Unit J: Dental and Pharmacy Skills
Program Area:
Health Occupations Education
Course Title:
Allied Health Sciences II
Unit Title:
Dental and Pharmacy Skills
Suggested
Time for
Instruction:
8 hours
Course Percent:
3%
Unit Evaluation:
66% Cognitive and 33% Performance
Number: 7212
------------------------------------------------------------------------------Competency:
2H10. Apply skills related to dental and pharmaceutical careers.
Specific Objectives:
2H10.01
Identify teeth and dental instruments.
2H02.02
Work with medications and mathematical conversions.
Summer 2000 J.1
Unit J Master Outline
Unit J: Dental and Pharmacy Skills
2H10 Apply skills related to dental and pharmaceutical careers.
2H10.01
Identify teeth and dental instruments.
A. Identify the teeth
1. Incisors
2. Cuspids
3. Bicuspids
4. Molars
5. Primary/deciduous
6. Maxillary/mandibular
7. Secondary/permanent
B. Identify teeth by the Universal Method
C. Identify dental instruments *
1. Mouth mirror
2. Double-ended explorer
3. Nonlocking cotton pliers
4. Scalers
5. Excavators: spoons and hoes
6. Carvers: cleoid and discoid
7. Root elevator
8. Surgical forceps
2H10.02
Work with medications and mathematical conversions.
A.
B.
C.
D.
E.
Using the PDR
Working with math and medications
Using Roman numerals
Converting metric measurements
Converting household measurements
Summer 2000 J.2
Unit J
Dental and Pharmacy Skills
Competency 2H10:
Apply skills related to dental and pharmaceutical
careers.
Materials/Resources
National HOSA Handbook: Section B. Published by the Health Occupations Students of
America, Flower Mound, Texas. Current Edition. www.hosa.org
Simmers, Louise. Diversified Health Occupations. Delmar Publishers, 4th edition.
(Workbook and Teacher’s Resource Kit to accompany this textbook)
Here is a web site you may want to use as a resource for pharmaceutical skills:
www.glaxowellcome.com
Teaching/Learning Indicators:
The following symbols are used to indicate specific
skills/areas required in the instructional activity.







Reading

Social Studies
Writing

Science
Math

The Arts
Health professional/parent/community involvement
Summer 2000 J.3
Objective 2H10.01
Identify teeth and dental instruments.
A. Identify the teeth
1. Incisors
2. Cuspids
3. Bicuspids
4. Molars
5. Primary/deciduous
6. Maxillary/mandibular
7. Secondary/permanent
B. Identify teeth by the Universal Method
C. Identify dental instruments *
1. Mouth mirror
2. Double-ended explorer
3. Nonlocking cotton pliers
4. Scalers
5. Excavators: spoons and hoes
6. Carvers: cleoid and discoid
7. Root elevator
8. Surgical forceps
Teaching/Learning Activities
 Teamwork

Assign students to groups of 3-4 people. Have them read and study section 16.2:
Identifying the Teeth, and 16:3: Identifying Teeth by the Universal Method, in
Diversified Health Occupations. Explain to students that there will be a group quiz on
the information. You may choose to use the transparencies located in the appendix for
section 16:2.
After 30-45 minutes, have students put their books/notes away, and give groups copies of
the assignment sheets from the DHO workbook. (Pages 247-248 and 251-252) Allow
them to work as a group to answer the questions.
Note: This would be a good activity to grade in class and follow-up with discussion.
 Employability Skills

Invite a dentist, dental hygienist, or dental laboratory technologist to class to discuss
structures and tissues of a tooth, and show how teeth are each given a specific name.
They should also talk about the universal method, surfaces, and charting of dental
conditions.
If possible, take a field trip to tour dental office or school of dentistry
Note: If a local community college has a dental-related program, invite someone from
the faculty to visit your class. They usually have lots of models and equipment to show,
and can talk about access to dental careers.
Summer 2000 J.4
Objective 2H10.01
Identify teeth and dental instruments.
Teaching/Learning Activities (continued)
 Cognitive

Have students participate in a teacher-led discussion on dental instruments. Give each
student 8 blank index cards. Instruct them to draw the instrument on one side of the card
and list its correct name and use on the other side. Allow students to use the actual
instruments and/or refer to DHO (pages 421-424) for assistance.
After students have had time to study, have them identify selected dental instruments.
(Appendix 2H10.01A)
Note: The teacher should have samples of the instruments the students are to learn. If
the actual instruments are not available, there are pictures in Diversified Health
Occupations on pages 421-424.
 HOSA
Determine if any students are planning to pursue a career in any dental field. Provide
those students with a copy of one of the dental-related events in the HOSA Advisor
Guide: Section B (current edition www.hosa.org). Dental related events include Dental
Spelling, Dental Terminology, Dental Assisting and Dental Laboratory Technology.
 Special Needs
Each student will reach the highest level of mastery in the least restrictive environment
as recommended in the student’s IEP.
Summer 2000 J.5
Objective 2H10.02
Work with medications and mathematical conversions.
A
B.
C.
D.
E.
Using the PDR
Working with math and medications
Using Roman numerals
Converting metric measurements
Converting household measurements
Teaching/Learning Activities
 Basic Skills 
Have students read Units 18:7 – 18.8 in DHO, pages 523 – 527 and complete the
worksheets (Appendices 2H10.02A & 2H10.02B, part A). Review the answers to the
worksheets using class discussion and allow students to correct their mistakes.
Have students read Unit 18:7. Give students a copy of the PDR and have them
investigate a medication using the information they learned from the reading. (Appendix
2H10.02B, part B)
 Cognitive 
Using the transparencies in the appendix, lead a class discussion about the uses of
Roman Numerals in health care. Have students use the transparencies, or the book (page
527) to study the equivalents. Quiz them orally until they know the equivalents. You
may use rewards for those who make one hundred percent.
 Technology 
Teacher Note: There are a variety of computerized programs which teach and reinforce
math skills. Your math department or media specialist will be able to help you identify
available programs at your school.
 Employability Skills 
Invite a pharmacist or physician to speak to the class on the use of the Physicians’ Desk
Reference in various health care settings. Before the speaker begins, have the class
brainstorm how they think the PDR might be used. At the end of the class, lead a brief
class discussion for review. Have students list the main ideas of the speaker’s
presentation.
 HOSA 
Have student follow HOSA Event guidelines for Medical Math (Section B current
guidelines) www.hosa.org. Have students make up practice worksheets for students.
 Teamwork 
After a teacher-led discussion on units 18:8B and 18:8C, assign students to groups of 34. Using the worksheets (Appendices 2H10.02C & 2H10.02D) and handout (Appendix
2H10.02E) have each group practice metric and household conversions. Have a
representative from each group work several of the problems on the board or overhead.
Instruct them to show and explain how they found their answer.
Summer 2000 J.6
Objective 2H10.02
Work with medications and mathematical conversions.
Teaching/Learning Activities
 Special Needs
Each student will reach the highest level of mastery in the least restrictive environment
as recommended in the student’s IEP.
Summer 2000 J.7
Daily Lesson Plans
Unit F:
Lessons:
Hours:
Dental and Pharmaceutical Skills
6
8 clock hours
Steps
Lesson #1
Lesson #2
Lesson #3
Focus and
Review
Show slides, charts or models of
teeth. Question the students on
basic dental information to
determine information they
already know, such as:
1-How many teeth are in the full
adult set?
2-When do secondary teeth begin
to come in?
Give teacher-made quiz on teeth
identification. Exchange papers
and have students grade papers.
Allow students to correct their
papers.
Label 10 instruments A-J. Give
students copy of checklist
“Identify Dental Instruments” .
Give students time to complete the
skill.
Show dental instuments to class
and have them guess the use of
each one.
Once completed, have students
brainstorm how math may be used
in health care.
Statement of
Objectives
2HO10.01 Identify teeth and
dental instruments
2HO10.01 Identify teeth and
dental instruments
2HO10.02 Work with medications
and mathematical conversions
Teacher
Input
Lead class discussion of sections
16:2 by using transparencies.
Give students notecards and
instruct them to draw each
instrument displayed on one side
of the card, and its use(s) and
correct name on the opposite side.
Discuss each instrument with the
class as they complete their cards.
Using transparencies found in the
Curriculum Guide, discuss Roman
Numerals. Have students quiz
each other on Arabic/Roman
equivalents for 5-10 minutes.
Discuss the principles of the
Universal Method of Identifying
Teeth
Give each student copy of PDR
and instruct them to look at each
section of the book while teacher
gives overview of each section.
Assign students to read section
18:7. Have them complete the
PDR worksheet found in the
Curriculum Guide. (Appendix
2H10.02A)
Guided
Practice
Divide students in groups of 3-4
and instruct them to read sections
16:2 and 16:3, study and work
together to learn the information.
(Teamwork Activity) After 30-45
minutes, give groups copies of the
DHO worksheets (pages 247-248
and 251-252) . Allow them to
complete the worksheets as a
group.
Allow students to work in pairs to
quiz each other using the
flashcards.
Independent
Practice
Study notes and completed
worksheets for quiz during next
class period.
Study notecards and be prepared
for dental instrument check off
during next class period.
HW assignment-Read section 18:8
and complete “Medication”
worksheet located in Curriculum
Guide. (Appendix 2H10.02B)
Closure
Using teeth model or chart, have
students volunteer to identify teeth
.
Materials
DHO and related worksheets
Models, charts, or overheads of
teeth
Transparencies from Curriculum
Guide
Have students put their notecards
away. Showing one instrument,
have students state the name or
one fact they learned about each
instrument.
Dental instruments from
Curriculum Guide
Blank notecards
Call out the name of a drug or
related questions for students to
look up in the PDR and locate the
correct answer. Allow only one
minute for each question.
Worksheets from Curriculum
Guide
Copies of PDR for every 1-2
students
Summer 2000 J.8
Unit J:
Dental and Pharmaceutical Skills (Continued)
Steps
Lesson #4
Lesson #5
Lesson #6
Focus and
Review
Review homework assignment.
Allow students to correct their
answers.
Review homework assignment by
letting each student work problems
on the board. Have each student
explain how they arrived at their
answer.
*If more practice is needed,
teacher may choose to use
additional math worksheets from
the DHO workbook
As students enter class, have 5
questions on the board or
overhead. Each question should
relate to the material covered in
this unit. Give students 5-7
minutes to complete their answers,
then discuss in class.
2HO10.02 Work with medications
and mathematical conversions
Have students listen to a
pharmacist speak about the
importance of math in health care.
Have students prepare for the
speaker by prewriting questions
they would like answered during
the session.
2HO10.02 Work with medications
and mathematical conversions
UNIT TEST
As students discuss types of
medications, have them think of an
example to share with the class.
Statement of
Objectives
Teacher
Input
2HO10.02 Work with medications
and mathematical conversions
Give class copy of “Medical Math
Conversion Chart”. (Appendix
2H10.02E)
Discuss Metric and Household
Systems of Measurement.
Guided
Practice
In groups, have students read
sections 18:8B and 18:8C. Using
worksheet “Metric System
Conversions” have each group
complete the worksheet. The
group should continue to make up
math problems to assist the group
in understanding the metric
system.
Have students write answers to
their prewritten questions after the
pharmacist is finished speaking.
Have each student write one
question and answer to turn in for
testing purposes.
N/A
Independent
Practice
Have students complete the
“Metric/Household Conversion
Practice”, from the Curriculum
Guide. (Appendix 2H10.02D)
Prepare for test on this unit.
N/A
Closure
Have students create list of units
of measure for the metric system
and the household system. Put the
list on the board as students create
list.
Go around the class and ask
students how they might use math
in their future health care career.
Introduce the next unit.
Materials
Worksheets/handouts from
Curriculum Guide
DHO
DHO
DHO worksheets
Test for each student
Scrap paper
Summer 2000 J.9
Unit J: Dental and Pharmacy Skills
Terminology List
1. Cuspids
2. Distal
3. Incisors
4. Mandibular
5. Maxillary
6. Molars
7. Primary (deciduous) teeth
8. Bicuspids
9. Secondary (permanent)
10. Mouth mirror
11. Double-ended explorer
12. Nonlocking cotton opliers
13. Scalers
14. Excavators: spoons, hoes
15. Carvers: cleoid and discoid
16. Root elevator
17. Surgical forceps
18. Universal Method
19. Physician’s Desk Reference
20. Generic
21. Subcutaneous
22. Intravenous
23. Intradermal
24. Topical
25. Inhalation
26. Sublingual
27. Capsule
28. Pill
29. Tablet
30. Troche
31. Lozenge
32. Enteric coated
33. Oinment
34. Paste
35. Suppository
36. Metric measurement
37. Household measurement
38. Roman numerals
39. Arabic numerals
40. Meter
41. Liter
42. Gram
43. Kilo44. Hecto45. Deka46. Deci47. Centi48. Milli49. Syrup
50. Tincture
51. Suspension
Summer 2000 J.10
Name _________________________________
2H10.01A
Date _____________________
Identify Dental Instruments
Given 10 labeled dental instruments, the student will correctly identify and spell the instrument, and
describe its use. (Two points should be awarded for the correct identification of the instrument, one
point for correct spelling, and two points for correct use.)
Instrumen
t
Name
Use
Points
Possible
A
5
B
5
C
5
D
5
E
5
F
5
G
5
H
5
I
5
J
5
TOTAL POINTS
Above Mastery
Mastery
Partial Mastery
Non-Mastery
Points
Awarded
50
= 45
= 40
= 35
= Below 35
Date __________ Evaluator _____________________
Comments:
Name _________________________________
Date ________________________
Summer 2000 J.11
Physician Desk Reference (PDR) Worksheet
A. Directions:
Match the PDR section in Column 1 with the corresponding description in
Column 2.
COLUMN 1
COLUMN 2
________1. Brand & Generic Name
________2. Manufacturer’s Index
________3. Diagnostic Product Information
________4. Product Classification
________5. Product Information
________6. Product Identification
a. Alphabetical listing of company
names, addresses, phone numbers
b. Alphabetical listing of products and the
page where more information is found
c. Detailed list of drugs, indications,
dosage/administration, warnings
d. Listing of all diagnostic products
by manufacturers
e. Provides actual-sized pictures of a
variety of drugs
f. Quick reference section for drugs
available for various conditions
B. Directions: Choose a medication to research using the PDR. Write your information
in the space provided.
Name of medication_____________________Chemical or Generic name_______________
Manufacturer’s name_________________________________________________________
Conditions or diseases for which this drug is used__________________________________
Describe the action of this drug________________________________________________
What is the usual adult dose_______________________Pediatric dose_________________
List the route(s) of administration______________________________________________
List three adverse reactions____________________________________________________
List two warnings about this drug______________________________________________
Appendix 2H10.02A
Summer 2000 J.12
ANSWER KEY – PDR Worksheet
A. Matching
1.
2.
3.
4.
5.
6.
b
a
d
f
c
e
B. Drug Research-Answers will vary if every student researches a different drug
Summer 2000 J.13
Name _______________________________________
Date ___________________
Medications
A. Directions: Match the terms in Column 1 with the BEST description in Column 2.
Write the correct letter in the blank provided. Use each description once.
Column 1
____1. Troche
____2. Capsule
____3. Intradermal
____4. Paste
____5. Tincture
____6. Oral
____7. Topical
____8. Tablet
____9. Sublingual
___10. Subcutaneous
Column 2
a. Injected just under the top layer of skin
b. Given by mouth; for liquid and solid forms
c. Medication route applied directly to the top of skin
d. Compressed or molded solid preparation
e. Large, flat disc that is dissolved in the math
f. Usually inserted into the rectum, vagina, or urethra
g. Gelatinlike shell with medication inside
h. Injected into the layer of tissue just under the skin
i. Medication dissolved in alcohol
j. Ointment with an adhesive substance
k. Placed under tongue
B. Directions: Listed below are five main points to watch each and every time a
medication is given. These points are also known the “five rights.” Beside each right, list
at least two safety rules which must be observed when giving medications.
1. Right Medication:
2. Right Dose
3. Right Patient
4. Right Time
5. Right Method of Administration
Appendix 2H10.02B
Summer 2000 J.14
ANSWER KEY: Medications
A.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
e
g
a
j
i
b
c
d
k
h
B.
May use any of the following:
1.
Read the order carefully
2.
Check the label three times
3.
Prepare or administer medication only on the order of qualified individual
4.
Know the action of the drug, usual dosage, route of administration, side effects
5.
Store medications in a safe, cool, dry area
6.
Discard old medications immediately.
7.
Never use medication from an unmarked bottle
8.
Make sure the medication label is clear
9.
Do not return medication to the bottle
10.
Report all mistakes immediately
11.
Concentrate while handling any medications, avoid distractions
12.
Use paper and pencil to calculate dosages, avoid “mental” math
13.
Question dosages or uses that do not seem correct
Summer 2000 J.15
Name ________________________________________
Date _________________
Metric System Conversions
DIRECTIONS:
larger
number
metric
Write the correct response to the following statements in the spaces provided. Select
your responses from the words listed below. NOTE: Some words can be used more
than once for your responses.
1000
10
decimal
smaller
ten
prefix
100
ten
1000
unit
1000
Measurements in science include a (1)___________________ and the (2)________________being
measured. We usually use a unit that will require a small number for that measurement. The
(3)___________________________ system is based on units which are multiples of
(4)____________. When converting from one unit to another, the same numbers are used, but the
(5)______________ point is moved. A base unit is changed by adding a (6)___________________
to the beginning of the word. Every time the base unit becomes (7)________ times larger or smaller,
a different prefix is used.
The most common prefixes are:
milli which is (8)__________ times (9)_________ than the base unit
centi which is (10)__________ times (11)________ than the base unit
deci which is (12)__________ times (13)_________ than the base unit
kilo which is (14)__________times (15)__________than the base unit
Number lines, stair steps, and ladders are useful in visualizing and remembering prefixes in the
metric system, number of places, and the direction a decimal point is moved. On a number line,
when the decimal is moved to the right, the number becomes larger, so we use a prefix for a
(16)________________ unit. When the decimal point is moved to the left, the number becomes
(17)__________________, so we use a prefix for a (18)______________ unit.
Visualization 1:
Number Line
Multiple of
Base Unit
1000
100
10
1
.1
.01
.001
Prefix
Abbreviation
kilo
(k)
hecto
(h)
deka
(dk)
base
unit
deci
(d)
centi
©
milli
(m)
Summer 2000 J.16
Visualization 2:
Stair Steps
1000
kilo
(k)
100
hecto
(h)
10
deka
(dk)
1
base
unit
.1
"meter"
deci
(d)
.01
"liter"
centi
©
.001
"gram"
Visualization 3:
milli
(m)
The Ladder
1000 - kilo (k)
100 - hecto (h)
10 - deka (dk)
1 - base unit
"meter"
"liter"
"gram"
.1 - deci (d)
.01 - centi ©
.001 - milli (m)
A Appendix 2H10.02C
Summer 2000 J.17
ANSWER KEY: Metric System Conversions
1.
2.
3.
4.
5.
6.
7.
8.
9.
number
unit
metric
ten
decimal
prefix
ten
1000
smaller
10.
11.
12.
13.
14.
15.
16.
17.
18.
100
smaller
10
smaller
1000
larger
smaller
smaller
larger
Name__________________________________Date___________________________________
Summer 2000 J.18
Metric/Household Conversion Practice
A.
Directions:
1.
30 ml/cc =_____oz.
2.
3.
4.
5.
6.
7.
Complete the following conversions. You may use the conversion charts,
the visualization handouts, or the book.
9.
38 C =_____F
10.
8 qts =_____L
11.
32 oz =_____cups
12.
40.5 lbs =_____oz
13.
5 T = _____ml
14.
30 ml =_____tsp
15.
850 ml =____L
20 kg =_____lbs.
2000 g = _____kg
3.5 L =_____ml
10 tsp =_____cc
5 yd =_____m
7 ml =_____gtts
8.
100F =_____C
B.
Directions:
1.
At the pediatrician’s office, Mr. Johnson observes you documenting his daughter’s weight
as 30 kilograms. Mr. Johnson asks you to tell her the weight in pounds. What is your answer?
2.
Mrs. Bennerman has been instructed to drink a liter of water prior to her fetal ultrasound. She
asks you how many cups of fluid she will have to drink. What is your answer?
3.
The doctor has requested Mrs. Lim to give her toddler 30 cc of Gatorade each hour after vomiting
subsides. Mrs. Lim would like to use a spoon for administering the fluid. How many teaspoons
will you tell her to give? How many tablespoons?
Answer the following word problems. Show all of your work.
Appendix 2H10.02D
Summer 2000 J.19
ANSWER KEY: Metric/Household Conversion Practice
A.
B.
1.
1
2.
44
3.
2
4.
3500
5.
50
6.
4.55
7.
105
8.
37.7
9.
100.4
10.
8
11.
4
12.
648
13.
75
14.
6
15.
.85
1.
66 pounds
2.
4.2 cups
3.
6 tsp, 2 T
Summer 2000 J.20
MEDICAL MATHEMATICS CONVERSION CHART
METRIC SYSTEM
Temperature
 C=( F-32) 5/9
Length Area
10 millimeters = 1 centimeter
1 yard = 3 feet
1 foot = 12 inches
100 square millimeters = 1 square centimeter
 F=( C)9/5 + 32
Weight
Volume for Solids Volume for Fluids
1 gram = 1000 milligrams
1 milligram = 1000 micrograms
1 gram (mass) = 1 milliliter (for solutions)
1 kilogram (mass) = 1 liter (for solutions)
1 pound = 16 ounces
1000 cubic millimeters =1 cubic centimeter
1000 cubic centimeters = 1 cubic decimeter
1000 cubic decimeters = 1 cubic meter
1 liter = 1000 milliliters
1 milliliter = 1 cubic centimeter
10 centiliters = 1 deciliter
10 deciliters = 1 liter
APPROXIMATE EQUIVALENTS AMONG SYSTEMS
Metric
1 liter
480-500 milliliters
240 milliliters
30-32 milliliters
=
15-16 milliliters
4-5 milliliters/cubic centimeters
1 milliliter
1 kilogram
0.454 kilogram
2.5 centimeters
4 liters
0.06 milliliters
1 milliliter
Household
1 quart / 32 ounces / 2 pints
1 pint / 16 ounces
1 cup / 8 ounces
1 ounce / 2 tablespoons / 6
teaspoons
1 tablespoon
1 teaspoon = 60 drops
60 microdrops
2.2 pounds
1 pound
1 inch
4 quarts = 1 gallon
1 glass = 8 ounces
1 teacup = 6 ounces
1 unit = 1000 milliunits
1 gtt
15-16 gtts
Appendix 2H10.02E
Summer 2000 J.21
IDENTIFYING TEETH
1. Incisors-located in the front and center
-broad, sharp edge
-used to cut food
2. Cuspids-also called canines, or eyeteeth
-located at angles of lips
-used to tear food
-longest teeth in the mouth
3. Bicuspids-also called premolars
-located before molars, from
front to back
-used to pulverize or grind food
4. Molars-teeth in the back of the mouth
-largest and strongest teeth
-used to grind food
Summer 2000 J.22
5. Primary/Deciduous -first set of teeth
- “baby” teeth
-maintains correct
spacing for permanent
teeth
6. Maxillary - located in the sockets, or alveoli
or upper jaw bone
7. Mandibular -located in the alveoli of the
mandible, or lower jaw bone
8. Secondary/Permanent - second set of teeth
- there are 32
Summer 2000 J.23
USING ROMAN NUMERALS
 Used for some drugs and solutions
 Used for ordering some supplies
KEY NUMERALS:
I, V, X, C, D, M
Usually, no more than 3 of any one Roman
Numeral is used to represent a number
 If the numeral for a smaller number is
used after the numeral for a larger
number, all of the numbers are added
together
If the numeral for a smaller
number is used in front of the
numeral for a larger number,
the smaller number is subtracted
from the larger number
Summer 2000 J.24
ROMAN NUMERAL
EQUIVALENTS
Arabic
1
2
3
4
5
6
7
8
9
10
20
30
40
50
100
500
1,000
Roman
I
II
III
IV
V
VI
VII
VIII
IX
X
XX
XXX
XL
L
C
D
M
Summer 2000 J.25