Sheet Metal Development
Flexible Manufacturing
Lesson Plan
Performance Objective
At the end of the lesson, students will be able to draw and produce a poster board prototype and a sheet
metal tool tray matching the criteria in the Sheet Metal Development Plan Rubric, the Tool Tray Prototype
Rubric, and the Sheet Metal Development Plan Rubric.
Specific Objectives
 Define terms used in sheet metal development.
 Explain how to reverse engineer a box.
 Describe how to draw a development drawing for a simple sheet metal product (a tool tray).
 Reverse engineer the tool tray drawing and develop a set of usable plans to produce the tray.
 Create drawings to produce a poster board prototype of the tool tray.
 Produce a tool tray made of sheet metal from the plans and prototype.
Terms




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Folds- the location for a bend in the metal
Hems- a fold along the edge of the metal to strengthen the edge and to give it a smooth edge
Layout- transferring the size and shape of the object to material to be cut and shaped
Reverse Engineering- taking a product and looking at how it is produced and then remaking it
Sheet metal development- shows a sheet metal project or product in a flat view
Tab- a small flat strip used for fastening
Time
It should take approximately nine classes (at 55-65 minutes) each to teach the lesson.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Flexible Manufacturing
 130.327 (c)
o (3) The student applies academic skills to the requirements of metal materials. The student is
expected to:
(A) demonstrate effective oral and written communication skills with individuals from
varied cultures, including fellow workers, management, and customers; and
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(B) appraise blueprints, drawings, charts, diagrams, and welding symbols.
o (5) The student differentiates the function and application of the tools, equipment,
technologies, and materials used in metal manufacturing. The student is expected to:
(A) safely use hand and power tools and equipment commonly employed in metal
manufacturing; and
(B) properly handle and dispose of environmentally hazardous materials used in metal
manufacturing.
o (8) The student applies the technical concepts and skills of the sheet metal industry to
simulated and actual work situations. The student is expected to:
(A) use mathematics in precision measuring operations.
o (11) The student applies the knowledge and skills of sheet metal manufacturing in simulated
and actual work situations. The student is expected to:
(A) draw simple sheet metal layouts.
Interdisciplinary Correlations
Geometry
 111.41 (c)
o (1) Mathematical process standards. The student uses mathematical processes to acquire and
demonstrate mathematical understanding. The student is expected to:
(A) apply mathematics to problems arising in everyday life, society, and the workplace;
(B) use a problem-solving model that incorporates analyzing given information,
formulating a plan or strategy, determining a solution, justifying the solution, and
evaluating the problem-solving process and the reasonableness of the solution; and
(C) select tools, including real objects, manipulatives, paper and pencil, and technology
as appropriate, and techniques, including mental math, estimation, and number sense
as appropriate, to solve problems.

111.41 (c)
o (11) Two-dimensional and three-dimensional figures. The student uses the process skills in the
application of formulas to determine measures of two- and three-dimensional figures. The
student is expected to:
(A) apply the formula for the area of regular polygons to solve problems using
appropriate units of measure; and
(B) determine the area of composite two-dimensional figures comprised of a
combination of triangles, parallelograms, trapezoids, kites, regular polygons, or sectors
of circles to solve problems using appropriate units of measure.
Occupational Correlation (O*Net – www.onetonline.org/)
Job Title: Layout Workers, Metal and Plastic
O*Net Number: 51-4192.00
Reported Job Titles: Ship Fitter, Fitter, Layout Worker, Layout Technician, Layout Inspector, Quality
Technician, Layout Man, Development Mechanic, Fabricator, Layout Mechanic
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Tasks
 Fit and align fabricated parts to be welded or assembled.
 Plan and develop layouts from blueprints and templates, applying knowledge of trigonometry, design,
effects of heat, and properties of metals.
 Lay out and fabricate metal structural parts such as plates, bulkheads, and frames.
 Mark curves, lines, holes, dimensions, and welding symbols onto work pieces, using scribes, soap
stones, punches, and hand drills.
 Compute layout dimensions, and determine and mark reference points on metal stock or work pieces
for further processing, such as welding and assembly.
 Locate center lines and verify template positions, using measuring instruments such as gauge blocks,
height gauges, and dial indicators.
 Lift and position work pieces in relation to surface plates, manually or with hoists, and using parallel
blocks and angle plates.
 Plan locations and sequences of cutting, drilling, bending, rolling, punching, and welding operations,
using compasses, protractors, dividers, and rules.
 Inspect machined parts to verify conformance to specifications.
 Design and prepare templates of wood, paper, or metal.
Soft Skills
 Active Listening
 Critical Thinking
 Complex Problem Solving
 Monitoring
 Operation Monitoring
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website.
Preparation
 Review Reading Drawings and Blueprints in Manufacturing lessons from the Flexible Manufacturing
course at www.cte.unt.edu.
 Have materials and equipment ready for production of poster board prototype and final sheet metal
tray.
Instructional Aids
 Sheet Metal Development slide presentation
 Tool Tray handout for each student
 Drawing grid handout for each student
 Hammer drawing to show
 Yoke Arm drawing to show
 Desk Holder drawing to show
 Candle Holder drawing to show
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Sheet Metal Development Plan Rubric
Tool Tray Prototype Rubric
Sheet Metal Tool Tray Rubric
Examples of Reverse Tool Tray Development Plans for grading purposes
o Tool Tray Bottom and Sides Key
o Tool Tray End and Handle Key
Introduction
The purpose of this lesson is to help students
 understand sheet metal development and layout; and
 reverse engineer a product part.

Show
o Drawings of metal projects from sheet metal to welding.
 Hammer
 Yoke Arm
 Desk Holder
 Candle Holder
 Tool Tray

Say
o The projects you have made already had plans drawn for you.

Ask
o What could you do if you did not have a plan to work from?

Say
o You could do reverse engineering, which is taking a product, looking at how it is produced, and
then remaking it.

Say
o I will give you a sheet metal project at the end of the presentation to be reverse engineered.
o You will draw a development plan for the tool tray and make a poster board prototype.
o You will then produce the tool tray in 18 to 20 gauge sheet metal.
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Outline
MI
OUTLINE
I. Sheet metal development terms
A. Fold
B. Hem
C. Layout
D. Reverse engineering
E. Sheet metal development
F. Tab
II. Reverse engineering of a simple box
A. Unfold the box
B. Examine the box
C. Create a development drawing of the box
III. Problem- to draw a sheet metal development for a 90
degree elbow
A. Design questions
B. Make a three view drawing
C. Make a pictorial drawing
D. Unfold elbow
E. Layout/development plan for elbow
F. Draw assembled elbow
G. Draw tool tray
IV. Tool tray assignment
A. Reverse engineer the tool tray from the plan,
ending with a development drawing
B. Produce a poster board prototype of the tool tray
C. Produce a sheet metal tool tray
V. Evaluation
A. Development drawing will be graded with the
Sheet Metal Development Plan Rubric
B. Prototype will be graded with the Tool Tray
Prototype Rubric
C. Sheet metal tool tray will be graded with the Sheet
Metal Tool Tray Rubric
NOTES TO TEACHER
Show Sheet Metal
Development slide
presentation and
discuss reverse
engineering of the
simple box and elbow.
After presentation, have
students reverse
engineer the tool tray.
The students must draw
a development plan of
the tool tray, then use
drawing to produce a
poster board prototype
of the tool tray. The
students then make a
sheet metal tool tray
using the development
plan and prototype.
Tool Tray Base and
Sides handout and
Tool Tray Ends and
Handle handout are two
drawings for the
teacher to use for
grading purposes. (If
you give them to the
students, they have the
answer to the reverse
engineering.)
Distribute and grade the
Sheet Metal
Development Plan
Rubric, Tool Tray
Prototype Rubric, and
the Sheet Metal Tool
Tray Rubric.
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
The teacher will guide the students as they are working through the reverse engineering of the elbow and tool
tray so they will be able to explain the process.
Independent Practice
The students produce a development drawing of the tool tray and it will be graded for accuracy. The
development will be used for constructing a poster board prototype and the sheet metal tool tray.
Summary
Review
The students will be able to describe how to draw a development drawing for a simple sheet metal product.
Evaluation
Informal Assessment
The students will be evaluated by teacher observation as they work in the lab.
Formal Assessment
The students’ development drawing will be graded with the Sheet Metal Development Plan Rubric, the
Prototype will be graded with the Tool Tray Prototype Rubric, and the sheet metal tray will be graded with the
Sheet Metal Tool Tray Rubric.
Enrichment
Extension
The students could use reverse engineering on other projects they want to produce in the lab.
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Name _________________________________________
Date _____________ Period ______
Sheet Metal Development Plan Rubric
Task Statement: Students will draw a layout of a sheet metal tool tray.
Task Assignment: Students will work as individuals to draw a development plan. The students will draw the layout on
graph paper or the grid page included with the lesson.
Criteria Concepts/Skills to
be Assessed
Basic shape
(Possible 25
points)
Dimensions
(Possible 25
points)
Assembly of Tool
Tray
(Possible 25
points)
Overall
appearance
(Possible 25
points)
Criteria Categories
(Novice to Exemplary)
Novice
Developing
1
2
Accomplished
3
Exemplary
4
All views are
drawn with one
section missing.
All views are
located correctly
and measurements
are over 1/8 inch
off.
All views are
correct and
measurements
are less than
1/16 inch off.
All views are
located correctly
and size is correct.
(1-6 points)
(7-12 points)
(13-19 points)
(20-25 points)
Only total
measurements are
given.
Dimensions are
given, but missing
three or less.
Dimensions are
all there, but not
in correct
location.
Dimensions are
correctly located
and are the right
size.
(1-6 points)
(7-12 points)
(13-19 points)
(20-25 points)
Shape, folds, and
tabs are cut
roughly.
Project is correctly
shaped and four or
more folds and
tabs are
misaligned.
Project is
correctly shaped;
less than three
folds and tabs
are misaligned.
Project is correctly
shaped with all
folds and tabs
correctly placed.
(1-6 points)
(7-12 points)
(13-19 points)
(20-25 points)
Project is
misshaped; object
lines and
dimensions are
misaligned.
Project is correctly
shaped and four or
more lines are
misaligned.
Project is
correctly shaped;
less than three
lines are
misaligned.
Project is correctly
shaped with all
lines correctly
placed.
(1-6 points)
(7-12 points)
(13-19 points)
(20-25 points)
A = 77-100 points; B = 49-76 points; C = 25-48 points; D = 0-24 points
Points
Earned
Total Points: ___________
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Name _________________________________________
Date _____________ Period ______
Tool Tray Prototype Rubric
Task Statement: Students will lay out and produce a poster board prototype of a sheet metal tool tray.
Task Assignment: Students will work as individuals to lay out the tool tray on a piece of poster board. The layout will be
cut and assembled for grading with this rubric.
Criteria Concepts/Skills to
be Assessed
Lay out of parts
(Possible 20
points)
Cutting of parts
(Possible 20
points)
Assembly of Tool
Tray
Finish
Criteria Categories
(Novice to Exemplary)
Novice
Developing
1
2
All parts are
All parts are drawn,
drawn
located correctly,
incorrectly and
and measurements
size is incorrect. are over 1/8 inch
off.
(Possible 20
points)
Exemplary
4
All parts are
drawn correctly,
and size is correct.
(1-5 points)
Parts are rough
cut and with
uneven edges.
(6-10 points)
All parts are cut
cleanly and with
uneven edges.
(11-15 points)
All parts are cut
cleanly and with
smooth edges.
(20-25 points)
All parts are cut
cleanly and
smoothly.
(1-5 points)
Shape, folds,
and tabs are cut
roughly.
(6-10 points)
Project is correctly
shaped and four or
more folds and tabs
are misaligned.
(11-15 points)
Project is
correctly shaped;
less than three
folds and tabs
are misaligned.
(16-20 points)
Project is correctly
shaped with all
folds and tabs
correctly placed.
(1-5 points)
Project has bad
finish.
(6-10 points)
Project has four or
more flaws in finish.
(11-15 points)
Project has less
than three flaws
in finish.
(16-20 points)
Project has no
flaws in finish.
(1-5 points)
Project is
misshaped;
folds, tabs, and
fasteners are
misaligned.
(6-10 points)
Project is correctly
shaped and four or
more folds or tabs
and fasteners are
misaligned.
(11-15 points)
Project is
correctly shaped;
less than three
folds, tabs, and
fasteners are
misaligned.
(16-20 points)
Project is correctly
shaped with all
folds, tabs, and
fasteners correctly
placed.
(1-5 points)
(6-10 points)
(Possible 20
points)
Overall
appearance
Accomplished
3
All parts are
drawn correctly,
and
measurements
are less than
1/16 inch off.
(11-15 points)
A = 77-100 points; B = 49-76 points; C = 25-48 points; D = 0-24 points
Points
Earned
(16-20 points)
Total Points: ____________
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Name _________________________________________
Date _____________ Period ______
Sheet Metal Tool Tray Rubric
Task Statement: Students will lay out and produce a tool tray from sheet metal.
Task Assignment: Students will work as individuals to lay out the tool tray on a piece of 18 to 20 gauge sheet metal .
The layout will be cut and assembled for grading with this rubric.
Criteria Concepts/Skills to
be Assessed
Lay out of parts
(Possible 20
points)
Cutting of parts
(Possible 20
points)
Overall
appearance
(Possible 20
points)
Finish
(Possible 20
points)
Assembly of Tool
Tray
(Possible 20
points)
Criteria Categories
(Novice to Exemplary)
Novice
Developing
1
2
All parts are
All parts are drawn,
drawn
located correctly,
incorrectly and
and measurements
size is incorrect. are over 1/8 inch
off.
Accomplished
3
All parts are drawn
correctly,
and measurements
are less than 1/16
inch off.
Exemplary
4
All parts are
drawn correctly
and size is correct.
(1-9 points)
Parts are rough
cut and with
uneven edges.
(6-10 points)
All parts are cut
cleanly and with
uneven edges.
(11-15) points)
All parts are cut
cleanly and with
smooth edges.
(26-33 points)
All parts are cut
cleanly and
smoothly.
(1-9 points)
Project is
misshaped; folds
and tabs
misaligned.
(6-10 points)
Project is correctly
shaped, and four or
more folds or tabs
are misaligned.
(11-15) points)
Project is correctly
shaped, and less
than three folds or
tabs are
misaligned.
(16-20 points)
Project is correctly
shaped with all
folds and tabs
correctly placed.
(1-9 points)
Project has bad
finish.
(6-10 points)
Project has four or
more flaws in finish.
(11-15) points)
Project has less
than three flaws in
finish.
(16-20 points)
Project has no
flaws in finish
(1-5 points)
Shape, folds,
and tabs are cut
roughly.
(6-10 points)
Project is correctly
shaped, and four or
more folds and tabs
are misaligned.
(11-15) points
Project is correctly
shaped, and less
than three folds
and tabs are
misaligned.
(16-20 points)
Project is correctly
shaped with all
folds and tabs
correctly placed.
(1-5 points)
(6-10 points)
(11-15) points)
(16-20 points)
A = 78-100 points; B = 38-77 points; C = 19=-37 points; D = 0-18points
Points
Earned
Total Points: ____________
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This drawing is for the teacher to use to grade the student’s reverse engineering plans.
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This drawing is for the teacher to use to grade the student’s reverse engineering plans.
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