Lesson Title – Calculation of Thread Pitch & Length
Subject/Grade Level – Engineering Design/10-12 Grade
Author - Rob Combs & Alan Rydlund
School – Grandview HS
Length of Lesson – 30 mins
CTE Academic Integration Lesson Planner
What do I want students to learn?
CTE Standards
ACT College Readiness Standards
NBEA / MarkEd / ITEA Standards
ITEAS Standards
Nature of Technology
 Students will develop an understanding and scope of
technology.
 Students will develop an understanding of the core concepts of
technology.
Design
 Students will develop an understanding of the attributes of
design.
 Students will develop an understanding of engineering design.
 Students will develop an understanding of the role
troubleshooting, research and development, invention and
innovation and experimentation in problem solving.
Abilities for a Technological World
 Students will develop the abilities to apply the design process.
 Students will develop the abilities to use and maintain
technological products and systems.
The Designed World
 Students will develop an understanding of and be able to
select and use manufacturing technologies.
Basic Operations & Applications: Score Range 16-19
 Solve routine one-step arithmetic problems (using whole
numbers, fractions, and decimals) such as single-step percent.
 Solve some routine two-step arithmetic problems.
Numbers - Concepts & Properties: Score Range 20-23
 Exhibit knowledge of elementary number concepts including
rounding, the ordering of decimals, pattern identification,
absolute value, primes, and greatest common factor.
Expressions, Equations, & Inequalities: Score Range 24-27
 Solve real-world problems using first-degree equations.
 Write expressions, equations, or inequalities with a single
variable for common pre-algebra settings (e.g. rate and distance
problems and problems that can be solved by using
proportions).
 Identify solutions to simple quadratic equations.
 Add, subtract, and multiply polynomials.
 Factor simple quadratics (e.g. the difference of squares and
perfect square trinomials).
 Solve first-degree inequalities that do not require reversing the
inequality sign.
Students will Know:
Students will Do:
• (Content and Vocabulary)
• (Skills, Strategies, Processes and Literacy)
Students will know basic terms of Threads such as:
1. Pitch
2. Revolution
3. Threads per inch
 Students will understand Thread Callouts and the symbols
associated with them.
 Students will be able to use the information from a Thread
Callout to determine the thread diameter, the number of threads
per inch and the length of the threads.
 Students will be able to use the information from a Thread
Callout to calculate the Pitch of a thread.
 Students will be able to use the Pitch and the length of the
threads to calculate the number of thread revolutions.
Enduring Understandings (Big Ideas)
For example… principles, themes, generalizations or macro-concepts
Exercise:
Using Mechanical Drawings from a Machinist Vise, we will breakdown the symbols, meanings and calculations of a standard Thread
Callout.
Essential Questions
Guiding, driving questions which lead to enduring understandings
How do Engineers and Designers communicate with professional machinists on mechanical drawings?
What is a Hole Callout and how is it used in by industry professionals?
What do the symbols of a Hole Callout mean?
What is pitch? What is revolution?
Lesson Title – Calculation of Thread Pitch & Length
Subject/Grade Level – Engineering Design/10-12 Grade
Author - Rob Combs & Alan Rydlund
School – Grandview HS
Length of Lesson – 30 mins
How am I going to assess student learning?
Assessments: Formative assessments and/or Summative assessments
Pre-Quiz: Hole symbols, Pitch and Revolution Calculations
Post-Quiz: Hole symbols with Pitch and Revolution Calculations (Pre-Quiz repeated)
Instructional Plan
Prerequisite Skills: Preparation
What prior knowledge, skills and understanding do the students need? How will you assess their background
knowledge and readiness?
Prior Knowledge: The students will have already seen several examples of Thread Callouts on previous problems and will have used the
Hole Wizard Tool to put screw holes into previous models.
Assess Background (Ask): Looking at the following Thread Callout note, how many of you know what these symbols mean? Where in this
note does it tell us the diameter of the thread? What about the threads per inch or pitch of the thread?
Instruction and Activities:
What procedure (sequence), teaching strategies, and student activities are used in this lesson? State the student
roles, teacher roles, and grouping for this lesson.
Procedure (Sequence): Students will be given a drawing with a Thread Callout. A copy of the same Thread Callout will be on the overhead.
As a class, we will discuss what each symbol in the Thread Callout means. Another example will then be put on the overhead and the
students will write down the information each symbol provides. We will discuss their answers. The discussion will lead to calculating pitch
and revolution of threads. We will use the calculations to create our own threads (based upon industry standards) using SolidWorks.
Teaching Strategies: Visual Demonstration, Class Discussion, Hands-on practice
Teacher Role: Lead class discussion; verify student understanding; demonstrate how to use the information provided in a Thread Callout to
create our own threads in SolidWorks.
Student Role: Participate in class discussion; demonstrate knowledge of Thread symbols on practice problem; hands-on activity to create
their own threads using SolidWorks.
Grouping: The students will work at their own assigned computers throughout the lesson.
Academic Integration
What core academic topics are integrated? What terminology is common? What terminology is different?
Include specific examples to be used to introduce, teach, or review the topics.
Core Academic Topics: Math
Common Terminology: Diameter, Depth, Length and Revolution
Different Terminology: Countersink, Threads per inch, Extrude, Swept-Cut, Thread Callout
Resources
What materials and resources are needed for this lesson? Describe the learning environment where this lesson
will take place.
The lesson will take place in Computer Lab L108. Each student will have access to their own computer.
Resources needed:
 Copy of Thread Callout for each student
 Overhead of Thread Callout with explanation of each symbol
 Technical Drawing (Eleventh Edition) by Giesecke, Mitchell, Spencer, Hill, Dygdon and Novak (p. 384 and Appendix a45)
 SolidWorks