRED OUTCOMESTo identify the knowledge, skills and attitudes required of individuals entering the building maintenance trades.To display positive attitudes regarding the safety procedures and practices required of workers in the building maintenance/construction trades.To be able to utilize and apply the methods and techniques of layout, foundation and framework procedures in the erection and construction of a building site.To demonstrate the basic skills in the utilization of hand tools, power tools and instruments required of the building maintenance/construction trades.To demonstrate the methods and techniques of wall, floor and roof framing applications.To demonstrate the methods and techniques of interior and exterior finishing applications.To apply the practices and principles of carpentry to a house building project involving various construction processes.To develop an awareness of the career opportunities available in the building construction industry, and to assist students in reaching their highest potential in the world of work.To effectively prepare students for success in continued education opportunities at the post-secondary level, as per appropriate articulation agreements. To stress and, ideally, establish a sense of pride in: the maintenance of appropriate personal appearance and grooming; a high quality of professionalism;efficiency in the use of materials; accuracy in the operation of equipment; and collegial relations.GENERAL BUILDING CONSTRUCTIONEMPLOYMENT ORIENTATION GOALS To provide occupational learning experiences designed to help youngsters with special needs to develop capabilities for vocational and social independence in a competitive environment.To offer a core curriculum of occupationally related academic and social experiences structured on a highly individualized basis, and flexible enough to meet the varied and unique needs of the student.To provide a coordinated program of personal, social and occupational development by articulation with all stake holders, including the sending school personnel, special services support staff, parents and/or guardians.To provide learning activities designed to evaluate students’ aptitude and interest, and develop self-appraisal in each of the occupational clusters, including regular mainstream program areas.To provide learning activities designed to help the student explore each of the occupational clusters offered.To provide learning activities designed to help the student develop academic and social skills in those areas of work that are common to all occupational clusters.To provide instructional activities to ensure the development of vocational maturity in an area of particular interest, and with the skills required for entry level employment.To provide an overall program which will develop the essential work habits of attendance, punctuality, dependability, speed, accuracy, endurance, persistence and safety.To provide the student with the opportunity to participate in clinical experience and on-the-job training.To provide learning experiences designed to help students develop job-seeking skills.To assist students in making a successful transition from school to productive employment.UNIT OF STUDY No. 1:School and Program OrientationPROGRAM:General Building ConstructionUNIT TOPIC:School and Program OrientationObjectivesNJ Standards AddressedRecommended Strategies and Instructional ActivitiesInstructional ResourcesFormative and Summative AssessmentsThe student will be able to:Demonstrate through daily practice the proper administrative procedures as mandated by school policy.Identify the characteristics of the school and classroom facility.List the principles that contribute to personal and professional success.Explain the concept of self-management.Display effective ways to manage time.Exhibit good work and study habits.List the characteristics of a healthy and positive attitude.?Explain the basic processes of effective communication.Describe local program and vocational/career–technical center policies and procedures including dress code, attendance, academic requirements, discipline, and the school technology acceptable use policy and transportation pare and contrast local program policies, procedures, and expectations to industry policies, procedures, and expectations.Create a personal mission statement.Explain how to set long and short term goals.Identify the objectives of vocational education and the potential career goals inherent within the program.Articulate career opportunities in the building construction industry.Identify overall skills and knowledge needed by building construction professionals. Identify requirements for entry and advancement, career ladders, and employment opportunities.Describe importance of quality service and continuous improvement. Given a student handbook, the student will be able to identify school rules and procedures.Identify the types of guidance services offered by the school.Identify and discuss the role of CIE as it relates to this school and vocational education.Identify and discuss the inner working of the administration of CIE/ program Demonstrate the necessary requirements of CIE candidate by assessing the objectives of the program and by cross-matching his/her abilities and performances with those stated objectives.NJCCCS/ 21st Century Life and Career Standards9.3.12.C.1 - 9.3.12.C.13Common CoreELA/ ReadingInformational TextKey Ideas and DetailsRI.11-12.3. Craft and StructureRI.11-12.4. Range of Reading and Level of Text ComplexityRI.11-12.10Common Core ELA/ WritingText Types and PurposesW.11-12.2.Production and Distribution of WritingW.11-12.4. Common Core Mathematics Student HandbookClassroom Rules and ProceduresSKILLS USA ObjectivesLocal Chapter HandbookQuiz/Test on CTE program, school and classroom policies and proceduresDevelop a job description for the CIE coordinatorPersonal Mission Statement along with set goals UNIT OF STUDY No. 2:Safety and Class Policies/ProceduresPROGRAM:General Building ConstructionUNIT TOPIC:Safety and Class Policies/ProceduresObjectivesNJ Standards AddressedRecommended Strategies and Instructional ActivitiesInstructional ResourcesFormative and Summative AssessmentsThe student will be able to:Explain in writing the general purpose of OSHA.Identify what his/her responsibilities are in complying with the OSHA standards.Identify the more visibleOSHA standards as they apply to his/her specific occupational area.Distinguish between types of fires with respect to the application of an appropriate fire extinguisher.Demonstrate the proper procedure in the conduction of a fire drill.Identify the location of all first aid stations within the occupational area.Demonstrate universal precaution procedure.Identify the school’s policy regarding accident reports and records.In reference to the specific shop/lab, the student will demonstrate the following safety practices on a daily basis: Avoid horse playWear safety glasses or gogglesSecure long hairClean and maintain his/her work areaAccept duties and responsibilities for thegeneral maintenance of the shop/lab areaClean tools, instruments and/or equipmentupon usageReport damaged tools, instruments and/orequipment to the instructorDress properly in accordance with a specifictask operationOperate equipment upon the approval andinspection of the instructorConduct safety inspections as mandatedby shop/lab policyGiven the class/shop procedures and responsibilities, the student will be able to demonstrate a daily basis the fulfillment of tasks related to instruction and the management and care of facilities and equipment within prescribed safety procedures.Follow proper procedures for being late or absent.Identify the location and purpose of all shop equipment.Identify all shop facilities.Demonstrate proper methods of acquiring tools for shop activities.Raise and lower and climb and extension ladder.Set up a scaffold.Follow proper electrical safety practices.Utilize personal protective equipment (PPE).Demonstrate proper lifting technique.Demonstrate appropriate use of respirators.Demonstrate proper fall protection technique.NOCTIFor every task in NOCTI Building Maintenance and Construction Trades program, the following safety requirements must be strictly enforced:Comply with personal and environmental safety practices associated with clothing; eye protection; hand tools; power equipment; proper ventilation; and the handling, storage, and disposal of chemicals/materials in accordance with local, state, and federal safety and environmental regulations.SAFETY 1-3NJCCCS/ 21st Century Life and Career Standards9.3.12.C.19.3.12.C.29.3.12.C.39.3.12.C.69.3.12.C.119.3.12.C.139.4.12.B.(1).59.4.12.B.(2).9 9.4.12.B.(2).10 9.4.12.B.(2).11 9.4.12.B.(2).12 9.4.12.B.(2).139.4.12.B.(2).149.4.12.B.(2).169.4.12.B.(2).179.4.12.B.(3).19.4.12.B.(3).29.4.12.B.(3).39.4.12.B.(3).49.4.12.B.(3).59.4.12.B.(3).6Common Core ELA/ ReadingInformational TextKey Ideas and DetailsRI.11-12.3. Craft and StructureRI.11-12.4. Integration of Knowledge and IdeasRI.11-12.7. Range of Reading and Level of Text ComplexityRI.11-12.10Common Core ELA/ WritingText Types and PurposesW.11-12.2.Production and Distribution of WritingW.11-12.4. Koel, Leonard. Carpentry (5th Edition), American Technical Publishers Inc., 2009ATP Staff, Math for the Building Trades, American Technical Publishers Inc., 2007Thomas E. Proctor and Leonard P. Toenjes, Printreading for Residential and Light Commercial Construction, American Technical Publishers Inc., 2010Keller, JJ. and Associates. Official O.S.H.A. Construction Safety Handbook. JJ Keller and Assoc., Inc., 1999 Shop tools and equipmentTests: Safety procedures and preventionProjects: Safety training role playWriting Activity: The purpose of OSHA and citationsNOCTI Online (10-Hour) Construction Safety AssessmentUNIT OF STUDY No. 3:Introduction to Construction MathPROGRAM:General Building ConstructionUNIT TOPIC:Introduction to Construction MathObjectivesNJ and NOCTI Standards AddressedRecommended Strategies and Instructional ActivitiesInstructional ResourcesFormative and Summative AssessmentsThe student will be able to:Read and measure with a 25-foot, 50-foot and 100-foot tape with 100% accuracy.Read and measure with a zig-zag rule with 100% accuracy.The student will be able to read and measure with a push-pull tape with 100% accuracy.Given a series of basic measurement problems, the student will be able to read and use the framing square with 100% accuracy.Add, subtract, multiply and divide whole numbers.Add, subtract, multiply and divide fractions.Add, subtract, multiply and divide decimals.Convert decimals to percentages, and percentages to decimals.Convert fractions to decimals, and decimals to fractions.Use a standard ruler and a metric ruler to measure.Articulate understanding of the metric system, and why this system is important in the construction industry.Recognize and use metric units of length, weight, volume, and temperature.Recognize basic shapes in the construction industry and apply geometric knowledge and skills to measure these shapes.NOCTIFor every task in NOCTI Building Maintenance and Construction Trades program, the following safety requirements must be strictly enforced:Comply with personal and environmental safety practices associated with clothing; eye protection; hand tools; power equipment; proper ventilation; and the handling, storage, and disposal of chemicals/materials in accordance with local, state, and federal safety and environmental regulations.SAFETY 1-3TOOLS 1-4MATH 1-3NJCCCS/ 21st Century Life and Career Standards9.4.12.B.(2).149.4.12.B.(2).159.4.12.B.(2).169.4.12.B.(2).179.4.12.B.(3).19.4.12.B.(3).2Common Core ELA/ ReadingInformational TextKey Ideas and DetailsRI.11-12.3. Craft and StructureRI.11-12.4. Integration of Knowledge and IdeasRI.11-12.7. Range of Reading and Level of Text ComplexityRI.11-12.10Common Core ELA/ WritingText Types and PurposesW.11-12.2.Production and Distribution of WritingW.11-12.4. W.11-12.5. W.11-12.6. Common Core MathematicsA-REI.1. A-REI.2.NQ.1.NQ.2.NQ.3.F-IF.4.Koel, Leonard. Carpentry (5th Edition), American Technical Publishers Inc., 2009ATP Staff, Math for the Building Trades, American Technical Publishers Inc., 2007Thomas E. Proctor and Leonard P. Toenjes, Printreading for Residential and Light Commercial Construction, American Technical Publishers Inc., 2010Shop tools and equipmentActivity: Measurement ProblemsMeasurement: QuizPerformance: Authentic application of construction mathematicsUNIT OF STUDY No. 4:Hand ToolsPROGRAM:General Building ConstructionUNIT TOPIC:Hand ToolsObjectivesNJ and NOCTI Standards AddressedRecommended Strategies and Instructional ActivitiesInstructional ResourcesFormative and Summative AssessmentsThe student will be able to:Identify all the parts of a sliding T bevel.Transfer angles using a T bevel.Select and use proper auger bit.Identify all parts of a hand drill.Operate a hand drill following all safety procedures.Identify and use spade bits.Identify and use twist drill bits.Identify and use hand planes.Demonstrate effective and appropriate use of all basic construction hand tools, including but not limited to: hammerscrewdriverwrenchchiselknife/bladeleveltape measure NOCTISAFETY 1-3TOOLS 2-4MATH 1-3NJCCCS/ 21st Century Life and Career Standards9.3.12.C.19.3.12.C.29.3.12.C.39.3.12.C.69.3.12.C.119.3.12.C.139.4.12.B.(2).99.4.12.B.(2).149.4.12.B.(2).159.4.12.B.(2).169.4.12.B.(2).179.4.12.B.(3).1Common Core ELA/ ReadingInformational TextKey Ideas and DetailsRI.11-12.3. Craft and StructureRI.11-12.4. Integration of Knowledge and IdeasRI.11-12.7. Range of Reading and Level of Text ComplexityRI.11-12.10Common Core ELA/ WritingText Types and PurposesW.11-12.2.Production and Distribution of WritingW.11-12.mon Core MathematicsA-REI.1. Koel, Leonard. Carpentry (5th Edition), American Technical Publishers Inc., 2009ATP Staff, Math for the Building Trades, American Technical Publishers Inc., 2007Thomas E. Proctor and Leonard P. Toenjes, Printreading for Residential and Light Commercial Construction, American Technical Publishers Inc., 2010Shop tools and equipmentQuiz: Hand Tools and their purposesPerformance: Operate various hand toolsCompleted Assignment sheetsCompleted job sheets Written testsUNIT OF STUDY No. 5:Power ToolsPROGRAM:General Building ConstructionUNIT TOPIC:Power ToolsObjectivesNJ and NOCTI Standards AddressedRecommended Strategies and Instructional ActivitiesInstructional ResourcesFormative and Summative AssessmentsThe student will be able to:Identify all the parts of a router.Operate a router following all safety procedures.Identify all parts of a power planer.Operate a power planer following all safety procedures.Identify the parts of a hammer drill.Operate a hammer drill following all safety procedures.Identify the parts of a screw gun.Operate a screw gun following all safety procedures.Identify all parts of a power nailer.Operate a power nailer following all safety procedures.Identify all parts of a panel saw.Position a panel saw for proper cutting depth.Demonstrate the care and maintenance of the panel saw.Follow and apply all safety procedures pertinent to the operation of a panel saw.Identify all parts of a shaper.Adjust the shaper bit to cut different profiles in the wood.Change the shaper bits for different profile uses.Identify all the parts of a radial arm saw.Operate a radial arm saw following all safety procedures.Identify all the parts of a sabre saw.Operate a power sabre saw following all safety procedures.Identify all the parts of a table saw.Use a table saw to make crosscut rippings and angular cuts.Make proper adjustments on a table saw.Change blade on a table saw.Differentiate between ratchet – bit and corner braces.Set a power saw to a desired angle using a T bevel.Identify all the parts of a jointer.Operate a jointer following all safety procedures.Identify all the parts of a portable power plane.Operate a portable power plane following all safety procedures.Identify all the parts of a belt sander.Operate a belt sander following all safety procedures.Identify all the parts of the orbital sander.Operate an orbital sander properly following all safety procedures.Identify the angles used in the miter box.Set-up and use the miter box following proper procedures.Identify all the parts of a power miter saw.Operate a power miter saw following all safety procedures.Given a series of cutting operations, the students will be able to identify and use hand saws properly and accurately.Identify all the parts of a worm drive circular saw.Operate the power worm drive circular saw following all safety procedures.Identify all the parts of a jig saw.Operate the power jig saw following all safety procedures.Identify all the parts of a chain saw.Operate the chain saw following all safety procedures.Identify all the parts of a reciprocating saw.Operate a jointer following all safety procedures.Identify and appropriately operate pneumatic power tools, following all safety procedures.Identify and appropriately operate powder actuated power tools, following all safety procedures. NOCTISAFETY 1-3TOOLS 2-4MATH 1-3NJCCCS/ 21st Century Life and Career Standards9.3.12.C.19.3.12.C.29.3.12.C.39.3.12.C.69.3.12.C.119.3.12.C.139.4.12.B.(2).99.4.12.B.(2).149.4.12.B.(2).159.4.12.B.(2).169.4.12.B.(2).179.4.12.B.(3).1Common Core ELA/ ReadingInformational TextKey Ideas and DetailsRI.11-12.3. Craft and StructureRI.11-12.4. Integration of Knowledge and IdeasRI.11-12.7. Range of Reading and Level of Text ComplexityRI.11-12.10Common Core ELA/ WritingText Types and PurposesW.11-12.2.Production and Distribution of WritingW.11-12.mon Core MathematicsA-REI.1. Koel, Leonard. Carpentry (5th Edition), American Technical Publishers Inc., 2009ATP Staff, Math for the Building Trades, American Technical Publishers Inc., 2007Thomas E. Proctor and Leonard P. Toenjes, Printreading for Residential and Light Commercial Construction, American Technical Publishers Inc., 2010Shop tools and equipmentQuiz: Power Tools and their purposesPerformance: Make adjustments on a table sawPerformance: Operate a hand drillCompleted Assignment sheetsCompleted job sheets Written testsUNIT OF STUDY No. 6:Blueprints and Building SpecificationsPROGRAM:General Building ConstructionUNIT TOPIC:Blueprints and Building SpecificationsObjectivesNJ and NOCTI Standards AddressedRecommended Strategies and Instructional ActivitiesInstructional ResourcesFormative and Summative AssessmentsThe student will be able to:Identify various symbols on a drawing.Read and interpret all dimensions illustrated on a drawing.Identify and interpret the ratio of the scale that is being used on a drawing.Read and interpret all dimensions illustrated on a floor plan.Set the tripod and scope in a stable position for use in the field.Focus transit in preparation for sighting.Locate and set up datum points from blueprints.Use datum points as a reference when locating building lines with a transit.Use the 3 – 4 – 5 – method of squaring to exact true or rectangular shapes.Use diagonal measurements to square a building.Determine grades with the use of a transit and leveling rod.Determine the different grades for setting stake heights.Sketch and object to a reduced or enlarged scale.Sketch and develop a good sense of proportion and accuracy of observation.Identify dimension and complete a basic CAD drawing.Identify and describe the various drawings which comprise a set of blueprints.Identify and explain the meaning of symbols and abbreviations utilized in a set of blueprints.Demonstrate how building specifications are utilized in construction.Identify various lines and read dimensions.Demonstrate the ability to use an architect’s scale drawings.Describe a sectional view.Identify the various symbols used in section drawings.Identify various window and door symbols.Identify various plumbing and electrical symbols.Read and interpret information contained in a window and door schedule.State the purpose of elevation drawings. Name two methods of labeling elevation orientations.Read and interpret information contained in elevation drawings. Define and explain the purpose of building codes and zoning laws.Explain the process and related requirements for obtaining a building permit.Identify and explain the duties of the building inspector.NOCTISAFETY 1-3BLUEPRINTS 1-6FOUNDATION 1, 4MATH 1-3NJCCCS/ 21st Century Life and Career Standards9.3.12.C.19.3.12.C.29.3.12.C.39.3.12.C.69.3.12.C.119.3.12.C.139.4.12.B.(1).19.4.12.B.(1).29.4.12.B.(1).39.4.12.B.(1).49.4.12.B.(1).89.4.12.B.(1).99.4.12.B.(1).109.4.12.B.(1).119.4.12.B.(2).149.4.12.B.(2).159.4.12.B.(2).169.4.12.B.(2).179.4.12.B.(3).19.4.12.B.(3).2Common CoreELA/ ReadingInformational TextKey Ideas and DetailsRI.11-12.3. Craft and StructureRI.11-12.4. Integration of Knowledge and IdeasRI.11-12.7. Range of Reading and Level of Text ComplexityRI.11-12.10Common Core ELA/ WritingText Types and PurposesW.11-12.2.Production and Distribution of WritingW.11-12.4. Common Core MathematicsG.CO.2. G.CO.3. G.CO.5. G.CO.6. G-GMD.4 G-MG.1. G-MG.3. Koel, Leonard. Carpentry (5th Edition), American Technical Publishers Inc., 2009ATP Staff, Math for the Building Trades, American Technical Publishers Inc., 2007Thomas E. Proctor and Leonard P. Toenjes, Printreading for Residential and Light Commercial Construction, American Technical Publishers Inc., 2010Shop tools and equipmentQuiz: Blueprint symbolsPerformance: Set up datum pointsPerformance: Use diagonal measurement to square a buildingCompleted Assignment sheetsCompleted job sheets Written testsUNIT OF STUDY No. 7:Footings and Foundations SystemsPROGRAM:Building TradesUNIT TOPIC:Footings and Foundations SystemsObjectivesNJ Standards AddressedRecommended Strategies and Instructional ActivitiesInstructional ResourcesFormative and Summative AssessmentsThe student will be able to:The student will be able to describe a plan view.The student will be able to identify the various types of lines drawn on a foundation plan.The student will be able to identify the various symbols used on foundation plans.The student will be able to read and interpret all dimensions illustrated on a foundation plan.The student will be able to determine the linear footage (perimeter) of various shaped buildings.The student will be able to determine the square footage (area) of a building.The student will be able to determine the volume (cubic yards) of footings, foundations and concrete slabs using mathematical procedures and a calculator.The student will be able to estimate the cubic yards of concrete for footings and slabs using various charts and tables.The student will be able to calculate the quantity of concrete block for a given foundation size.The student will be able to calculate the quantities of masonry cement and sand to produce mortar to lay block and purge foundation walls.NOCTISAFETY 1-6MASONRY 1-3BLUEPRINTS 1-4NJCCCS/ 21st Century Life and Career Standards9.3.12.C.19.3.12.C.29.3.12.C.39.3.12.C.69.3.12.C.119.3.12.C.139.4.12.B.(1).19.4.12.B.(1).29.4.12.B.(1).39.4.12.B.(1).49.4.12.B.(1).59.4.12.B.(1).89.4.12.B.(1).99.4.12.B.(1).109.4.12.B.(1).119.4.12.B.(2).149.4.12.B.(2).159.4.12.B.(2).169.4.12.B.(2).179.4.12.B.(3).19.4.12.B.(3).29.4.12.B.(3).39.4.12.B.(3).4Common Core ELA/ReadingInformational TextKey Ideas and DetailsRI.11-12.3. Craft and StructureRI.11-12.4. Integration of Knowledge and IdeasRI.11-12.7. Range of Reading and Level of Text ComplexityRI.11-12.10Common Core ELA/WritingText Types and PurposesW.11-12.2. Production and Distribution of WritingW.11-12.4. W.11-12.5. W.11-12.mon Core MathematicsG-GMD.4.G.MG.1. G.MG.3. NQ.1.NQ.2.NQ.3. Koel, Leonard. Carpentry (5th Edition), American Technical Publishers Inc., 2009ATP Staff, Math for the Building Trades, American Technical Publishers Inc., 2007Thomas E. Proctor and Leonard P. Toenjes, Printreading for Residential and Light Commercial Construction, American Technical Publishers Inc., 2010Shop tools and equipmentWriting?: Describe a plan viewQuiz: Symbols used on foundation plansPerformance: Determine volume of footingsPerformance: Calculate material for a masonry projectCompleted Assignment sheetsCompleted job sheets Written testsUNIT OF STUDY No. 8:Basic MasonryPROGRAM:General Building ConstructionUNIT TOPIC:Basic MasonryObjectivesNJ and NOCTI Standards AddressedRecommended Strategies and Instructional ActivitiesInstructional ResourcesFormative and Summative AssessmentsThe student will be able to:Erect batter board indicating footing and foundation lines.Transfer lines from batter board line to footing and foundation.Build a footing for use with reinforced steel under any job condition.State the purpose of concrete footingsList the areas of a structure where footings are required.State the rule of thumb for determining the size of footings.Name two types of footings used in residential construction.State when steel reinforcing may be required.List the ingredients of concrete.Describe two methods of mixing and delivery of concrete. NOCTISAFETY 1-3FOUNDATIONS 1-4MATH 1-3NJCCCS/ 21st Century Life and Career Standards9.3.12.C.19.3.12.C.29.3.12.C.39.3.12.C.69.3.12.C.119.4.12.B.(1).19.4.12.B.(1).29.4.12.B.(1).39.4.12.B.(1).49.4.12.B.(2).149.4.12.B.(2).159.4.12.B.(2).169.4.12.B.(2).179.4.12.B.(3).19.4.12.B.(3).29.4.12.B.(3).3Common Core ELA/ ReadingInformational TextKey Ideas and DetailsRI.11-12.3. Craft and StructureRI.11-12.4. Integration of Knowledge and IdeasRI.11-12.7. Range of Reading and Level of Text ComplexityRI.11-12.10Common Core ELA/ WritingText Types and PurposesW.11-12.2.Production and Distribution of WritingW.11-12.4. W.11-12.5. W.11-12.6. Common Core Mathematics G.CO.12. G-GMD.4.G.MG.1. G.MG.2. G.MG.3. NQ.1.NQ.3.Koel, Leonard. Carpentry (5th Edition), American Technical Publishers Inc., 2009ATP Staff, Math for the Building Trades, American Technical Publishers Inc., 2007Thomas E. Proctor and Leonard P. Toenjes, Printreading for Residential and Light Commercial Construction, American Technical Publishers Inc., 2010Shop tools and equipmentQuiz: Concrete ingredients and methods for working withWriting: The purpose of concrete footingsPerformance: Transfer lines from batter board line to footing and foundationPerformance: Building a footingCompleted Assignment sheetsCompleted job sheets Written testsUNIT OF STUDY No. 9:Carpentry Systems TechnologyPROGRAM:General Building ConstructionUNIT TOPIC: Carpentry Systems TechnologyObjectivesNJ and NOCTI Standards AddressedRecommended Strategies and Instructional ActivitiesInstructional ResourcesFormative and Summative AssessmentsThe student will be able to:Identify the three different types of framing methods.State the actual size of framing lumber from 2 x 2 to 2 x 12.State the common lengths of framing lumber available.Name the common framing lumber species available in our area.Identify pressure treated wood and state its common uses.Identify common nail sizes from 6d to 20d.Identify various materials used for sill sealers, termite shields and sill plates.Install sill sealers, termite shields and sill plates to a foundation wall.Take proper safety precautions when handling and cutting pressure treated wood.Identify the various types of girders and post.Build and install girders and posts.Identify the various types of floor joists.State the advantages/ disadvantages of floor trusses and I beam joists.Install rim joists.Layout and install floor joists to wood and steel girders.State the code requirements for notching and boring floor joists.Frame a rough opening in a floor frame.Identify the parts of a floor frame opening.Name three types of bridging.State the code requirements for bridging.Layout, cut and install the different types of bridging.Identify from a floor plan where additional framing is required to support partition walls. Identify from a floor plan whether the additional support under a partition wall will interfere with the installation of plumbing pipes or heating ducts.Layout and install additional floor joists with or without blocking under parallel partition walls.List the two materials most commonly used for subfloors.State the standard width and length of plywood and O.S.B. panels.State the minimum thickness required by code.Identify plywood panel grades A to D and state which grades are commonly used for subfloors.State the advantages of using tongue and groove plywood panels.Install plywood or O.S.B subfloors using proper fastening and spacing requirements.Differentiate between a through and butt wall.Differentiate between a bearing and non-bearing wall.Differentiate between a bearing and non-bearing partition wall.Snap chalk lines for all wall locations in accordance to the floor plan.Identify a sale, top and double top plate in relationship to a wall section.Overlap double top plates at all wall intersections.Layout plate joints according to current code regulations.Determine plate material from the floor plan.Fasten plates in preparation for face or toe nailing studs.Identify the various members of a wall frame including openings.Lay out the location of all wall framing members using the correct markings and in accordance to the floor plan.Identify the various building components.Read and interpret all building component sizes and dimensions illustrated on section drawings.Identify the various types of corner posts.State the purpose of corner posts.Build interior and exterior corner posts.Identify the various types of headers.State the purpose of headers.Develop a cutting list from rough opening dimensions listed on window and door schedules or floor plans.Build window and door headers.Determine the length of studs, trimmers, rough sills and cripple studs.Recite the length of a pre-cut stud.Assemble a wall frame using the proper size and number of fasteners in accordance to current code requirements.Assemble all components of a rough opening using the proper size and number of fasteners in accordance to current code requirements.Identify two types of let-in bracing.Erect, plumb and brace exterior and interior walls.State the purpose of ceiling joists.Describe three methods of laying out ceiling joists.Layout and make the top cut on ceiling joists.Layout the ceiling joists locations on the double top plates.Install ceiling joists using the proper size and number of fasteners in accordance to current code requirements.State the purpose of a strongback and when they are required.Layout the location of strongbacks and install.NOCTISAFETY 1-3FRAMING 1-4MATH 1-3NJCCCS/ 21st Century Life and Career Standards9.3.12.C.19.3.12.C.29.3.12.C.39.3.12.C.69.3.12.C.119.3.12.C.139.4.12.B.(1).19.4.12.B.(1).29.4.12.B.(1).39.4.12.B.(1).49.4.12.B.(2).19.4.12.B.(2).29.4.12.B.(2).39.4.12.B.(2).49.4.12.B.(2).59.4.12.B.(2).69.4.12.B.(2).79.4.12.B.(2).89.4.12.B.(2).149.4.12.B.(2).159.4.12.B.(2).169.4.12.B.(2).179.4.12.B.(3).19.4.12.B.(3).29.4.12.B.(3).39.4.12.B.(3).49.4.12.B.(3).59.4.12.B.(3).6Common Core ELA/ ReadingInformational TextKey Ideas and DetailsRI.11-12.3. Craft and StructureRI.11-12.4. Integration of Knowledge and IdeasRI.11-12.7. Range of Reading and Level of Text ComplexityRI.11-12.10Common Core ELA/ WritingText Types and PurposesW.11-12.2.Production and Distribution of WritingW.11-12.4. Common Core MathematicsG-CO.2.G-CO.4.G-GMD.4.G.MG.3. NQ.1.NQ.2.NQ.3.Koel, Leonard. Carpentry (5th Edition), American Technical Publishers Inc., 2009ATP Staff, Math for the Building Trades, American Technical Publishers Inc., 2007Thomas E. Proctor and Leonard P. Toenjes, Printreading for Residential and Light Commercial Construction, American Technical Publishers Inc., 2010Shop tools and equipmentQuiz: Identifying symbols on a planPerformance: Build and install girders and postsPerformance: Assemble a wall frameCompleted Assignment sheetsCompleted job sheets Written testsUNIT OF STUDY No. 10:Roof Frame ConstructionPROGRAM:General Building ConstructionUNIT TOPIC:Roof Frame ConstructionObjectivesNJ and NOCTI Standards AddressedRecommended Strategies and Instructional ActivitiesInstructional ResourcesFormative and Summative AssessmentsThe student will be able to:Identify common roof styles, including hip, gable, gambrel, saltbox, shed and flat.Identify types of rafters.Identify terminology associated with roof framing.Identify the various parts of a roof frame.Identify and explain the parts of a common rafter.Identify and explain the parts of a roof truss.Name the four methods used to layout common rafters.Layout a common rafter using the step-off method.Layout a common rafter using the rafter table and framing square.Layout a common rafter using a rafter manual and speed square.Layout the location of common rafters on wall plates and ridge board.Layout, trace and cut common rafters using a portable power saw.Install common rafters using the proper size and number of fasteners in accordance to current code requirements.State the purpose of gable studs.Layout, cut and install studs in the gable end of a building.State the purpose of roof sheathing.Identify two materials commonly used for roof sheathing.State the minimum thickness required by code.Name two methods of installing roof sheathing.Install plywood roof sheathing using proper fastening and spacing requirements.Install safety cleats to prevent sliding off a roof. Name three types of cornices.Identify the parts of a box cornice.State the types of materials commonly used to construct a box cornice.Check/correct rafter tail alignment prior to installing fascia board.State the purpose of soffit ventilation.Construct a box cornice with wood and/or vinyl.Install false rakes and rake boards.Install cornice returns.Identify the size and shape of asphalt shingles.State code requirements for layers of roofing.Identify the parts of the roof.Calculate the squares of material needed to cover a roof.Prepare, layout, cut and apply roof shingles.NOCTISAFETY 1-3FRAMING 3EXTERIOR 2MATH 1-3NJCCCS/ 21st Century Life and Career Standards9.3.12.C.19.3.12.C.29.3.12.C.39.3.12.C.69.3.12.C.119.3.12.C.139.4.12.B.(1).19.4.12.B.(1).29.4.12.B.(1).39.4.12.B.(1).49.4.12.B.(2).19.4.12.B.(2).29.4.12.B.(2).39.4.12.B.(2).49.4.12.B.(2).59.4.12.B.(2).69.4.12.B.(2).79.4.12.B.(2).89.4.12.B.(2).149.4.12.B.(2).159.4.12.B.(2).169.4.12.B.(2).179.4.12.B.(3).19.4.12.B.(3).29.4.12.B.(3).39.4.12.B.(3).49.4.12.B.(3).59.4.12.B.(3).6Common Core ELA/ ReadingInformational TextKey Ideas and DetailsRI.11-12.3. Craft and StructureRI.11-12.4. Integration of Knowledge and IdeasRI.11-12.7. Range of Reading and Level of Text ComplexityRI.11-12.10Common Core ELA/ WritingText Types and PurposesW.11-12.2.Production and Distribution of WritingW.11-12.4. W.11-12.5. W.11-12.6. Common Core MathematicsA-CED.1.A-CED.2.A-CED.3.A-CED.4.G.CO.1.G.CO.5.G.CO.12.G-GMD.4.G.MG.1. G.MG.2. G.MG.3. G-SRT.2.?G-SRT.3.?G-SRT.8.?Koel, Leonard. Carpentry (5th Edition), American Technical Publishers Inc., 2009ATP Staff, Math for the Building Trades, American Technical Publishers Inc., 2007Thomas E. Proctor and Leonard P. Toenjes, Printreading for Residential and Light Commercial Construction, American Technical Publishers Inc., 2010Shop tools and equipmentQuiz: Roofing terminologyWriting: Describe the four methods for laying out raftersPerformance: Trace and cut rafters Performance: Prepare, layout, cut and apply roof pleted Assignment sheetsCompleted job sheets Written testUNIT OF STUDY No. 11:Windows and Exterior DoorsPROGRAM:General Building ConstructionUNIT TOPIC:Windows and Exterior DoorsObjectivesNJ and NOCTI Standards AddressedRecommended Strategies and Instructional ActivitiesInstructional ResourcesFormative and Summative AssessmentsThe student will be able to:Identify eight types of windows used in residential construction.Name four types of materials commonly used to manufacture window units.Name the parts of a double hung window.Install a window unit level, plumb and straight.Identify two types of exterior doors.Name three types of materials commonly used to manufacture exterior doors.Identify the parts of an exterior door unit.State the standard thickness, widths and height of exterior doors.Identify the swing of a door.Install an exterior door unit level, plumb and straight.Install a standard entry lockset and strike plate.NOCTISAFETY 1-3EXTERIOR 1, 3, 4MATH 1-3NJCCCS/ 21st Century Life and Career Standards9.3.12.C.19.3.12.C.29.3.12.C.39.3.12.C.69.3.12.C.119.3.12.C.139.4.12.B.(1).19.4.12.B.(1).29.4.12.B.(1).39.4.12.B.(1).49.4.12.B.(2).19.4.12.B.(2).29.4.12.B.(2).39.4.12.B.(2).49.4.12.B.(2).59.4.12.B.(2).69.4.12.B.(2).79.4.12.B.(2).89.4.12.B.(2).149.4.12.B.(2).159.4.12.B.(2).169.4.12.B.(2).179.4.12.B.(3).19.4.12.B.(3).29.4.12.B.(3).39.4.12.B.(3).49.4.12.B.(3).59.4.12.B.(3).6Common Core ELA/ ReadingInformational TextKey Ideas and DetailsRI.11-12.3. Craft and StructureRI.11-12.4. Integration of Knowledge and IdeasRI.11-12.7. Range of Reading and Level of Text ComplexityRI.11-12.10Common Core ELA/ WritingText Types and PurposesW.11-12.2.Production and Distribution of WritingW.11-12.4. W.11-12.5. W.11-12.6. Common Core MathematicsA-CED.1.A-CED.2.A-CED.3.A-CED.4.NQ.1.NQ.2.NQ.3.Koel, Leonard. Carpentry (5th Edition), American Technical Publishers Inc., 2009ATP Staff, Math for the Building Trades, American Technical Publishers Inc., 2007Thomas E. Proctor and Leonard P. Toenjes, Printreading for Residential and Light Commercial Construction, American Technical Publishers Inc., 2010Shop tools and equipmentOral Presentation: Types of windowsQuiz: Window and door installation terminologyPerformance: Install a window unitCompleted assignment sheetsCompleted job sheets Written testsUNIT OF STUDY No. 12:Energy EfficiencyPROGRAM:General Building ConstructionUNIT TOPIC:Energy EfficiencyObjectivesNJ and NOCTI Standards AddressedRecommended Strategies and Instructional ActivitiesInstructional ResourcesFormative and Summative AssessmentsThe student will be able to:State the purpose of thermal insulation.Name the areas of a structure where insulation is required.Name four types of insulation.Differentiate between “R” and “U” values.State the purpose of vapor barriers.List three materials commonly used for vapor barriers.State where vapor barriers are used.Install fiberglass insulation in ceilings, walls and floors.Install insulation baffles in rafter bays.Select the proper safety apparel to minimize fiberglass contact with eyes, skin and lungs.Identify sizes and thickness commonly used.Identify and explain uses of solar energy in building construction to promote energy efficiency. NOCTISAFETY 1-3INTERIOR SYSTEMS 1MATH 1-3NJCCCS/ 21st Century Life and Career Standards9.3.12.C.19.3.12.C.29.3.12.C.39.3.12.C.69.3.12.C.119.3.12.C.139.4.12.B.(1).19.4.12.B.(1).29.4.12.B.(1).39.4.12.B.(1).49.4.12.B.(2).59.4.12.B.(2).69.4.12.B.(2).79.4.12.B.(2).89.4.12.B.(2).149.4.12.B.(2).159.4.12.B.(2).169.4.12.B.(2).179.4.12.B.(3).19.4.12.B.(3).29.4.12.B.(3).39.4.12.B.(3).49.4.12.B.(3).5Common Core ELA/ ReadingInformational TextKey Ideas and DetailsRI.11-12.3. Craft and StructureRI.11-12.4. Integration of Knowledge and IdeasRI.11-12.7. Range of Reading and Level of Text ComplexityRI.11-12.10Common Core ELA/ WritingText Types and PurposesW.11-12.2.Production and Distribution of WritingW.11-12.4. Common Core MathematicsG-GMD.3.G-GMD.4.G.MG.1. G.MG.2. G.MG.3. NQ.1.NQ.2.NQ.3.Koel, Leonard. Carpentry (5th Edition), American Technical Publishers Inc., 2009ATP Staff, Math for the Building Trades, American Technical Publishers Inc., 2007Thomas E. Proctor and Leonard P. Toenjes, Printreading for Residential and Light Commercial Construction, American Technical Publishers Inc., 2010Shop tools and equipmentWriting: The purpose of thermal insulationQuiz: Safety precautions when working with insulationPerformance: Install fiberglass insulationCompleted assignment sheetsCompleted job sheets Written testsUNIT OF STUDY No. 13:InteriorsPROGRAM:General Building ConstructionUNIT TOPIC:InteriorsObjectivesNJ and NOCTI Standards AddressedRecommended Strategies and Instructional ActivitiesInstructional ResourcesFormative and Summative AssessmentsThe student will be able to:Use the correct sheetrock for various applications.State the minimum thickness required by code.Properly use drywall tools.Use the score and snap method for cutting drywall.Identify proper fasteners for specific drywall application.Identify types of drywall tape.Use the proper size spackling knife.Apply tape and compound to drywall.Use proper sanding techniques.Identify the parts of a metal stud wall.Correct use of framing techniques in metal stud framing.Use proper fastener for job.Layout a stud wall according to code.State the advantages of using metal studs.Identify three types of stairs.Name the parts of a stairway.Calculate the number of risers and treads.Calculate the unit rise and unit run for a set of stairs.Layout, cut and install a stair stringer.Measure, cut and install treads and risers.State the code requirement for:Stairway widthHeadroomMaximum riser height.Minimum tread depth.Guardrails and handrailsLayout, cut and install guardrails and handrails for a straight stairway.Name the parts of a face framed cabinet.Identify at least six common wood joints.Produce the following wood joints using a table saw, radial arm saw, jointer, router, miter saw and/or hand tools:RabbetDadoMiterLapButtMortise and tenonDifferentiate between hardwood and softwood.Name a minimum of three types of wood finishes.Apply an even and consistent coat of stain with a brusher or cloth.Apply a consistent coat of varnish, polyurethane or oil finishes with a brush or cloth.Properly sand or steel wool surfaces between coats of finish.Select the proper cleaning agent for brushes and/or tools.Protect him/herself, others and the environment from chemical hazards.State where he/she can find and read material safety data sheets.NOCTISAFETY 1-3INTERIOR SYSTEMS 2INTERIOR FINISH 1-3MATH 1-3NJCCCS/ 21st Century Life and Career Standards9.3.12.C.19.3.12.C.29.3.12.C.39.3.12.C.69.3.12.C.119.3.12.C.139.4.12.B.(1).19.4.12.B.(1).29.4.12.B.(1).39.4.12.B.(1).49.4.12.B.(1).59.4.12.B.(1).6 9.4.12.B.(1).79.4.12.B.(2).1 9.4.12.B.(2).2 9.4.12.B.(2).3 9.4.12.B.(2).4 9.4.12.B.(2).5 9.4.12.B.(2).6 9.4.12.B.(2).7 9.4.12.B.(2).149.4.12.B.(2).159.4.12.B.(2).169.4.12.B.(2).179.4.12.B.(3).19.4.12.B.(3).2Common Core ELA/ ReadingInformational TextKey Ideas and DetailsRI.11-12.3. Craft and StructureRI.11-12.4. Integration of Knowledge and IdeasRI.11-12.7. Range of Reading and Level of Text ComplexityRI.11-12.10Common Core ELA/ WritingText Types and PurposesW.11-12.2.Production and Distribution of WritingW.11-12.4. W.11-12.5. W.11-12.6. Common Core MathematicsG-CO.2.G-CO.4.G-GMD.4.G.MG.3. NQ.1.NQ.2.NQ.3.Koel, Leonard. Carpentry (5th Edition), American Technical Publishers Inc., 2009ATP Staff, Math for the Building Trades, American Technical Publishers Inc., 2007Thomas E. Proctor and Leonard P. Toenjes, Printreading for Residential and Light Commercial Construction, American Technical Publishers Inc., 2010Shop tools and equipmentPerformance: Layout a metal stud wallPerformance: Properly use drywall toolsCompleted assignment sheetsCompleted job sheets Written tests UNIT OF STUDY No. 14:Basic Electrical SystemsPROGRAM:General Building ConstructionUNIT TOPIC:Basic Electrical SystemsObjectivesNJ and NOCTI Standards AddressedRecommended Strategies and Instructional ActivitiesInstructional ResourcesFormative and Summative AssessmentsThe student will be able to:Given specific conditions for an electrical installation, the student will be able to find the code requirements for that installation.Knowing the amount of electrical current expected to flow in a branch circuit and the conditions of location, the student will be able to select the correct conductor for the installation.Given the number of conductors and their sizes to be pulled into an electrical conduit, the student will be able to use the conduit fill tables in chapter 9 of the NEC and make the necessary calculations to determine the correct conduit size.Given a blue print of a residence, the student will be able to determine the total square foot of the living area, assign the wattage per square foot as given in the NEC and calculate the number of circuits that are necessary to supply the total wattage load of the building.Given the general lighting load and the other loads of a residence, the student will be able to use knowledge of the NEC requirements and the tables and samples in chapter 9 to calculate the correct size of the service equipment for the building.Given the number and sizes of wires and other items to be in an electrical box, the student will be able to use the NEC tables and make calculations to determine the correct size for the box. Given a residential blue print, the student will be able to identify at least 15 electrical symbols and 10 construction symbols used on a residential blue print. Given the conditions of circuit operation, the student will be able to make a drawing that will relate the operation and connections necessary to install the circuit as planned.Given the voltage of a circuit, the amperage rating and the electrical system, the student will be able to select the correct receptacle for 8 different voltage, current and circuit conditions.Given ten of the most used wiring methods of the electrical industry, the student will be able to identify and state basic rules of installation for each one.The student will be able to identify at least 8 different types of fuses by their current and voltage rating, and by any special use for the protection of circuits and equipment.The student will be able to identify and install the circuit breakers of at least 5 different manufacturers and explain the theory of operation.NOCTISAFETY 1-3BLUEPRINTS 1 & 4MATH 1-3NJCCCS/ 21st Century Life and Career Standards9.3.12.C.49.3.12.C.69.3.12.C.89.3.12.C.119.3.12.C.139.4.12.B.(2).149.4.12.B.(2).159.4.12.B.(2).169.4.12.B.(2).179.4.12.B.(3).19.4.12.B.(3).2Common Core ELA/ ReadingInformational TextKey Ideas and DetailsRI.11-12.3. Craft and StructureRI.11-12.4. Integration of Knowledge and IdeasRI.11-12.7. Range of Reading and Level of Text ComplexityRI.11-12.10Common Core ELA/ WritingText Types and PurposesW.11-12.2.Production and Distribution of WritingW.11-12.4. W.11-12.5. W.11-12.6. Common Core MathematicsA-REI.1. A-REI.2.Koel, Leonard. Carpentry (5th Edition), American Technical Publishers Inc., 2009ATP Staff, Math for the Building Trades, American Technical Publishers Inc., 2007Thomas E. Proctor and Leonard P. Toenjes, Printreading for Residential and Light Commercial Construction, American Technical Publishers Inc., 2010Shop tools and equipmentActivity: Selecting the correct conductorNEC QuizOral presentation: Identify code requirements for installationUNIT OF STUDY No. 15:Basic PlumbingPROGRAM:General Building ConstructionUNIT TOPIC:Basic PlumbingObjectivesNJ and NOCTI Standards AddressedRecommended Strategies and Instructional ActivitiesInstructional ResourcesFormative and Summative AssessmentsThe student will be able to:Identify the various types of tubing and fittings. Bend copper tubing with a tube bender.Select and identify pipe by type and size.Use a stock and dye to thread and ream pipe.Thread and cut pipe to correct tolerance using a power cutter.The student will be able to identify various plumbing symbols. NOCTISAFETY 1-3BLUEPRINTS 1 & 4MATH 1-3NJCCCS/ 21st Century Life and Career Standards9.3.12.C.49.3.12.C.69.3.12.C.89.3.12.C.119.3.12.C.139.4.12.B.(2).149.4.12.B.(2).159.4.12.B.(2).169.4.12.B.(2).179.4.12.B.(3).19.4.12.B.(3).2Common Core ELA/ ReadingInformational TextKey Ideas and DetailsRI.11-12.3. Craft and StructureRI.11-12.4. Integration of Knowledge and IdeasRI.11-12.7. Range of Reading and Level of Text ComplexityRI.11-12.10Common Core ELA/ WritingText Types and PurposesW.11-12.2.Production and Distribution of WritingW.11-12.4. W.11-12.5. W.11-12.6. Common Core MathematicsA-REI.1. A-REI.2.Koel, Leonard. Carpentry (5th Edition), American Technical Publishers Inc., 2009ATP Staff, Math for the Building Trades, American Technical Publishers Inc., 2007Thomas E. Proctor and Leonard P. Toenjes, Printreading for Residential and Light Commercial Construction, American Technical Publishers Inc., 2010Shop tools and equipmentActivity: Selecting the correct pipePerformance: Bending pipeTest: Plumbing codeUNIT OF STUDY No. 16:Employability and Professional SkillsPROGRAM:General Building ConstructionUNIT TOPIC:Employability and Professional SkillsObjectivesNJ Standards AddressedRecommended Strategies and Instructional ActivitiesInstructional ResourcesFormative and Summative AssessmentsThe student will be able to:Demonstrate appropriate employability skills and professionalism.Articulate the reasons there is a need for building construction professionals, and the career opportunities for them.List the principles that contribute to personal and professional success.Explain the concept of self-management.Display effective ways to manage time.Exhibit good study habits.Define ethics and reflect upon their morals.List the characteristics of a healthy and positive attitude.?Explain the basic processes of effective communication.Conduct a successful client consultation.Handle delicate and sensitive communication with clients.Establish open lines of communication with co-workers and managers.?Create a personal mission statement.Explain how to set long and short term goals.NJCCCS/ 21st Century Life and Career Standards9.1.12.F.2 9.1.12.F.5 9.3.12.C.18 9.4.12.A.1 9.4.12.A.13 ????????????? 9.4.12.A.14 ???????????????????? ????????9.4.12.A.41 9.4.12.A.45 9.4.12.A.51 9.4.12.A.54 9.4.12.A.55 9.4.12.A.67 ??????9.4.12.A.68 Common Core ELA/ReadingInformational TextKey Ideas and DetailsRI.11-12.3. Craft and StructureRI.11-12.4. Integration of Knowledge and IdeasRI.11-12.7. Range of Reading and Level of Text ComplexityRI.11-12.10Common Core ELA/WritingText Types and PurposesW.11-12.2. Production and Distribution of WritingW.11-12.4. W.11-12.5. W.11-12.6. Koel, Leonard, Carpentry (5th Edition), American Technical Publishers Inc., 2009ATP Staff, Math for the Building Trades, American Technical Publishers Inc., 2007Thomas E. Proctor and Leonard P. Toenjes, Printreading for Residential and Light Commercial Construction, American Technical Publishers Inc., 2010Shop tools and equipmentFormal mock client consultation (Commutation Simulation)Mock InterviewTestGLOSSARY OF STANDARDSNational Occupational Competency Testing Institute (NOCTI) Standards/TasksGeneral Building Construction (Source: )NOCTI Standard/Task MappingNOCTI Technical Area:CarpentryContent Area:Safety (10% of Assessment)NOCTI Assessment Standard/Task CategoryReference No.Unit AlignmentPage Nos.Demonstrate safe material handling practicesSAFETY 12 - 157-79Display comprehension of workplace/job-site safety proceduresSAFETY 22 - 157-79Exhibit knowledge of MSDS and personal protective equipment (PPE)SAFETY 32 - 157-79NOCTI Technical Area:CarpentryContent Area:Tools and Accessories (10% of Assessment)NOCTI Assessment Standard/Task CategoryReference No.Unit AlignmentPage Nos.Use and maintain hand toolsTOOLS 1422-24Use and maintain power toolsTOOLS 2525-31 Use and maintain measuring, layout, and marking toolsTOOLS 33-518-31Display understanding of tool safety issuesTOOLS 44, 522-24; 25-31NOCTI Technical Area:CarpentryContent Area:Blueprint Reading and Estimation (17% of Assessment)NOCTI Assessment Standard/Task CategoryReference No.Unit AlignmentPage Nos.Demonstrate awareness of building codesBLUEPRINTS 13; 6-718-21; 32-40Display comprehension of dimensions and scalesBLUEPRINTS 23; 6-718-21; 32-40Read and understand various views and elevationsBLUEPRINTS 33; 6-718-21; 32-40Display understanding of symbols, lines, and detailsBLUEPRINTS 43; 6-718-21; 32-40 Extrapolate information from a set of plansBLUEPRINTS 53; 6-718-21; 32-40 Estimate materials quantitiesBLUEPRINTS 63; 6-718-21; 32-40NOCTI Technical Area:CarpentryContent Area:Foundations, Forms, and Concrete (11% of Assessment)NOCTI Assessment Standard/Task CategoryReference No.Unit AlignmentPage Nos.Layout foundationFOUNDATIONS 16-7; 1332-40; 66-71 Construct and align footing and foundation formsFOUNDATIONS 27, 1338-40; 66-71Install, brace, and align and remove formworkFOUNDATIONS 37, 1338-40; 66-71Understand concrete characteristicsFOUNDATIONS 46-7; 1332-40; 66-71 NOCTI Technical Area:CarpentryContent Area:Rough Framing (13% of Assessment)NOCTI Assessment Standard/Task CategoryReference No.Unit AlignmentPage Nos.Layout and install floor systemsFRAMING 1841-43Calculate rough openings; layout and construct wall systemsFRAMING 2841-43Calculate, layout, and install roof systemsFRAMING 38, 941-43; 44-53Calculate, layout and install stairs and other specialty componentsFRAMING 4841-43NOCTI Technical Area:CarpentryContent Area:Exterior Finish (11% of Assessment)NOCTI Assessment Standard/Task CategoryReference No.Unit AlignmentPage Nos.Identify and install cornice and trimEXTERIOR 11054-59Calculate and install roofingEXTERIOR 2944-53Identify, prepare, and install windows and doorsEXTERIOR 31054-59Calculate, layout, and install sidingEXTERIOR 41054-59NOCTI Technical Area:CarpentryContent Area:Interior Systems Installation (5% of Assessment)NOCTI Assessment Standard/Task CategoryReference No.Unit AlignmentPage Nos.Install insulationINTERIOR SYSTEMS 11160-62Install and finish interior wallsINTERIOR SYSTEMS 21263-65NOCTI Technical Area:CarpentryContent Area:Interior Finish (11% of Assessment)NOCTI Assessment Standard/Task CategoryReference No.Unit AlignmentPage Nos.Install interior doorsINTERIOR FINISH 11263-65Install standing and running trimINTERIOR FINISH 21263-65Install hardwareINTERIOR FINISH 31263-65NOCTI Technical Area:CarpentryContent Area:Carpentry Related Mathematics (12% of Assessment)NOCTI Assessment Standard/Task CategoryReference No.Unit AlignmentPage Nos.Perform basic mathematical operations; whole numbers, fractions, and decimalsMATH 13; (6 – 15)18-21; (32-79)Perform linear, square, and cubic computationsMATH 23; (6 – 15)18-21; (32-79)Perform algebraic and geometric functionsMATH 33; (6 – 15)18-21; (32-79)New Jersey Core Curriculum Content StandardsNJCCCS 21st Century Life and Careers/Career Awareness, Exploration, and Preparation (9.3)(Retrieved April 15, 2012 from: )9.3.12.C.1 Assess and modify Personalized Student Learning Plans to support declared career goals. 9.3.12.C.2 Characterize education and skills needed to achieve career goals, and take steps to prepare for postsecondary options, including making course selections, preparing for and taking assessments, and participating in extra-curricular activities. 9.3.12.C.3Develop personal interests and activities that support declared career goals and plans. 9.3.12.C.4 Use online resources to examine licensing, certification, and credentialing requirements at the local, state, and national levels to maintain compliance with industry requirements in areas of career interest. 9.3.12.C.5 Identify transferable skills in career choices and design alternative career plans based on those skills. 9.3.12.C.6 Develop job readiness skills by participating in structured learning experiences and employment seeking opportunities. 9.3.12.C.7 Pursue a variety of activities related to career preparation (e.g., volunteer, seek employment, and/or apply for training grants, higher education grants, and loans). 9.3.12.C.8 Interpret how changing economic and societal needs influence employment trends and future education. 9.3.12.C.10 Differentiate entrepreneurship opportunities as options for career planning, and identify the knowledge, skills, abilities, and resources required for owning a business. 9.3.12.C.11 Evaluate the responsibilities of employers and employees for maintaining workplace safety, and explain health rights related to a particular occupation/career. 9.3.12.C.12 Determine the impact of past and/or recent lawsuits and/or court decisions regarding employment laws. 9.3.12.C.13 Comply with workplace child labor regulations and safety and health policies during structured learning experiences.NJCCCS 21st Century Life and Careers/Career Awareness, Exploration, and Preparation (9.4)Strand B. Architecture & Construction Career Cluster(Retrieved April 15, 2012 from: )Safety, Health, and Environment: Implementation of health, safety, and environmental management systems and organizational policies and procedures impacts organizational performance, regulatory compliance, and continuous improvement.9.4.12.B.(1).1Demonstrate communication skills and strategies that are used to work effectively with potential clients and others. 9.4.12.B.(1).2Employ appropriate representational media to communicate concepts and design. 9.4.12.B.(1).3Integrate structural, environmental, safety, building envelope, and building service systems in the design of buildings and structures. 9.4.12.B.(1).4Review traditional project phases and various roles within them to plan for and implement phases within a project. 9.4.12.B.(1).5 Evaluate and select suitable environmental impact practices to enhance project acceptance and quality. Leadership and Teamwork: Effective leadership and teamwork strategies foster collaboration and cooperation between business units, business partners, and business associates toward the accomplishment of organizational goals.9.4.12.B.(1).6 Appreciate the diversity of needs, values, and social patterns in project design to appropriately meet client needs. Ethics and Legal Responsibilities: Legal responsibilities, professional ethics, and codes of conduct affect management practices, business performance, and regulatory compliance, as well as the confidence of customers, business partners, and investors.9.4.12.B.(1).7 Identify objective construction guidelines for the accommodation of people with different physical abilities to meet accessibility requirements. Technical Skills: Technical knowledge and skills play a role in all careers within the cluster and pathway.9.4.12.B.(1).8 Employ basic methods of data collection and analysis to provide information for projects. 9.4.12.B.(1).9 Develop technical drawings drafted by hand and computer-generated plans to design structures. 9.4.12.B.(1).10 Demonstrate understanding of principles, conventions, standards, applications, and restrictions pertaining to the manufacture and use of construction materials, components, and assemblies, and incorporate this understanding into project design. 9.4.12.B.(1).11 Apply basic organizational, spatial, structural, and constructional principles to the design of interior and exterior space so that design plans are effective. Systems: Roles within teams, work units, departments, organizations, inter-organizational systems, and the larger environment impact business operations. Key organizational systems impact organizational performance and the quality of products and services. Understanding the global context of 21st-century industries and careers impacts business operations.9.4.12.B.(2).1 Describe contractual relationships established among all parties involved in the building process to ensure successful build of a project. 9.4.12.B.(2).2 Describe submittal approval procedures that ensure effective flow of information in the construction process. 9.4.12.B.(2).3 Evaluate construction subcontracts and describe their relationship to construction projects. 9.4.12.B.(2).4 Identify project turnover procedures needed to successfully manage construction projects. 9.4.12.B.(2).5 Plan building in accordance with contracts to meet budget and schedule. 9.4.12.B.(2).6 Describe testing and inspection procedures used to ensure successful completion of construction projects. 9.4.12.B.(2).7 Assess the purpose for scheduling as it relates to successful completion of construction projects. 9.4.12.B.(2).8 Identify closeout procedures needed to effectively complete construction projects. Safety, Health, and Environment: Implementation of health, safety, and environmental management systems and organizational policies and procedures impacts organizational performance, regulatory compliance, and continuous improvement.9.4.12.B.(2).9 Demonstrate understanding of risk management principles and other strategies and tactics used to maintain, increase, or decrease risk. 9.4.12.B.(2).10 Create a jobsite safety program to ensure safe practices and procedures. 9.4.12.B.(2).11 Recognize and employ universal construction signs and symbols to function safely. 9.4.12.B.(2).12 Describe procedures for jobsite security to prevent liability. 9.4.12.B.(2).13 Create a classroom and/or jobsite environmental program. Leadership and Teamwork: Effective leadership and teamwork strategies foster collaboration and cooperation between business units, business partners, and business associates toward the accomplishment of organizational goals.9.4.12.B.(2).14 Manage relationships with teachers and classmates to successfully complete a construction project. Ethics and Legal Responsibilities: Legal responsibilities, professional ethics, and codes of conduct affect management practices, business performance, and regulatory compliance, as well as the confidence of customers, business partners, and investors.9.4.12.B.(2).15 Demonstrate knowledge of proper changeover procedures for successful completion of a construction project. Technical Skills: Technical knowledge and skills play a role in all careers within the cluster and pathway.9.4.12.B.(2).16 Examine building systems and components to evaluate their usefulness to construction projects. 9.4.12.B.(2).17 Use craft skills to meet or exceed teacher and/or employer expectations. Communication Skills: All clusters rely on effective oral and written communication strategies for creating, expressing, and interpreting information and ideas that incorporate technical terminology and information.9.4.12.B.(3).1 Recognize and employ universal construction signs and symbols to function safely. Problem-Solving and Critical Thinking: Critical and creative thinking strategies facilitate innovation and problem-solving independently and in teams.9.4.12.B.(3).2 Use troubleshooting procedures when solving a maintenance problem to maintain project. Technical Skills: Technical knowledge and skills play a role in all careers within the cluster and pathway.9.4.12.B.(3).3 Apply construction skills when completing classroom projects and/or repairing, restoring, or renovating existing worksite structures to ensure long-term use of buildings and structures. 9.4.12.B.(3).4 Evaluate and assess an existing structure to determine the repairs or renovations required to restore operation of the structure. 9.4.12.B.(3).5 Plan and practice preventive maintenance activities to service existing structures. 9.4.12.B.(3).6 Assess and evaluate operational systems to achieve smooth operation of facilities. Common Core State Standards for English Language Arts (ELA)(Source: Common Core State Standards for ENGLISH LANGUAGE ART S & Literacy in History/Social Studies, Science, and Technical Subjects)Reading Standards for ELA/Informational TextKey Ideas and Details:RI.11-12.3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.Craft and Structure:RI.11-12.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).Integration of Knowledge and Ideas:RI.11-12.7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.Range of Reading and Level of Text Complexity:RI.11-12.10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.Writing Standards for ELA/Text Types and PurposesW.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).Writing Standards for ELA/Production and Distribution of WritingW.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or mon Core State Standards for Mathematics(Source: Common Core State Standards for Mathematics)A-CED.1. Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. A-CED.2. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.A-CED.3. Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.A-CED.4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.A-REI.1. Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.A-REI.2. Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.A-SSE.1. Interpret expressions that represent a quantity in terms of its context.Interpret parts of an expression, such as terms, factors, and coefficients.Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)n as the product of P and a factor not depending on P.F-BF.1. Write a function that describes a relationship between two quantities.Determine an explicit expression, a recursive process, or steps for calculation from a bine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model.(+) Compose functions. For example, if T(y) is the temperature in the atmosphere as a function of height, and h(t) is the height of a weather balloon as a function of time, then T(h(t)) is the temperature at the location of the weather balloon as a function of time.F-IF.4. For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.F-IF.5. Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.F-IF.6. Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.F-LE.1. Distinguish between situations that can be modeled with linear functions and with exponential functions. Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.F-LE.5. Interpret the parameters in a linear or exponential function in terms of a context.G.CO.1. Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.G-CO.2. Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).G-CO.3. Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself.G-CO.4. Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.G-CO.5. Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.G-CO.12. Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.G-GMD.3.?Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.G-GMD.4. Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.G-MG.1. Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).G-MG.2.?Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).G-MG.3. Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).G-SRT.2.?Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.G-SRT.3.?Use the properties of similarity transformations to establish the AA criterion for two triangles to be similar.G-SRT.8.?Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problemsN-Q.1. Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.N-Q.2. Define appropriate quantities for the purpose of descriptive modeling.N-Q.3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.S-IC.6. Evaluate reports based on data.S-ID.9. Distinguish between correlation and causation.S-MD.7. Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).REFERENCESTexts:Koel, L. (2009). Carpentry (5th Edition), American Technical Publishers Inc.ATP Staff (2007). Math for the Building Trades. American Technical Publishers Inc.Proctor, T. E. and Toenjes, L. P. (2010). Printreading for Residential and Light Commercial Construction. American Technical Publishers Inc.ICC (2012) 2012 ICC International Building Code Handbook, 1st Edition. Independence, Kentucky: Delmar Cengage Learning, Inc.Supplemental Texts/Resources: NOCTI - U.S. Department of Labor, Bureau of Labor Statistics (2010). Occupational Outlook Handbook, 2010-2011.Websites National Occupational Competency Testing Institute U.S. Department of Labor, Bureau of Labor Statistics (2010)Other Related Shop Tools and EquipmentSelect Technical Literature/Class Handouts ................
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