NEWARK PUBLIC SCHOOLS
Curriculum Guide:
CARPENTRY I
1
NEWARK PUBLIC SCHOOLS
SCHOOL ADVISORY BOARD MEMBERS
2013-2014
Ms. Antoinette Baskerville-Richardson, Chairperson
Mr. Marques-Aquil Lewis, Vice Chairperson
Mr. Rashon K. Hasan
Mr. Alturrick Kenney
Ms. Eliana Pintor Marin
Ms. DeNiqua Matias
Dr. Rashied McCreary
Ms. Ariagna Perello
Mr. Khalil Sabu Rashidi
Mr. Jordan Thomas, Student Representative
2
NEWARK PUBLIC SCHOOLS ADMINISTRATION
2013-2014
Cami Anderson, State District Superintendent
Chief of Staff & General Counsel: Charlotte Hitchcock
Assistant Superintendent: Mitchell Center
Assistant Superintendent: Brad Haggerty
Assistant Superintendent: Tiffany Hardrick
Assistant Superintendent: Roger Leon
Assistant Superintendent: Aqua Stovall
Assistant Superintendent: Peter Turnamian
Special Assistant, Office of Curriculum and Instruction: Caleb Perkins
School Business Administrator: Valerie Wilson
3
TABLE OF CONTENTS
COURSE DESCRIPTION .......................................................................................................................................................................... 7
Recommended Textbooks/Resources ......................................................................................................................................................... 9
COURSE PROFICIENCIES .................................................................................................................................................................... 10
Unit 1: Orientation & Safety ....................................................................................................................................................................... 14
Unit 2: Introduction to Carpentry Mathematics ........................................................................................................................................ 16
Unit 3: Building materials, fasteners, and adhesives .................................................................................................................................... 18
Unit 4: Hand and power tools ..................................................................................................................................................................... 20
Unit 5: Reading Plans and Elevations ....................................................................................................................................................... 22
Unit 6: Floor Systems ................................................................................................................................................................................ 24
Unit 7: Wall and ceiling framing .............................................................................................................................................................. 26
Unit 8: Introduction to Roof Framing ....................................................................................................................................................... 28
Unit 9: Introduction to concrete, reinforcing materials, and forms .......................................................................................................... 29
Unit 10: Windows and exterior doors ....................................................................................................................................................... 31
Unit 11: Thermal and Moisture Protection ............................................................................................................................................... 32
Appendix A: Correlation with Common Core Mathematics and ELA-Literacy Standards ..................................................................... 34
4
Appendix B: Sample Qualifying Test from Union County Carpenter’s Union Curriculum .................................................................... 39
Appendix C: Squaring Layout Methods from Union County Carpenter’s Union Curriculum................................................................. 50
Appendix D: Literacy Activities ............................................................................................................................................................... 52
Appendix E: Writing in Response to Scenarios ........................................................................................................................................ 57
THE NEWARK PUBLIC SCHOOLS DISTRICT
MISSION STATEMENT
The Newark Public Schools District’s mission is to develop a productive citizen who is distinguished in all aspects of academic
endeavors and willing to challenge the status quo in our society. We are committed to ensuring that our policies and practices will
prepare our students for a world that is increasingly diverse and knowledge driven. We expect our schools and classroom
environments to be emotionally safe and intellectually challenging. We pledge to partner with parents, groups, and organizations that
add support to the mission by changing hearts and minds to value education.
5
NEWARK PUBLIC SCHOOLS
SCHOOL ADVISORY BOARD
Program and Instruction Committee
Ms. DeNiqua Matias
Dr. Rashied McCreary
Ms. Ariagna Perello
Mr. Khalil Rashidi
Dr. Caleb Perkins, NPS Special Assistant of Curriculum
Valerie Merritt, NPS Director of Board Relations
6
COURSE DESCRIPTION
Carpentry I
Grades 10-11-12
Carpenters are skilled craftsmen who build structures and products from wood and other materials. If you want to pursue a formal carpentry education, the basic
courses will teach you about the manual and power tools, building materials and safety procedures used in basic carpentry. Your choices for basic carpentry
courses vary by institution or school. Some focus on the fundamental skills needed in carpentry, like working with tools, materials, ladders and other construction
equipment. Blueprint reading, site layouts, framing, codes and markings may also be covered. Other common course topics include:

Millwork

Cabinetry

Stair building

Estimating

Floor construction

Bricklaying

Basic masonry

First aid

Exterior and interior finishes

Carpenter mathematics

Deck installation
7
Field Experience and Apprenticeships
Many schools focus on hands-on training in their carpentry programs and courses. A mix of basic theory and practical application can provide you with the skills
you'll need for employment in the field. Some schools offer actual onsite application of your acquired building and remodeling skills, and they allow you to be a
part of an actual construction project and crew.
The U.S. Bureau of Labor Statistics (BLS) reports that in the U.S., no standard training requirements are in place for carpenters; it typically takes 3-4 years in an
apprenticeship program to achieve proficiency (www.bls.gov).
The BLS also states that training may be acquired through apprenticeships or directly on the job, but apprenticeships are hard to come by, and on-the-job
preparation may offer no formal instruction. Another option for aspiring carpenters is attending a trade or vocational school that offers practical application of the
techniques learned. According to the BLS, many employers look highly upon such preparation and may start formally educated carpenters at higher levels of
employment.
A Career in Carpentry
Carpenters often work in construction, and about one-third are self-employed, according to 2008 data from the BLS. At that time, the carpentry field was
expected to grow by 13% from then through the year 2018, with the greatest job prospects expected for carpenters who are highly trained and experienced. The
BLS stated that the median annual wage for carpenters was $39,470 in May of 2009.
8
Recommended Textbooks/Resources
NCCER. (2013)1. Carpentry Fundamentals, Level 1.
NCCER. (2013)1. Carpentry Fundamentals, Level 2.
Glencoe McGraw-Hill. (Most recent revision). Carpentry and Building Construction.
1
Or most recent revision available. Content in this document adapted from NCCER materials with permission.
9
COURSE PROFICIENCIES
THE STUDENTS WILL BE ABLE TO:
Unit 1: Orientation to the trade & job-site safety
1. Describe the history of the carpentry trade.
2. Identify the characteristics and responsibilities of a successful carpenter.
3. Identify opportunities within the carpentry trade.
4. Explain and demonstrate workplace/job-site safety.
Unit 2: Introduction to Carpentry Mathematics
5. Understand procedures, calculations, metric units, and tools for measurement.
6. Solve carpentry related problems involving decimals, percentages, and fractions.
7. Compute actual lengths and areas from a scale drawing.
8. Solve carpentry related problems involving area, volume, and surface area of two- and three-dimensional objects.
Unit 3: Building Materials, fasteners, and adhesives
9. Identify various types of building materials and their uses (e.g., hardwoods, softwoods, engineered lumber, fasteners, anchors, adhesives).
10. Identify the different grades and markings of wood building materials.
11. Identify the safety precautions associated with building materials, including proper storing and handling.
12. Calculate the quantities of lumber and wood products using industry-standard methods.
10
Unit 4: Hand and power tools
13. Identify the hand and power tools commonly used by carpenters and describe their uses.
14. Use hand and power tools in a safe and appropriate manner.
15. Understand how to maintain hand and power tools.
Unit 5: Reading plans and elevations
16. Describe and use types of plans, elevations, and schedules.
17. Describe and use different types of drawings and lines used in plans.
18. Interpret symbols and abbreviations used in plans.
19. Understand and use specifications and building codes.
Unit 6: Floor Systems
20. Identify the different types of framing systems, floor joists, fasteners, and bridging.
21. Identify floor and sill framing and support members.
22. Describe and demonstrate methods and procedures for installing floor systems.
Unit 7: Wall and ceiling framing
23. Identify the components of a wall and ceiling layout.
24. Identify the common materials used in wall and ceiling framing.
25. Describe and demonstrate wall framing and ceiling techniques and procedures.
26. Estimate the materials required to frame walls and ceilings.
11
Unit 8: Roof framing
27. Understand the terms and identify materials associated with roof framing.
28. Describe and demonstrate procedures and methods for roof framing.
29. Estimate the materials used in framing and sheathing a roof.
Unit 9: Introduction to concrete, reinforcing materials, and forms
30. Identify the properties of cement and the composition of concrete.
31. Perform volume estimates for concrete quantity requirements.
32. Identify materials associated with concrete, reinforcing materials and forms, and demonstrate their uses.
33. Explain the safety procedures associated with the construction and use of concrete forms.
Unit 10: Windows and exterior doors
34. Identify types of windows and doors and their component parts.
35. Describe and demonstrate window and door installation.
Unit 11: Thermal and moisture protection
36. Describe the requirements for insulation, moisture control, ventilation, and air infiltration.
37. Describe the characteristics of various types of materials used for thermal and moisture protection.
38. Calculate the required amounts of insulation for a structure.
39. Describe various methods of waterproofing.
40. Describe and demonstrate the procedures for installing insulation materials, vapor barriers, and building wraps.
12
Carpentry I – SUGGESTED PACING
Unit
UNIT: 1
UNIT: 2
UNIT: 3
UNIT: 4
UNIT: 5
UNIT: 6
UNIT: 7
UNIT: 8
UNIT: 9
UNIT: 10
UNIT: 11
TOTALS
Orientation and safety
Introduction to Carpentry Mathematics
Building Materials, fasteners, and adhesives
Hand and power tools
Reading Plans and Elevations
Floor Systems
Wall and ceiling framing
Introduction to concrete, reinforcing materials, and
forms
Windows and exterior doors
Thermal and moisture protection
Basic Roof Framing
80 MINUTES
HALF YEAR
3-4
7–9
6–8
7–8
15 – 17
18-19
15-16
3-5
50 MINUTES
FULL YEAR
6-7
12 – 15
10 – 13
12 – 14
24 – 29
30-32
24-27
6-8
9-10
6-7
6-7
95-110 DAYS
15-16
9-12
9-12
157-185 DAYS
13
Unit 1: Orientation & Safety
Essential Questions
What are the
expectations of this
course?
What kinds of ethical
decisions may a
carpenter have to make?
What are some of the
factors that should be
considered when making
decisions regarding
ethics?
Instructional
Objectives/Skills and
Benchmarks
1. Research the history of
the carpentry trade.
2. Discuss the aptitudes,
behaviors, and skills
needed to be a
successful carpenter.
3. Understand situations
that require ethical
reasoning decision
making.
4. Identify career paths
and specialties within
the carpentry trade.
What are some training
opportunities for people 5. Explain the
considering carpentry as
workplace/job-site
a profession?
safety procedures and
their importance.
What are some of the
6. Recognize universal
careers and
construction signs and
opportunities available
symbols to function
within the carpentry
safely.
trade?
7. Identify the purpose of
What safety procedures
MSDS.
Types of Activities and
Assessments that could
support Objectives
Use online or print
resources to answer
questions about changes
in the carpentry trade
over time.
Brainstorm a list of
desirable dispositions in
a carpenter and discuss
why they are important.
Research career paths in
carpentry and create a
diagram or graphic that
illustrates it.
Illustrate safety symbols
and universal
construction signs.
Appendix D Activities 1
&2
Appendix E Scenarios:
 Crane Accident
Scenario
8. Identify and explain the  Falling Accident
14
Suggested Resources
Academic Alignments
to Unit Objectives
Bureau of Labor
Statistic’s Occupational
Outlook Handbook.
CPI
21st Century
9.4.12A.(3).1
9.4.12.B.1
United Brotherhood of
Carpenters and Joiners
of America
National Association of
Home Builders
Associated General
Contractors of America
Associated Builders and
Contractors
9.4.12.B.(2).11-12
9.4.12B.40
9.4.12B.54
9.4.12B.59
9.4.12B.68
CCSS
ELA-Lit:
RST.4
RST.6
SL.1
WHST.2.b
WHST.7–9
Essential Questions
exist on site?
What is the purpose of
an MSDS?
Instructional
Objectives/Skills and
Benchmarks
purpose of appropriate
personal protective
equipment (PPE).
Types of Activities and
Assessments that could
support Objectives
Scenario
What PPE is required on
site?
15
Suggested Resources
Academic Alignments
to Unit Objectives
Unit 2: Introduction to Carpentry Mathematics
Essential Questions
What mathematics are
necessary for carpentry
tasks?
What steps should be
followed when solving real
world and mathematical
problems?
How are rulers and
measuring tapes used in
the carpentry trade?
How are percents used in
the carpentry trade?
What is the relationship
between fractions and
decimals?
How can ratios be used to
compute actual lengths
from scale drawings?
Why is it important for
carpenters to be familiar
with the metric system?
What is area and surface
2
Instructional
Objectives/Skills and
Benchmarks
1. Solve real world and
mathematical problems
involving addition,
subtraction,
multiplication, and
division of whole
numbers, decimals, and
fractions, with and
without a calculator.
2. Use a standard ruler, a
metric ruler, and a
measuring tape to
measure.
3. Convert decimals to
percentages and
percentages to decimals,
and solve problems
involving finding the
whole, given a part and
a percent.
4. Convert fractions to
decimals and decimals
to fractions.
5. Compute actual lengths
and areas from a scale
drawing.
6. Explain what the metric
Types of Activities and
Assessments that could
illustrate Objectives
Appendix B: Sample
Qualifying Test from
Union County Carpenter’s
Union Curriculum
Use addition, subtraction,
multiplication and division
to determine the profit for
a given construction job.
Measure the dimensions of
a rectangular room, and
determine the surface area
of the walls and ceiling.
Use these calculations to
determine how many
plywood sheets of a given
size are needed to cover
the floor of the room, and
how much paint should be
purchased to cover the
walls.
Determine take home pay
after a given tax rate.
Give the same
measurement in both
fractions of an inch and
Or most recent revision available.
16
Suggested Resources
Academic Alignments
NCCER Module 00102-09
CPI
21st Century
9.1.12.A.1
9.4.12.B.2
9.4.12.B.4
NCCER. (2006)2. Applied
Construction Math Trainee
Workbook.
CCSS
ELA-Lit:
WHST.2.b
Math:
6.RP.3
7.NS.2
7.NS.3
7.G.1
7.G.6
8.G.9
N.Q.3
Essential Questions
area, and how can they be
calculated?
Instructional
Objectives/Skills and
Benchmarks
system is and how it is
important in the
carpentry trade.
7. Use metric units of
length, weight, volume,
and temperature;
manipulate and
transform units
appropriately when
multiplying or dividing
quantities.
Types of Activities and
Assessments that could
illustrate Objectives
decimals.
Given a scale drawing of a
rectangular room, compute
its actual dimensions in
both American standard
units and metric units.
8. Solve carpentry related
problems involving
area, volume, and
surface area of two- and
three-dimensional
objects.
9. Choose an appropriate
level of accuracy when
giving the solution to
problems, based on the
accuracy of the
measurements and the
requirements of the
project.
17
Suggested Resources
Academic Alignments
Unit 3: Building materials, fasteners, and adhesives
Essential Questions
What kinds of materials
are commonly used in
buildings?
Instructional
Objectives/Skills and
Benchmarks
1. Identify various types
of building materials
and their uses.
What are the uses of
different types of
hardwoods and
softwoods?
2. State the uses of
various types of
hardwoods and
softwoods.
How are different wood
building materials
graded and marked?
3. Identify the different
grades and markings
of wood building
materials.
What are some safety
precautions that should
be used when working
with building materials?
4. Identify the safety
precautions associated
with building
materials.
What are the proper
ways to store and handle
commonly used building
materials?
Types of Activities and
Assessments that could
support Objectives
Suggested Resources
Academic Alignments
to Unit Objectives
Calculate the quantities of
lumber and wood products.
NCCER Module 27102-06
CPI
21st Century Life Skills:
9.4.12.B.6
9.4.12.B.13
9.1.12.A.1
9.4.12.B.(2).11-12
9.4.12.B.22
Given a selection of
building materials, identify
a particular material and
state its use.
CCSS
ELA-Lit:
L.6
WHST.2.b
Math:
7.RP.3
7.G.6
7.EE.3
7.EE.4
5. Describe the proper
method of storing and
handling building
materials.
What are the uses of
engineered lumber?
6. State the uses of
various types of
engineered lumber.
What methods can be
used to calculate the
quantities of lumber and
7. Calculate the
quantities of lumber
and wood products
using industry18
Essential Questions
wood products?
What fasteners, anchors
and adhesives are
commonly used in
construction work?
Instructional
Objectives/Skills and
Benchmarks
standard methods.
Types of Activities and
Assessments that could
support Objectives
8. Describe the
fasteners, anchors,
and adhesives used in
construction work and
explain their uses.
19
Suggested Resources
Academic Alignments
to Unit Objectives
Unit 4: Hand and power tools
Essential Questions
Types of Activities and
Assessments that could
support Objectives
Suggested Resources
Academic Alignments
to Unit Objectives
What hand and power
tools are commonly used
by carpenters and how
are they used?
Instructional
Objectives/Skills and
Benchmarks
1. Identify the hand tools
commonly used by
carpenters and
describe their uses.
Demonstrate the safe and
proper use of the following
hand tools: levels, squares,
planes, clamps saws
NCCER Module 27103-06
How can I be safe while
operating power tools?
2. Use hand tools in a
safe and appropriate
manner.
Demonstrate or describe
the safe and proper use
of five of the following
power tools: circular saw,
portable table saw
compound miter saw frame
and trim saw, drill press,
router/laminate trimmer,
portable power plane,
power metal shears, and
pneumatic nailer/stapler
CPI
21st Century Skills:
9.4.12.B.6
9.4.12.B.13
9.4.12.B.(2).11-12
9.4.12.B.22
9.4.12.C.(6).2
How can I keep power
tools in good working
order?
3. State the general
safety rules for
operating all power
tools, regardless of
type.
4. State the general rules
for properly
maintaining all power
tools, regardless of
type.
5. Identify the portable
power tools
commonly used by
carpenters and
describe their uses.
Appendix D Instructional
Activity 3
Appendix E Power Tool
Scenario
6. Use portable power
tools in a safe and
appropriate manner.
7. Use and maintain
20
CCSS
ELA-Lit:
RST.3
L.6
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
measuring, layout,
and marking tools.
Types of Activities and
Assessments that could
support Objectives
21
Suggested Resources
Academic Alignments
to Unit Objectives
Unit 5: Reading Plans and Elevations
Essential Questions
How are plans,
elevations, and
schedules used?
What are the different
types of drawings and
lines included in plans,
and how are they used?
How are various views
and elevations used?
What are the different
symbols and
abbreviations included
in plans?
What is the purpose of
the different sections in
a set of specifications?
Instructional
Objectives/Skills and
Benchmarks
1. Describe the types of
drawings usually
included in a set of
plans and list the
information found on
each type.
2. Identify the different
types of lines used on
construction
drawings.
3. Read and interpret
various views and
elevations.
4. Identify selected
architectural symbols
commonly used to
represent materials on
plans.
How do you perform a
quantity takeoff for
materials?
5. Identify selected
electrical, mechanical,
and plumbing
symbols commonly
used on plans.
How do I interpret
building codes?
6. Identify selected
abbreviations
Types of Activities and
Assessments that could
support Objectives
Suggested Resources
Academic Alignments
to Unit Objectives
Interpret selected symbols
and abbreviations used on
drawings.
NCCER Module 27104-06
CPI
21st Century Skills:
9.1.12.A.1
9.4.12.B.9
9.4.12.B.14
Read and interpret site/plot
plans.
Read and interpret
foundation, floor, and
other plan view drawings.
Read and interpret
elevation view drawings.
Read and interpret section
and detail drawings.
Read and interpret
schedules.
Read and interpret written
specifications.
Perform a quantity takeoff
for materials.
Appendix D Instructional
Activities 4, 5 & 6
Appendix E Blueprint
Reading Scenario
22
CCSS
ELA-Lit:
L.6
RST.4
RST.6–7
WHST.2.b
Math:
7.G.1
7.EE.3
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
commonly used on
plans.
Types of Activities and
Assessments that could
support Objectives
7. Read and interpret
plans, elevations,
schedules, sections, and
details contained in
basic construction
drawings.
8. State the purpose of
written specifications.
9. Identify and describe
the parts of a
specification.
10. Demonstrate or
describe how to
perform a quantity
takeoff for materials.
11. Interpret building
codes.
23
Suggested Resources
Academic Alignments
to Unit Objectives
Unit 6: Floor Systems
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
What are the different
1. Identify the different
types of framing
types of framing
systems, floor joists, and
systems.
bridging?
2. Read and interpret
How can I be sure to
select and install the
correct materials when
installing a floor
system?
What are the different
kinds of floor and sill
framing and support
members?
How can I be sure to
use the best methods
when installing a floor
system?
What is the purpose of
subflooring and
underlayment?
When should particular
drawings and
specifications to
determine floor
system requirements.
3. Identify floor and sill
framing and support
members.
4. Name the methods
used to fasten sills to
the foundation.
5. Given specific floor
load and span data,
select the proper
girder/beam size from
a list of available
girders/beams.
6. List and recognize
different types of floor
joists.
Types of Activities and
Assessments that could
support Objectives
Suggested Resources
Academic Alignments
to Unit Objectives
Lay out and construct a
floor assembly.
NCCER Module 27105-06
CPI
21st Century Skills:
9.4.12.B.6
9.4.12.B.13
9.4.12.B.22
Install bridging.
Install joists for a
cantilever floor.
Install a subfloor using
butt-joint plywood/OSB
panels.
Sci:
5.2.8.E.2
Install a single floor
system using tongue-andgroove plywood/OSB
panels.
CCSS
ELA-Lit:
L.6
RST.3
RST.7
Estimate the amount of
material needed to frame a
floor assembly.
Given specific floor load
and span data, select the
proper girder/beam and
joist size from a list of
available girders/beams/
joists.
7. Given specific floor
24
Math:
7.G.1
7.EE.3
Essential Questions
fasteners for floor
framing be used?
Instructional
Objectives/Skills and
Benchmarks
load and span data,
select the proper joist
size from a list of
available joists.
Types of Activities and
Assessments that could
support Objectives
How can I estimate the
amount of materials that 8. List and recognize
I need?
different types of
bridging.
9. List and recognize
different types of
flooring materials.
10. Explain the purposes
of subflooring and
underlayment.
11. Match selected
fasteners used in
floor framing to their
correct uses.
12. Estimate the amount
of material needed to
frame a floor
assembly.
25
Suggested Resources
Academic Alignments
to Unit Objectives
Unit 7: Wall and ceiling framing
Essential Questions
What are the
components of a wall
and ceiling layout?
What are the steps when
laying out a wood frame
wall?
What are the steps when
erecting an exterior
wall?
How do you install
sheathing on walls?
How are walls framed in
masonry construction?
How do you install
ceiling joints?
Instructional
Objectives/Skills and
Benchmarks
1.Identify the
components of a wall
and ceiling layout.
2.Describe the
procedures for laying
out a wood frame
wall, including plates,
corner posts, door and
window openings,
partition Ts, bracing,
and firestops.
Types of Activities and
Assessments that could
support Objectives
Suggested Resources
Academic Alignments
to Unit Objectives
Lay out, assemble, erect,
and brace exterior walls.
NCCER module 27106-06
CPI
21st Century Skills:
9.4.12.B.6
9.4.12.B.13
9.4.12.B.22
9.4.12.B.74
9.4.12.B.75
Cut and install ceiling
joists on a wood frame
building.
Estimate the materials
required to frame walls
and ceilings.
Sci:
5.2.8.E.2
CCSS
ELA-Lit:
RST.3
L.6
WHST.2.b
3.Describe the correct
procedure for
assembling and
erecting an exterior
wall.
Math:
7.G.1
7.EE.3
4.Identify the common
materials and methods
used for installing
sheathing on walls.
5.Lay out, assemble,
erect, and brace
exterior walls for a
frame building.
6.Describe wall framing
techniques used in
26
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
masonry construction.
Types of Activities and
Assessments that could
support Objectives
7.Describe the correct
procedure for laying
out ceiling joists.
8.Cut and install ceiling
joists on a wood
frame building.
9.Estimate the materials
required to frame
walls and ceilings.
27
Suggested Resources
Academic Alignments
to Unit Objectives
Unit 8: Introduction to Roof Framing
Essential Questions
What terms describe the
tools, materials, and
procedures used in roof
framing?
What is the difference
between gable and hip
roofs?
What are the types of
trusses and sheathing
used in roof framing?
How much material do
we need to frame and
sheath a particular
roof?
Instructional
Objectives/Skills and
Benchmarks
1. Understand the terms
associated with roof
framing.
Types of Activities and
Assessments that could
support Objectives
Suggested Resources
Academic Alignments
to Unit Objectives
Use a framing square and
speed square in laying out
a roof.
NCCER Module 27108-06
2. Identify the roof
framing members
used in gable and hip
roofs.
Frame and sheathe a gable
roof with an opening.
CPI
21st Century Skills:
9.4.12.B.6
9.4.12.B.13
9.4.12.B.22
9.4.12.B.74
9.4.12.B.75
3. Identify the various
types of trusses used
in roof framing.
4. Identify various types
of sheathing used in
roof construction.
Erect a gable roof using
trusses.
Estimate the materials used
in framing and sheathing a
roof.
CCSS
ELA-Lit:
L.6
Math:
7.G.1
7.EE.3
5. Estimate the materials
used in framing and
sheathing a roof.
28
Unit 9: Introduction to concrete, reinforcing materials, and forms
Essential Questions
What are the properties
of cement?
Instructional
Objectives/Skills and
Benchmarks
1. Identify the properties
of cement.
What is concrete made
out of?
2. Describe the
composition of
concrete.
How is the amount of
concrete needed for a
project calculated?
What are the types of
concrete reinforcement
materials and how are
they used?
What are the types of
footings and forms?
How can I be safe when
using concrete forms?
What are the steps to
erect, plumb, and brace
a simple concrete form
with reinforcement?
Types of Activities and
Assessments that could
support Objectives
Suggested Resources
Academic Alignments
to Unit Objectives
Perform volume estimates
for concrete quantity
requirements.
NCCER Module 27109-06
CPI
21st Century Skills:
9.4.12.B.6
9.4.12.B.13
9.4.12.B(2).11-12
9.4.12.B.22
9.4.12.B.75
Construct a simple
concrete form with
reinforcement.
3. Perform volume
estimates for concrete
quantity requirements. Appendix E Concrete
Foundations Scenario
4. Identify types of
concrete
Appendix D Instructional
reinforcement
materials and describe Activity 7
their uses.
5. Identify various types
of footings and
explain their uses.
Sci:
5.2.12.D.5
CCSS
ELA-Lit:
RST.3
L.6
WHST.2.b
Math:
7.G.6
8.G.9
N.Q.3
6. Identify the parts of
various types of
forms.
7. Explain the safety
procedures associated
with the construction
and use of concrete
forms.
8. Erect, plumb, and
29
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
brace a simple
concrete form with
reinforcement.
Types of Activities and
Assessments that could
support Objectives
30
Suggested Resources
Academic Alignments
to Unit Objectives
Unit 10: Windows and exterior doors
Essential Questions
What types of windows
are commonly used in
buildings?
How are windows
installed?
What are the
requirements for proper
window installation?
What are common types
of exterior doors and
thresholds?
How are doors
installed?
Instructional
Objectives/Skills and
Benchmarks
1. Identify various types
of fixed, sliding, and
swinging windows.
2. Identify the parts of a
window installation.
3. State the requirements
for a proper window
installation.
Types of Activities and
Assessments that could
support Objectives
Suggested Resources
Academic Alignments
to Unit Objectives
Install a pre-hung window.
NCCER Module 27203-07
CPI
21st Century Skills:
9.4.12.B.6
9.4.12.B.13
9.4.12B.74
9.4.12B.75
Install a pre-hung exterior
door.
Install a lockset.
Lay out and build a small
stair unit with a handrail to
a given rise.
4. Install a pre-hung
window.
5. Identify the common
types of exterior doors
and explain how they
are constructed.
6. Identify the parts of a
door installation.
7. Identify the types of
thresholds used with
exterior doors.
31
CCSS
ELA-Lit:
RST.3
L.6
Unit 11: Thermal and Moisture Protection
Essential Questions
What are the
requirements for
insulation?
Instructional
Objectives/Skills and
Benchmarks
1. Describe the
requirements for
insulation.
What are the features of
various types of
insulation material?
2. Describe the
characteristics of
various types of
insulation material.
How much insulation is
needed?
3. Calculate the required
amounts of insulation
for a structure.
Appendix D Instructional
Activity 8
How do I install
insulation materials?
4. Install selected
insulation materials.
Appendix E Insulation
Installation Scenario
What are the
requirements for
moisture control and
ventilation?
5. Describe the
requirements for
moisture control and
ventilation.
How do I install vapor
barriers?
What are various ways
to waterproof a
building?
What are the
requirements for air
Types of Activities and
Assessments that could
support Objectives
Suggested Resources
Academic Alignments
to Unit Objectives
Install blanket insulation in
a wall.
NCCER Module 27107-06
CPI
21st Century Skills:
9.4.12.B.6
9.4.12.B.13
9.4.12.B.22
9.4.12.B.74
9.4.12.B.75
Install a vapor barrier on a
wall.
Install selected building
wraps.
CCSS
ELA-Lit:
L.6
RST.3
WHST.2.b
Math:
7.G.1
7.EE.3
6. Install selected vapor
barriers.
7. Describe various
methods of
waterproofing.
8. Describe air
infiltration control
requirements.
9. Install selected
32
Essential Questions
infiltration?
Instructional
Objectives/Skills and
Benchmarks
building wraps.
Types of Activities and
Assessments that could
support Objectives
How do I install building
wraps?
33
Suggested Resources
Academic Alignments
to Unit Objectives
Appendix A: Correlation with Common Core Mathematics and ELA-Literacy Standards
CCSS code
Math
6.RP.3
7.RP.3
7.NS.2
7.NS.3
7.EE.3
7.EE.4
7.G.1
7.G.6
8.G.9
Common Core State Standard
Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning
about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately
when multiplying or dividing quantities.
Use proportional relationships to solve multistep ratio and percent problems. Examples: simple
interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and
decrease, percent error.
Apply and extend previous understandings of multiplication and division and of fractions to
multiply and divide rational numbers.
Solve real-world and mathematical problems involving the four operations with rational numbers.
Solve multi-step real-life and mathematical problems posed with positive and negative rational
numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply
properties of operations to calculate with numbers in any form; convert between forms as
appropriate; and assess the reasonableness of answers using mental computation and estimation
strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place
a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to
place the bar about 9 inches from each edge; this estimate can be used as a check on the exact
computation.
Use variables to represent quantities in a real-world or mathematical problem, and construct simple
equations and inequalities to solve problems by reasoning about the quantities.
Solve problems involving scale drawings of geometric figures, including computing actual lengths
and areas from a scale drawing and reproducing a scale drawing at a different scale.
Solve real-world and mathematical problems involving area, volume and surface area of two- and
three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve realworld and mathematical problems.
34
CCSS code
Common Core State Standard
N.Q.3
Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
English Language Arts and Literacy for Technical Subjects
ELA.L.6
Grades 9–10: Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness
level; demonstrate independence in gathering vocabulary knowledge when considering a word or
phrase important to comprehension or expression.
Grades 11–12: Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness
level; demonstrate independence in gathering vocabulary knowledge when considering a word or
phrase important to comprehension or expression.
ELA.RST.3
Grades 9–10: Follow precisely a complex multistep procedure when carrying out experiments,
taking measurements, or performing technical tasks, attending to special cases or exceptions
defined in the text.
Grades 11–12: Follow precisely a complex multistep procedure when carrying out experiments,
taking measurements, or performing technical tasks, analyzing the specific results based on
explanations in the text.
ELA.RST.4
Grades 9–10: Determine the meaning of symbols, key terms, and other domain-specific words and
phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts
and topics.
Grades 11–12: Determine the meaning of symbols, key terms, and other domain-specific words
and phrases as they are used in a specific scientific or technical context relevant to grades 11–12
texts and topics.
ELA.RST.6
Grades 9–10: Analyze the author’s purpose in providing an explanation, describing a procedure, or
discussing an experiment in a text, defining the question the author seeks to address.
Grades 11–12: Analyze the author’s purpose in providing an explanation, describing a procedure,
or discussing an experiment in a text, identifying important issues that remain unresolved.
35
CCSS code
ELA.RST.7
ELA.SL.1
Common Core State Standard
Grades 9–10: Translate quantitative or technical information expressed in words in a text into
visual form (e.g., a table or chart) and translate information expressed visually or mathematically
(e.g., in an equation) into words.
Grades 11–12: Integrate and evaluate multiple sources of information presented in diverse formats
and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a
problem.
Grades 9–10: Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly
draw on that preparation by referring to evidence from texts and other research on the topic or
issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal
consensus, taking votes on key issues, presentation of alternate views), clear goals and
deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion to
broader themes or larger ideas; actively incorporate others into the discussion; and clarify,
verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and understanding and
make new connections in light of the evidence and reasoning presented.
Grades 11–12: Initiate and participate effectively in a range of collaborative discussions (one onone, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly
draw on that preparation by referring to evidence from texts and other research on the topic or
issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals
and deadlines, and establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence;
36
CCSS code
ELA.WHST.2
ELA.WHST.7
ELA.WHST.8
Common Core State Standard
ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge
ideas and conclusions; and promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made
on all sides of an issue; resolve contradictions when possible; and determine what additional
information or research is required to deepen the investigation or complete the task.
Grades 9–10: Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete
details, quotations, or other information and examples appropriate to the audience’s knowledge of
the topic.
Grades 11–12: Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended
definitions, concrete details, quotations, or other information and examples appropriate to the
audience’s knowledge of the topic.
Grades 9–10: Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject
under investigation
Grades 11–12: Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject
under investigation.
Grades 9–10: Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the usefulness of each source in answering the research
question; integrate information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and following a standard format for citation.
Grades 11–12: Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the strengths and limitations of each source in terms of
the specific task, purpose, and audience; integrate information into the text selectively to maintain
37
CCSS code
ELA.WHST.9
Common Core State Standard
the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard
format for citation.
Grades 9–10: Draw evidence from informational texts to support analysis, reflection, and research.
Grades 11–12: Draw evidence from informational texts to support analysis, reflection, and
research.
38
Appendix B: Sample Qualifying Test from Union County Carpenter’s Union Curriculum
39
40
41
42
43
44
45
46
47
48
49
Appendix C: Squaring Layout Methods from Union County Carpenter’s Union Curriculum
50
51
Appendix D: Literacy Activities
This reading section indicates literacy activities that may be used to promote both the standards and the required carpentry content.
Note that these are just sample activities that promote literacy instruction as well as content for each of the standards. See Appendix A
for the complete text of the Common Core ELA-Literacy standards cited.
Orientation and Safety
Instructional Activity 1: Students may do one or more of the following to demonstrate their understanding of the central ideas or
conclusions drawn in text they read.
 Students discuss and/or write text summaries based on their readings about safety issues in one or more texts.
 They can also discuss/write personal reflections, and respond to scenarios based on their readings.
 Students may write simple but accurate safety procedures for others to follow based on their readings.
Activity aligns to the following CCSS ELA-Literacy standards: RST.2-3, WHST.2, & SL.1
Activity aligns to the following NOCTI Competencies:
o Display comprehension of workplace/job-site safety procedures
o Exhibit knowledge of Materials Safety Data Sheet and personal protective equipment (PPE)
Instructional Activity 2:
 Students will read information, view videos, examine pictorial and written procedures covering various carpentry topics and
demonstrate their understanding through written work, oral explanations, debates, creation of objects, etc.
Activity aligns to the following CCSS ELA-Literacy standards: RST.10, SL.2, & WHST.9
Tools
Instructional Activity 3: Students can read information on the use and maintenance of hand tools; power tools; measuring layout, and
marking tools and complete jigsaw activity as follows:
 Class is divided into small groups of five or six students each. Each group is charged with learning about a specific tool or tool
set. Students read about the use and maintenance of their particular tool or tool set. They work on a presentation together.
52

Their goal is to explain and demonstrate the use of their tool or tool set, and the safety issues involved with it. In each group,
each student has a graphic organizer to complete that specifies the different parts of their presentation, including the
development of a quiz" on all points they will cover in their presentation.
Once each presenter is up to speed, the class reconvenes in heterogeneous group configurations. The new groups have one
member from each of the different "expert" groups. Each student in each group educates the heterogeneous group about her
or his specialty. The other students in the heterogeneous group take notes and are quizzed on the information at the end of each
presentation.
Activity aligns to the following CCSS ELA-Literacy standards: RST.1 & 3 & SL.1, 4
Activity aligns to the following NOCTI Tools and Accessories Competencies:
 Use and maintain hand tools
 Use and maintain power tools
 Use and maintain measuring, layout, and marking tools
 Display understanding of tool safety issues
Blueprint and Building Plan Reading
Instructional Activity 4: Students read information, and then prepare for and participate in role play activities to demonstrate
awareness of building codes. For example they might role play that they are members of a Town Council and their job is to lay out the
specific plans for the town's building code. They need to cite specific text evidence in their proposals for this plan. This might include
a debate about best procedures to follow and why.
Activity aligns to the following CCSS ELA-Literacy standards: RST.1, 7–8; SL.1
Activity aligns to the following NOCTI Blueprint Reading and Estimation Competencies:
 Demonstrate awareness of building codes
Instructional Activity 5: Students read a blueprint. They may do one or more of the following activities to demonstrate that they can
follow a complex multi-step procedure:
53







When presented with a blueprint, students will work in pairs to list materials they will need for the specific job. How much
time would it take? What are the costs of materials? What are the labor costs involved?
Students will model procedures to check that they have the materials they need and that they understand the order of steps
involved in completing the job. This includes what procedures they will follow if they find that some essential materials are
missing or that specific preparation procedures have not been properly followed.
Students will view a sample blueprint and discuss the meanings of all the symbols and conventions used on it to specify what
the final product will be.
Students will explain/discuss/write about the various conventions used in a specific blueprint to clarify what the final product
will look like at different elevations and from different sides or views.
Students will display their understanding of symbols, lines, and details by sketching a product to scale based on full set of
blueprints for that structure
Students will extrapolate information from a set of plans by critically reviewing more than one proposal for a specific
structure.
Students will participate in a class contest. They will work in small teams to see who is most accurate in estimating the
quantities of materials needed for a specific project. They need to be prepared to show how they did the estimation and why
they used the procedures that they did.
Activity aligns to the following CCSS ELA-Literacy standards: RST.3, 4, 7; SL.1; WHST.6, 9
Activity aligns to the following NOCTI Blueprint Reading and Estimation Competencies:
 Display comprehension of dimensions and scales
 Read and understand various views and elevations
 Display understanding of symbols, lines, and details
 Extrapolate information from a set of plans
 Estimate materials quantities
Instructional Activity 6:
 Students will work in groups to prepare a class word wall with specific symbols, key terms, and other domain-specific words.
This word wall will be continuously updated as the curriculum unfolds.
 Students will prepare simple blueprints with appropriate symbols, key terms, and other domain-specific words
54
Activity aligns to the following CCSS ELA-Literacy standards: RST.4, L.6, WHST.6
Activity aligns to the following NOCTI Blueprint Reading and Estimation Competencies:
 Display comprehension of dimensions and scales
 Read and understand various views and elevations
 Display understanding of symbols, lines, and details
Concrete Foundations
Instructional Activity 7:

Students will read step-by-step procedures for creating a form (or container) for pouring a concrete foundation and explain
why different forms are used for different purposes and why. (For example students will explain why foundations that
support a structure's full weight need a different form than those that are only meant to provide a floor surface.)

Students will look at foundational procedures that out of order and rearrange them in a logical order describing their
thinking as to why they chose the order they did.

Students will demonstrate their understanding of text by working in teams to construct a model form based on reading
procedural instructions. This includes:
 Given a written description of concrete density and the depth of the pour, students will work in teams to compute
the forces that the form will have to endure and then create a model form that is potentially strong enough to
withstand the weight of the concrete specified. Students will design plans to create that form. In it they need to be
able to explain their calculations and why the form they are planning is appropriate for the job it needs to do.
 Teams will then build a model. They will lay out the foundation and constructing and aligning both footing and
foundation forms.
 Teams will construct model footings that show the features necessary for weight bearing walls.
 Given a written description, with the appropriate parameters (such as model braces that can be later removed)
students will demonstrate the appropriate bracing techniques for their models.
Activity aligns to the following CCSS ELA-Literacy standards: RST.3, 6; SL.1, WHST.2.b,
Activity aligns to the following NOCTI Foundations, Forms, and Concrete Competencies:
 Lay out foundation
 Construct and align footing and foundation forms
55


Install, brace, and align and remove formwork
Understand concrete characteristics
Interior Systems
Instructional Activity 8:
 Students will read information about insulation and create a chart that shows when and how to use the appropriate insulation
materials for specific jobs.
 Students will compare, contrast, and evaluate different sources of information on insulation procedures including insulation
installation videos, procedural directions, and pictorial directions and discuss their clarity and the accuracy of the steps
involved in the installation procedures.
Activity aligns to the following CCSS ELA-Literacy standards: RST.7, WHST.9
Activity aligns to the following NOCTI Interior Systems Installation Competencies:
 Install insulation
 Install and finish interior walls
56
Appendix E: Writing in Response to Scenarios
What follows are scenarios based on the NOCTI expected competencies. Each scenario contains a NOCTI problem that has more
them one cause. Each scenario contains different viewpoints and each situation could have been clearly preventable if the appropriate
procedures had been followed.
Students should read each of the scenarios, examine the point of view of each party, and read text that explains the correct way of
proceeding in each of these types of cases.
Students may work individually, in pairs, or in groups, as the class covers the part of the NOCTI curriculum that is relevant to each
scenario. Students should review the claims and counterclaims. Students should be prepared to write the information in a way that
demonstrates their understanding of the content, the evidence, and the reasoning involved in each claim. Their main questions are:
1. What are the claims and counterclaims; and the strengths and weaknesses of each of them?
2. How could have the problem been prevented?
3. How can this problem be resolved?
Note: Rubrics designed to assess student work should include elements from all of the Technical Writing Standards above. See
Appendix A for the complete text of the Common Core ELA-Literacy standards cited.
Orientation and Safety
Crane Accident Scenario: A worker building a concrete form next to a construction project was injured when a crane operator
permitted a load of construction materials to swing into the area where he was working. The crane operator had a known alcohol
problem and had been sent home previously for drinking on the job. Before the accident another worker had observed the crane
operator walking in an unstable manner and had reported this to the construction foreman. But the foreman told the worker that the
crane operator looked OK to him and anyway they did not have another crane operator available for that day. After the accident, the
police checked for alcohol and found that the crane operator had more than double the legal maximum alcohol blood level. The
injured worker has claimed that the construction company was grossly negligent because the crane operator should not have been
permitted to operate the crane. Examine and evaluate the claims and counterclaims. How could have the problem been
prevented? How can this problem be resolved?
Scenario writing aligns to the following CCSS ELA-Literacy standards: WHST.1, 4, 5, & 6
Scenario aligns to the following NOCTI Safety Competencies:
57


Demonstrate safe material handling practices
Display comprehension of workplace/job-site safety procedures
Falling Accident Scenario: A worker was seriously injured in a fall when a concrete floor that was poured the previous day collapsed.
The contractor said that the concrete floor was too weak because the concrete mix used had the wrong mix of materials and the
concrete supplier did not meet the specifications. The builder said that the supplier was given the proper specifications but that the
concrete did not meet those specifications. The concrete supplier said that the builder was responsible for testing the concrete before it
was accepted and that it had been tested and accepted. The concrete supplier said that they should also not be held responsible for the
injury because the worker was not using the proper harness system that would have prevented his fall. Examine and evaluate the
claims and counterclaims. How could have the problem been prevented? How can this problem be resolved?
Scenario writing aligns to the following CCSS ELA-Literacy standards: WHST.1, 4, 5, & 6
Scenario aligns to the following NOCTI Safety Competencies:
 Exhibit knowledge of MSDS and personal protective equipment (PPE)
Tools
Power Tool Scenario: A worker was injured as a power saw cut through its own power cord. The worker received a shock that caused
him to drop the saw. The saw fell and cut his leg. The contractor said that the worker was careless and caused his own injury. The
OSHA representative said that the power circuit was required to have a ground fault detector that would have immediately shut off the
power and prevented the shock. Examine and evaluate the claims and counterclaims. How could have the problem been
prevented? How can this problem be resolved?
Scenario writing aligns to the following CCSS ELA-Literacy standards: WHST.1, 4, 5, & 6
Scenario aligns to the following NOCTI Tools and Accessories Competencies:
 Use and maintain hand tools
 Use and maintain power tools
 Use and maintain measuring, layout, and marking tools
 Display understanding of tool safety issues
58
Blueprint and Building Plan Reading
Blueprint Reading Scenario: A worker misread a blueprint and installed a window in the wrong wall. The worker said that the builder
should have had a supervisor checking that the work was being done as specified on the blueprint. The contractor fired the worker, but
the worker said that it was the contractor's fault because he was only an apprentice and there should have been a supervisor to check
the work. Examine and evaluate the claims and counterclaims. How could have the problem been prevented? How can this
problem be resolved?
Scenario writing aligns to the following CCSS ELA-Literacy standards: WHST.1, 4, 5, & 6
Scenario aligns to the following NOCTI Blueprint Reading and Estimation Competencies:
 Demonstrate awareness of building codes
 Display comprehension of dimensions and scales
 Read and understand various views and elevations
 Display understanding of symbols, lines, and details
 Extrapolate information from a set of plans
 Estimate materials quantities
Concrete Foundations
Concrete Foundation Scenario: An apprentice worker built a form to allow a concrete foundation to be poured. When the concrete was
poured, the form broke and the concrete poured into the basement area. The contractor did not check the form before the pour to see
that it was strongly built. The contractor fired the worker because the concrete clean-up was very expensive. But the worker said that
it was the contractor's fault because there should have been a supervisor there to check the work. Examine and evaluate the claims
and counterclaims. How could have the problem been prevented? How can this problem be resolved?
Scenario writing aligns to the following CCSS ELA-Literacy standards: WHST.1, 4, 5, & 6
Scenario aligns to the following NOCTI Foundations, Forms, and Concrete Competencies:
 Lay out foundation
 Construct and align footing and foundation forms
59


Install, brace, and align and remove formwork
Understand concrete characteristics
Interior Systems
Insulation Installation Scenario: Client claims that insulation in walls was inadequate because the interior space was not completely
filled. The builder says that the contractor did not properly secure the insulation backing to the wall studs. The contractor says that the
backing material was substandard and even though it was properly installed, the material was too weak and so the insulation fell to the
bottom of the wall cavity. Examine and evaluate the claims and counterclaims. How could have the problem been prevented?
How can this problem be resolved?
Scenario writing aligns to the following CCSS ELA-Literacy standards: WHST.1, 4, 5, & 6
Scenario aligns to the following NOCTI Safety Competencies:
 Install insulation
 Install and finish interior walls
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