ConstMath.doc - Career Technical Mathematics Academic...

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Career Technical Mathematics Academic Alignment Construction Trades Grading on performance-based assessments is based on the quality and quantity of the work students do in class. Often students are required to do the task until they are able to complete it accurately (mastery learning). If a standard is covered partially, then the part that is covered is underlined. Teacher: Jack Decker Date: Academic Year 2009 – 2010 Construction Trades - HSCE Unit of Study: ON SITE Time Allocated: (180 days) CTE Mathematics Application Mathematics Standards Addressed Math Assessment 1. Students convert inches to feet, feet to inches, feet to yards, yards to feet, cubic feet to cubic yards. 2. Students round or truncate units in order to buy appropriate quantities. 3. Students carry units through inches to feet and the through feet to yards. L2.3.1 Convert units of measurement within and between systems: explain how arithmetic operations on measurements affect units, and carry units through calculations correctly. Performance based: Students demonstrate proficiency on-site in the following ways: 1. students calculate quantity of concrete in pours, use tape measures to accurately measure for needed building material. 2. students buy appropriate amounts of material based on calculations 1. Students measure framing accuracy to an 1/8”, finish trim accuracy to 1/16” and drywall accuracy to ¼” 2. When marking measurements for cutting L2.4.1 Determine what degree of accuracy is reasonable for measurements in a given situation ; express accuracy through use of significant digits, error tolerance, or percent of error; describe how errors in measurements are magnified by computation; recognize accumulated error in applied situations. Students demonstrate proficiency on-site. Daily in-class and on-site. Clare-Gladwin RESD March 31, 2018 1
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Career Technical Mathematics Academic Alignment Construction Trades - HSCE CTE Mathematics Application Mathematics Standards Addressed Math Assessment Students measure and cut corresponding angles on a knee- wall or interior gable to floor wall. Students know that a plumb wall is perpendicular to both the floor and ceiling and that all angel types are congruent. G1.1.2 Solve multi –step problems and construct multi- step problems and construct proofs involving corresponding angles, alternate interior angles, alternate exterior angels and same side (consecutive) interior angels. Students demonstrate competency with framing squares and speed squares Various aspects of this concept are applied everyday for 100 days. 1. Student use complimentary angle relationships for cutting siding, cedar trim and OSB. 2. Students use area and perimeter for estimating siding quantities. 3. Students use the Pythagorean Theorem to calculate missing side lengths of gable ends.
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