CORE CURRICULUM
Introduction to Construction Math 00102-15
CORE CURRICULUM
Introduction to Construction Math 00102-15
Session 1: Whole Numbers and Fractions
Session One Objectives
When trainees have completed this session, they should be able to do
the following:
1. Identify whole numbers and demonstrate how to work with them
mathematically.
2. Explain how to work with fractions.
a. Define equivalent fractions and show how to find lowest common
Introduction to Construction Math 00102–15
Sections 1.1.0 and 1.1.1 –Place Values
Introduction to Construction Math 00102-15
Understanding place value is essential to speaking numbers
correctly and accurately.
Introduction to Construction Math 00102-15
4. A supervisor estimates that a commercial building will
require sixteen thousand, five hundred feet of copper
piping to complete all of the restroom facilities. How would
you write this value as a whole number?
a. 1,650
Section 1.2.0 –Addition
ADDITION
Step 1 Align numbers vertically.
Introduction to Construction Math 00102–15
Section 1.2.0 –Subtraction
Introduction to Construction Math 00102–15
SUBTRACTION
Step 1 Align numbers vertically.
Section 1.2.1 –Addition and Subtraction
Introduction to Construction Math 00102–15
Section 1.2.1 –Addition and Subtraction
Introduction to Construction Math 00102–15
4. A general contractor ordered three different sized
windows to complete a job on a residential home. She
Section 1.3.0 –Multiplication
MULTIPLICATION
•Align the digits.
•Start at the right. Multiply all top digits, one at a time, by the lower
Introduction to Construction Math 00102–15
Section 1.3.0 –Multiplication and Division
DIVISION
•Set up the problem correctly.
•Begin dividing into the number(s) on the left end of the dividend.
Sections 1.3.1 and 1.3.2 –The Order of Operations
Introduction to Construction Math 00102–15
Sections 1.3.1 and 1.3.2 –The Order of Operations
Introduction to Construction Math 00102–15
3. If one plumbing job requires 45 meters of PVC pipe, and a
second job requires 30 meters, how many lengths of pipe
Sections 2.1.0 to 2.1.2 –Fractions
Introduction to Construction Math 00102-15
Although fractions such as 2/4 and 1/2 are equal, they must
Sections 2.1.0 to 2.1.2 –Fractions
Introduction to Construction Math 00102-15
REDUCING TO LOWEST TERMS
Sections 2.1.3 and 2.1.4 –Fractions
Which is larger?
Introduction to Construction Math 00102–15
3
Sections 2.1.3 and 2.1.4 –Fractions
Introduction to Construction Math 00102–15
3. 3⁄4 equals how many eighths?
a. 2⁄8
Sections 2.1.3 and 2.1.4 –Fractions
Introduction to Construction Math 00102–15
Find the lowest common denominator for this pair of
fractions.
14. 1⁄4 and 3⁄16.
a. 8
Section 2.3.0 –Fractions
ADDING FRACTIONS
•Find a common denominator; it does not have to be the
lowest, but the final answer will need to be converted to its
Introduction to Construction Math 00102–15
Section 2.3.0 –Fractions
Introduction to Construction Math 00102–15
SUBTRACTING FRACTIONS
•Find a common denominator. Like addition, it does not need
to be the lowest.
•Convert the fractions to the same denominator.
Section 2.3.1 –Fractions
Find the answers to the following addition problems.
Introduction to Construction Math 00102–15
Section 2.3.1 –Fractions
Introduction to Construction Math 00102–15
Find the answers to the following subtraction
Section 2.4.0 –Fractions
MULTIPLYING FRACTIONS
•No need to find a common denominator!
Introduction to Construction Math 00102–15
Section 2.4.0 –Fractions
Introduction to Construction Math 00102–15
DIVIDING FRACTIONS
•Again, no need to find a common denominator.
Section 2.4.1 –Fractions
Find the answers to the following multiplication problems
without using a calculator. Reduce the products to their
Introduction to Construction Math 00102–15
Section 2.4.1 –Fractions
Introduction to Construction Math 00102–15
Find the answers to the following division problems
without using a calculator. Reduce the quotients to their
Next Session…
DECIMALS; TAKING MEASUREMENTS
Introduction to Construction Math 00102–15