Professional Documents
Culture Documents
Introduction to
Construction Math
Core Curriculum
Lesson Plans for Instructors
Module Two
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Module Two (00102-15) introduces trainees to basic math skills needed in the construction environment. The
module reviews whole numbers and fractions; working with decimals; the four primary math operations; reading
rulers and tape measures; the Imperial and metric units of measurement; basic geometric figures; and area and
volume calculations for two-dimensional and three-dimensional objects.
Safety Considerations
During the course of this module, trainees may be in the vicinity of electrical energy sources and potentially
hazardous tools, equipment, and materials. In those instances, trainees should be carefully observed to
ensure that they wear the proper PPE, follow safe practices, and give due respect to the hazards associated
with the energy sources, tools, equipment, and materials.
Additional Resources
This module presents thorough resources for task training. The following resource material is suggested for
further study.
Applied Construction Math: A Novel Approach. NCCER. 2006. Upper Saddle River, NJ: Prentice Hall.
Mathematics for Carpentry and the Construction Trades. Alfred P. Webster; Kathryn B. Judy. 2001.
Upper Saddle River, NJ: Prentice Hall.
Mathematics for the Trades: A Guided Approach. Robert A. Carman Emeritus; Hal M. Saunders. 2014.
Pearson Learning.
Metric-conversion.org : Metric Conversion Charts and Calculators.
There are a number of on-line resources available for trainees who would like more information on trade-related
math skills. The instructor's package for this module comes with a companion workbook offering additional math
problems that can be provided to trainees needing additional practice.
Instructors should view any videos that may be identified in the lesson plan before using them to ensure their
suitability. Well-produced videos can provide learning approaches that may be helpful to some trainees. Be pre-
pared to stop the videos at appropriate times to point out and discuss the topic.
Instructors are encouraged to locate additional audiovisual aids available on the Internet, make personal videos,
and take still pictures related to the subject matter and add them to the PowerPoint presentations throughout
the program.
The Lesson Plan for this module is divided into four 2.5-hour sessions.
This time includes 10 minutes for administrative tasks and a 10-minute break per session.
To the extent possible, and as required for performance testing, provide a selection of the tools listed for each
session; alternatively, photos may be used to teach tool identification.
Safety Considerations
The following safety consideration should be emphasized when introducing trainees to the
construction environment:
Remind trainees that some forms of PPE may be required any time they are in the shop or on a job site.
Safety Equipment
The use of specific safety equipment is not anticipated for this session.
Resources
No specific resources are required for this session.
Kickoff Activity
Amaze the trainees with your ability to quickly look at a series of five three-digit numbers and add
them in your head. Have a trainee write three three-digit numbers on the whiteboard as if they are
going to be added. Then tell them you will add two more numbers to make it challenging. Quickly
determine what number must be added to the first number to make 999, and casually write it as your
fourth number. For the fifth number, determine what number must be added to the second number
to make it 999 also. The fourth and fifth number must be determined quickly yet casually to make it
believable; spend a very limited time looking at the series of numbers. You now know the answer to the
problem: it is (2,000 + the third number) minus 2. See if any of the trainees can figure out your secret.
Session Objectives
When trainees have completed this session, they should be able to do the following:
1. Identify whole numbers and demonstrate how to work with them mathematically.
a. Identify different whole numbers and their place values.
b. Demonstrate the ability to add and subtract whole numbers.
c. Demonstrate the ability to multiply and divide whole numbers.
2. Explain how to work with fractions.
a. Define equivalent fractions and show how to find lowest common denominators.
b. Describe improper fractions and demonstrate how to change an improper fraction to a mixed
number.
c. Demonstrate the ability to add and subtract fractions.
d. Demonstrate the ability to multiply and divide fractions.
Instructional Outline
Research has shown that varying instructional methods periodically throughout class sessions helps to
engage and hold trainees attention. The Core Curriculum PowerPoint presentation that you received
with this lesson plan is keyed to the sections of the Trainee Guide indicated below and has been
designed for use with this lesson plan.
Teaching Tip
Most of the major sections in the Trainee Guide provide study problems for concept practice. When
used in class following lecture and demonstrations, engage trainees in working these study problems
by having them work at the whiteboard or direct anothers actions at the whiteboard. Take steps
to ensure that each trainee is grasping the math concepts and can complete the study problems
successfully.
Wrap Up
Review one or more study problems from each major section covered during this session to work on
the whiteboard with trainees. Call on individual trainees to provide the steps, one step at a time.
Homework
Have trainees read Sections 2.0.0 through 4.2.4 to prepare for the next session. Have trainees complete
the 1.0.0, 2.0.0, 3.0.0, and 4.0.0 Section Reviews as they complete the reading assignment.
Safety Considerations
The following safety consideration should be emphasized when introducing trainees to the
construction environment:
Remind trainees that some forms of PPE may be required any time they are in the shop or on a job site.
Safety Equipment
The use of specific safety equipment is not anticipated for this session.
Resources
No specific resources are required for this session.
Session Objectives
When trainees have completed this session, they should be able to do the following:
3. Describe the decimal system and explain how to work with decimals.
a. Describe decimals and their place values.
b. Demonstrate the ability to add, subtract, multiply, and divide decimals.
c. Demonstrate the ability to convert between decimals, fractions, and percentages.
4. Identify various tools used to measure length and show how they are used.
a. Identify and demonstrate how to use rulers.
b. Identify and demonstrate how to use measuring tapes.
Instructional Outline
Research has shown that varying instructional methods periodically throughout class sessions helps to
engage and hold trainees attention. The Core Curriculum PowerPoint presentation that you received
with this lesson plan is keyed to the sections of the Trainee Guide indicated below and has been
designed for use with this lesson plan.
Review
Review the answers to the 1.0.0 through 4.0.0 Section Reviews.
Teaching Tip
Most of the major sections in the Trainee Guide provide study problems for concept practice. When
used in class following lecture and demonstrations, engage trainees in working these study problems
by having them work at the whiteboard or direct anothers actions at the whiteboard. Take steps
to ensure that each trainee is grasping the math concepts and can complete the study problems
successfully.
Wrap Up
Have trainees use tape measures to measure various items within the room and record their
measurements. Then ask them to speak the measurements they recorded for one or more items to
practice the language of measurement.
Homework
Have trainees read Sections 5.0.0 through 6.4.6 to prepare for the next session. Trainees should also
complete the 5.0.0 and 6.0.0 Section Reviews.
Safety Considerations
The following safety considerations should be emphasized when introducing trainees to the
construction environment:
Remind trainees that some forms of PPE may be required any time they are in the shop or on a job site.
Safety Equipment
The use of specific safety equipment is not anticipated for this session.
Resources
No specific resources are required for this session.
Session Objectives
When trainees have completed this session, they should be able to do the following:
5. Identify and convert units of length, weight, volume, and temperature between the imperial and
metric systems of measurement.
a. Identify and convert units of length measurement between the imperial and metric systems.
b. Identify and convert units of weight measurement between the imperial and metric systems.
c. Identify and convert units of volume measurement between the imperial and metric systems.
d. Identify and convert units of temperature measurement between the imperial and metric systems.
6. Identify basic angles and geometric shapes and explain how to calculate their area and volume.
a. Identify various types of angles.
b. Identify basic geometric shapes and their characteristics.
c. Demonstrate the ability to calculate the area of two-dimensional shapes.
d. Demonstrate the ability to calculate the volume of three-dimensional shapes.
Instructional Outline
Research has shown that varying instructional methods periodically throughout class sessions helps to
engage and hold trainees attention. The Core Curriculum PowerPoint presentation that you received
with this lesson plan is keyed to the sections of the Trainee Guide indicated below and has been
designed for use with this lesson plan.
Review
Review the answers to the 5.0.0 and 6.0.0 Section Reviews.
Teaching Tip
Most of the major sections in the Trainee Guide provide study problems for concept practice. When
used in class following lecture and demonstrations, engage trainees in working these study problems
by having them work at the whiteboard or direct anothers actions at the whiteboard. Take steps
to ensure that each trainee is grasping the math concepts and can complete the study problems
successfully.
Wrap Up
Select one study problem or practical application problem from each topic covered in this session and
review on the whiteboard to strengthen trainee understanding. Alternatively, have them measure
various two- or three-dimensional objects in the room that match the geometric shapes covered in this
session. Be prepared to present the formulas for other shapes if trainees show extended interest in more
unique shapes found in the classroom.
Homework
Assign a review of the complete module to prepare for the module exam. Have trainees complete the
Module Review and Trade Terms Quiz as homework.
This session is reserved for a brief review of the module and administering the module
examination.
Safety Considerations
The following safety consideration should be emphasized when introducing trainees to the
construction environment:
Remind trainees that some forms of PPE may be required any time they are in the shop or on a job site.
Safety Equipment
The use of specific safety equipment is not anticipated during this session.
Resources
No specific resources are required for this session
Review
Ask the trainees if they wish to review any particular information from the module. Have the trainees
complete the Module Review and Trade Terms Quiz. Alternatively, if the Module Review and Trade
Terms Quiz were assigned as homework, have them retrieve their answers. Review the answers to
the Module Review and Trade Terms Quiz prior to administering the module exam. Ask again if the
trainees need clarification on any particular knowledge areas.
Examination
Administer the Module Exam. As they begin, remind trainees that they must answer at least 70 percent
of the questions correctly to pass the module exam.
Wrap Up
Ask the trainees if there were any trouble areas on the exam and to identify a favorite and least favorite
part of this module. As an alternate or if time allows, briefly introduce the next topic in your planned
teaching sequence.
Homework
Assign the reading of the next module in the teaching sequence.
Instructor
Record the testing results on the Registration of Training Modules Form, and submit the report to your
Training Program Sponsor.
Answer Keys
*The math calculations for these answers are provided below the answer keys.
SECTION 1.0.0
2. 46 + 8 + 8 + 30 + 8 + 10 + 20 + 10 + 8 + 10 + 8 + 10 + 10 + 38 = 224 feet
3. 224
feet 16 inches per block = 224 feet 1.333 feet = 168.04 blocks per course
A 24-inch-high foundation requires 3 courses of 8-inch block;
therefore, 3 168.04 blocks = 504.12 blocks, rounded up to 505 blocks
SECTION 2.0.0
1. 12 3232 = 3264
64 = 76 64 = 1, with a remainder of 12 or 1264
2. 76
To change the fraction to a decimal: 12 64 = .1875,
making the decimal equivalent of 7664 = 1.1875
3. Convert 38 to a common denominator with 1116:
3
8 22 = 616
11
16 + 616 = 1716, or 1116
4. Convert 114 to a common denominator with 716:
11
4 = 54; 54 44 = 2016
20
16 716 = 1316
5. 18 110 = 1 18 10 = 180
6. Invert
the divisor and multiply: 716 78 = 716 87 = 7 816 7 = 56112
Using a factor of 56, reduce to lowest terms:
56 56112 56 = 12
Answer Keys
SECTION 3.0.0
SECTION 4.0.0
SECTION 5.0.0
Answer Keys
(Continued)
SECTION 6.0.0
3. Area = l w
Area = 27.3 meters 9.3 meters
Area = 253.89 m2
4. V
olume = l w d
Volume = 26 feet 13.66 feet 3 feet
Volume = 1,065.48 ft3
Answer Keys
*The math calculations for these answers are provided on the following page.
Answer Keys
8. 38 22 = 616
6
16 + 916 = 1516
9. 28 44 832
11
32 832 = 332
11. 51.5 nanometers + 89.7 nanometers = 141.2 nanometers
12. 3.53 9.75 = 34.4175, rounded up to 34.42
13. 864.5 square feet $2.37 per square foot = $2,048.865, rounded up to $2,048.87
14. 89.435 0.05 = 1,788.7
16. 14.75 = 1475100 = 1475 25100 25 = 594
22. 1 inch = 2.54 centimeters
67 inches 2.54 centimeters per inch = 170.18 centimeters
24. 1 ounce = 28.35 grams
49 ounces 28.35 grams = 1389.15 grams
25. C = 59 (15F 32) = 59 17 = 9.4C
29. Volume of cylinder = pi r2 h
= 3.14 6.25 feet 23 feet
= 3.14 39.06 23
= 2,821 cu ft
30. Volume of triangular prism = 0.5 base height depth
= 0.5 7 centimeters 4 centimeters 3 centimeters
= 42 cm3
Answer Keys
Answer Keys
1. a 4. b
2. b 5. c
3. b
1. b* 6. 18* 11. c*
2. c* 7. 14* 12. b*
3. d* 8. 38* 13. d*
4. a* 9. 12* 14. b*
5. c* 10. 116* 15. d*
Answer Keys
1. 532* 5. 14* 9. a*
2. 2132* 6. 18* 10. d*
3. 334* 7. 114*
4. 21* 8. 2*
1. b 5. d 9. b
2. c 6. c 10. b
3. a 7. d
4. c 8. a
Answer Keys
1. 12 in 6. 58 in 11. 0.1 cm
2. 178 in 7. 1916 in 12. 1.1 cm
3. 234 in 8. 2516 in 13. 1.9 cm
4. 334 in 9. 314 in 14. 29 mm
5. 458 in 10. 4716 in 15. 38 mm
1. 81316 in 5. 41116 in 9. 11 cm
2. 91316 in 6. 4.4 cm 10. 11.8 cm
3. 1078 in 7. 5.9 cm
4. 314 in 8. 9.9 cm
Answer Keys
1. c* 4. a*
2. a* 5. c*
3. c*
1. d* 4. a*
2. d* 5. b*
3. b*
Answer Keys
1. 12 3. Step 1. 45 + 30 = 75
15 + 180 Step 2. 75 6 = 12.5; round up to 13
15
Step 3. 13 6 = 78
30
30 Step 4. 78 75 = 3
0
2. Step 1. 4 4. a. 3 800 = 2,400
2 b. Step 1. 2 3,400 = 6,800
8 locations
Step 2. 2 800 = 1,600
Step 2. 65 Step 3. 6,800 + 1,600 = 8,400
8
520 2 4s c. Step 1. 1 10,500 = 10,500
Step 3. 45 Step 2. 2 3,400 = 6,800
8 Step 3. 1 800 = 800
360 2 8s Step 4. 10,500 + 6,800 + 800 = 18,100
Step 4. 25
8
200 2 10s
Answer Keys
1. __
1 __ ___
4 = 4 12. 1 3
4 4 = 16 4, 8
2. ___ __ ___
2 2 = 4
16 2 = 32 1 2 = 2
4 2 = 8
3. __ __ __
3 2 = 6
2 3
4 2 = 8
8, 8
4. __
3 ___ ___
16 = 48
8
4 16 = 64
13. 1 1
5. ___ __ ___
3 2 = 6
8, 2
16 2 = 32
6. ___ __
2 2 = __
1 1 4 = 4
16 2 = 8 2 4 = 8
7. __ __ __
2 2 = 1 1 4
8 2 = 4 8, 8
8. ___ __ __
12 4 = 3 8
32 4 = 8 14. 1 3
9. __ __ __
4 4 = 1 4, 16
8 4 = 2
10. ___ __ ___
4 4 = 1 1 4 = 4
64 4 = 16 4 4 = 16
11. __ __
2 3 4 3
16, 16
6 , 4
2 2 = ___
4 16
__ __
6 2 = 12 15. 4 5
3 3 = ___
__ __ 9 32, 8
4 3 = 12
__ __
4 9 4 4 = 1
12 , 12 32 4 = 8
12 1 5
8, 8
8
Answer Keys
1. __ ___
1 4 5. ___ __
14 3
+ +
8 16 16 8
___ __
4 2 = __
2 ___
14 __ __
2 = 7
16 2 = 8 16 2 = 8
__ __ __
1 2 3 __ __ ___
7 3 10
+ = + =
8 8 8 8 8 8
2. __ ___
4 6 __ __ __
2 2 = 1
+
8 16 8 2 = 4
___ __
6 2 = __
3 114
16 2 = 8 6. __ ___
3 5
4 3
__ __ __ 7 8 16
+ =
8 8 8
3 2 = 6
__ __ ___
3. __ __ __
2 3 5 8 2 = 16
+ =
4 4 4 ___ ___
6 5 1
= ___
5 4 = 1, r1 or 114 16 16 16
4. __ __
3 2 7. ___ __
11 5
+
4 8 16 8
2 2 = 1
__ __ __ __ __
5 2 = ___
10
8 2 = 4 8 2 = 16
__ __ __
3 1 4 ___
11 10 1
+ = ___ ___
=
4 4 4 16 16 16
4
__ = 1
4
Answer Keys
8. __ __
3 2 13. Two punches = 4164 + 4332
4 6
4 2 6
__ __
3 3 = ___
9 =
32 2 64
4 3 = 12
4164 + 4664 = 8764
__ __
2 2 = ___
4 9716 8764
6 2 = 12
___
9 ___ ___
4 5 7 4 28
= =
12 12 12 16 4 64
9. ___ __
11 4 92864 8764 = 12164
12 8 14. 2034 12116
___ __ ___
11 2 = 22
3 4 12
12 2 = 24 =
4 4 16
__ __
4 3 = ___
12
201216 12116 = 81116
8 3 = 24
___ ___ ___
22 12 10 15. 3638 351516
=
24 24 24 3 2 6
=
___ __
10 2 = ___
5 8 2 16
24 2 = 12
36616 351516
10. ___ __
11 1
6
16 2 35 + 1 +
16
__ __
1 8 = ___
8
16 6
2 8 = 16 35 + +
16 16
11 ___ ___
___ 8 3
= 22
16 16 16 35 +
16
11. 8 34 7
352216 351516 =
7 + 1 34 16
7 + 44 34
7 + 14 = 714
12. 12 58
11 + 1 58
11 + 88 58
11 + 38 = 1138
Answer Keys
8 8 = 1 32 32 1
=
16 8 = 2 64 32 2
1 1 1
=
2 2 4
8 32 = 256 256 = 1
or
16 64 = 1,024 256 = 4
1. 2.50 6. 3
4.20 0.3
+ 5.00 0.9
11.70
7. 6.18
1 0.90
2. 1.82 5.28
3.41
8. 128
+ 5.25
4.75
10.48
640
1 8960
3. 6.43 + 51200
+ 86.40 608.00
92.83
9. 2.52
1 18 + 45.36
4. 0.078 36
+ 0.250 093
0.328 090
5. 6.7 0036
2.3 0036
4.4 0000
Answer Keys
Answer Keys
Answer Keys
Answer Keys
Answer Keys
Answer Keys
3.14
49
2826
+ 12560
153.86 sq ft
1
2. 1.82
3.41
+ 5.25
10.48
4. Area = 0.5 base height = 0.5 4 6 = 0.5 24 = 12 sq cm
2
24
0.5
12.0
5. Area = base height = 14 5 = 70 sq m
Answer Keys
4. Radius = 12 diameter = 12 6 = 62 22 = 31 = 3 m
Height = 60 cm = 0.6 m
Volume = pi radius2 h = 3.14 3 3 0.6 = 3.14 9 0.6
9
0.6
5.4
Volume = 3.14 5.4
12
3.14
5.4
1256
+ 15700
16.956
Volume = 16.956 cu m
5. Depth = 6 in
6
12 = 12 = 0.5 ft
Volume = length width depth = 17 17 0.5 =
4
17
17
119
+ 170
289
Volume = 289 0.5
4 4
289
0.5
144.5
Volume = 144.5 cu ft
1 yd = 3 ft
1 cu yd = 3 3 3 = 27 cu ft
1 cu yd
144.5 cu ft ________ = 144.5 27
27 cu ft
5.35
27 + 144.50
135
95
81
140
135
5r
5.35 cu yds
Answer Keys
1. Volume 42 13 in = 653.12 cu in
2. Area of upper rectangle = 39.666 feet 6 feet = 237.996
Area of remaining rectangle = 6 feet 13 feet = 78
Area of remaining triangle = 12 4 6 = 12.
Total is 327.996 sq ft 0.333 feet (thickness of the concrete) = 109 cu ft
2. Forty-five thousand, six hundred twelve pipe fittings have been ordered for a large project.
How would you write this number as a whole number using digits?
a. 4,561
b. 4,562
c. 45,612
d. 450,612
3. Add the following numbers together: 811, 901, 88, and 5. The sum is _____.
a. 1,705
b. 1,775
c. 1,795
d. 1,805
4. Your job as a carpenter pays $20/hour and you worked 40 hours last week. The taxes
withheld from your wages were $83 federal tax and $19 state tax. Your total check is _____.
a. $698
b. $720
c. $810
d. $912
5. A package containing 12 electrical locks, each with a unique key, must be delivered to 16 job
site superintendents. How many unique keys will result from the distribution?
a. 192
b. 180
c. 48
d. 28
______________________________________________________________________________
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6. You have 5,814 meters of rope that you need to cut into 27 meter sections. How many 27
meter sections of rope will you be able to create, and how much rope will be left over as
waste?
a. 215 sections with 3 meters left over
b. 215 sections with 8 meters left over
c. 215 sections with 9 meters left over
d. 218 sections with 3 meters left over
8. When reduced to its lowest terms, the fraction 12/16 would read as _____.
a. 3/4
b. 5/8
c. 8/12
d. 12/8
9. The improper fraction 37/6 can be changed to the mixed number _____.
a. 6
b. 5-7/16
c. 6-1/16
d. 37
10. 1/4 + 3/8 = _____. Reduce your answer to the lowest terms.
a. 4/8
b. 1/2
c. 5/8
d. 5/4
11. 8/12 4/8 = _____. Reduce your answer to the lowest terms.
a. 4/24
b. 2/14
c. 1/7
d. 1/6
12. 7/8 3/9 = _____. Reduce your answer to the lowest terms.
a. 21/72
b. 24/63
c. 7/24
d. 8/21
______________________________________________________________________________
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13. 7/8 7/16 = _____. Reduce your answer to the lowest terms.
a. 7/32
b. 7/2
c. 1
d. 2
14. In a number such as 52.25, any numbers shown to the right of the decimal point represent
_____.
a. that part of the number that is greater than 1
b. that part of the number that is less than 1
c. an improper number
d. an improper fraction
15. Of the following series of numbers, which is the higher number? 0.04671; 0.04761; 0.4761;
0.4671.
a. 0.04671
b. 0.04761
c. 0.4761
d. 0.4671
16. One sheet of drywall weighs 48.7 pounds. If 50 sheets are ordered, the total weight of the
order would be _____.
a. 2,532.0 pounds
b. 2,435.0 pounds
c. 2,430.0 pounds
d. 243.5 pounds
17. You need to mix 42 kilograms of mortar. Each kilogram of mortar mix requires 0.03 liters of
water. How many liters of water do you need? (Round your answer to the nearest tenth of a
liter.)
a. 1.2 liters
b. 1.3 liters
c. 12.6 liters
d. 13.2 liters
18. When a number is stated as a percentage, it means that number represents a portion of _____.
a. 50
b. 100
c. 250
d. 1,000
19. When converting decimals to a percentage, simply move the decimal point _____.
a. one place to the left
b. one place to the right
c. two places to the left
d. two places to the right
______________________________________________________________________________
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20. Convert 0.86 into a fraction and reduce the answer to lowest terms.
a. 86/100
b. 14/100
c. 43/50
d. 7/50
______________________________________________________________________________
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24. The marked measurement in the figure above indicates _____.
a. 9-11/16 centimeters
b. 9-11/16 inches
c. 9-13/16 inches
d. 9-13/16 centimeters
27. Convert 612 feet to meters using the following information: 1 meter = 3.28 feet. Round your
answer to the nearest one-hundredth.
a. 186.58 meters
b. 200.79 meters
c. 1865.85 meters
d. 2007.97 meters
28. Converting 165 pounds to the metric system results in a weight of _____.
a. 10.3 centimeters
b. 74.8 kilograms
c. 149.6 milligrams
d. 363.8 kilometers
29. One ounce is equal to 28.35 grams. Convert 16 ounces to grams. Round your answer to the
nearest tenth.
a. 1.8 grams
b. 12.4 grams
c. 44.4 grams
d. 453.6 grams
______________________________________________________________________________
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30. One cubic meter represents a cube shape that measures 1 meter in all three dimensions. How
long is each side in centimeters?
a. 1 cm
b. 10 cm
c. 100 cm
d. 1,000 cm
31. On the Fahrenheit scale, how many degrees are there between the freezing and boiling point
of water?
a. 60 degrees
b. 100 degrees
c. 180 degrees
d. 212 degrees
32. Convert 70F to Celsius using the following formula: C = 5/9 (F-32). Round your answer
to the nearest degree.
a. 21C
b. 53C
c. 126C
d. 158C
34. While the measurement of the individual angles in a triangle can vary, their sum is always
_____.
a. 45
b. 90
c. 180
d. 360
______________________________________________________________________________
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37. Given the equation 1/2(b h), the area of a triangular roof section with a base of 7 feet and a
height of 3.5 feet is _____.
a. 7 cu ft
b. 12 sq ft
c. 12.25 sq ft
d. 24.5 sq ft
38. A floor for a 4-meter square shed must be fabricated. The area of the floor is _____.
a. 16 m3
b. 16 m2
c. 64 m2
d. 64 m3
39. The volume of a shape in the metric system is stated in terms of _____.
a. cu m
b. sq m
c. cu ft
d. sq ft
______________________________________________________________________________
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NCCER.
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Module
00102-15
Answer
Key
Introduction
to
Construction
Math
Calculation:
811 + 901 + 88 + 5 = 1,805
Question 4:
Your job as a carpenter pays $20/hour and you worked 40 hours last week. The
taxes withheld from your wages were $83 federal tax and $19 state tax. Your total
check is _____.
Calculation:
$20 40 = $800; $800 ($83 + $19) = $698
Question 5:
A package containing 12 electrical locks, each with a unique key, must be
delivered to 16 job site superintendents. How many unique keys will result from
the distribution?
Calculation:
12 16 = 192
Question 6:
You have 5,814 meters of rope that you need to cut into 27 meter sections. How
many 27 meter sections of rope will you be able to create, and how much rope will
be left over as waste?
Calculation:
5,814 27 = 215, with a remainder of 9 meters
Core Curriculum Math Calculations
Question 7:
An equivalent fraction to 5/16 is _____.
Calculation:
5/16 2/2 = 10/32
Question 8:
When reduced to its lowest terms, the fraction 12/16 would read as _____.
Calculation:
12 4 = 3
16 4 = 4
Question 9:
The improper fraction 37/6 can be changed to the mixed number _____.
Calculation:
37 6 = 6, with a remainder of 1/16
Question 10:
1/4 + 3/8 = _____. Reduce your answer to the lowest terms.
Calculation:
12=2
42=8
2/8 + 3/8 = 5/8
Question 11:
8/12 4/8 = _____. Reduce your answer to the lowest terms.
Calculation:
8 2 = 16; 4 3 = 12
12 2 = 24; 8 3 = 24
16/24 12/24 = 4/24. Using 4 as a factor, reduces to 1/6.
Core Curriculum Math Calculations
Question 12:
7/8 3/9 = _____. Reduce your answer to the lowest terms.
Calculation:
7 3 = 21
8 9 = 72
Using 3 as a factor, reduces to 7/24.
Question 13:
7/8 7/16 = _____. Reduce your answer to the lowest terms.
Calculation:
7/8 7/16 = 7/8 16/7 = 112/56. Using 56 as a factor, reduces to 2.
Question 16:
One sheet of drywall weighs 48.7 pounds. If 50 sheets are ordered, the total weight
of the order would be _____.
Calculation:
48.7 pounds 50 = 2,435 pounds
Question 17:
You need to mix 42 kilograms of mortar. Each kilogram of mortar mix requires
0.03 liters of water. How many liters of water do you need? (Round your answer to
the nearest tenth of a liter.)
Calculation:
42 0.03 liters = 1.26 liters, rounded up to 1.3 liters
Question 20:
Convert 0.86 into a fraction and reduce the answer to lowest terms.
Calculation:
0.86 = 86/100. Using a factor of 2, 86/100 reduces to 43/50
Core Curriculum Math Calculations
Question 27:
Convert 612 feet to meters using the following information: 1 meter = 3.28 feet.
Round your answer to the nearest one-hundredth.
Calculation:
612 3.281 = 186.528, rounded up to 186.53 meters
Question 28:
Question 29:
One ounce is equal to 28.35 grams. Convert 16 ounces to grams. Round your
answer to the nearest tenth.
Calculation:
16 28.35 = 453.6
Question 32:
Convert 70F to Celsius using the following formula: C = 5/9 (F-32). Round
your answer to the nearest degree.
Calculation:
C = 5/9 (70 32)
C = 5/9 38
C = 190/9
C = 21.11, rounded down to 21C
Core Curriculum Math Calculations
Question 37:
Given the equation 1/2(b h), the area of a triangular roof section with a base of 7
feet and a height of 3.5 feet is _____.
Calculation:
1/2 (b h) = 1/2 (7 feet 3.5 feet) = 1/2 24.5 = 12.25 ft2
Question 40:
The volume of a 9-inch cube is _____.
Calculation:
9 in 9 in 9 in = 729 cu in
Module 00102-15 has no Performance Profile Sheet;
no performance testing is required for this module.
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