CONSTRUCTION / HOUSING

Transcription

1 CONSTRUCTION / HOUSING - PRINCE EDWARD ISLAND APPLIED MATHEMATICS 80A

2 Table of Contents Construction/ Housing Reading a Tape Measure (Imperial)... - Using a Carpenter s Square Checking for Squareness and Pythagorean Theorem Project: Stair Stringer Construction Reading & Constructing Architectural Scales Project: Scaled Model (Baby Barn)... - Activity: Scaled Drawing (Floor System)... - Activity: Scaled Model (Floor System)... - Activity: Scaled Drawing (Wall System) Activity: Scaled Model (Wall System) Roof System Construction Activity: Scaled Drawing (Rafter Design) Activity: Scaled Model (Rafter Design)... - Calculating Lineal Feet and Board Feet... - Activity: Scaled Drawing (Classroom Floor Plan) Activity: Scaled Drawing (Classroom Wall Plans) Activity: Scaled Drawing (Hanging Pictures) Activity: Estimating Paint Activity: Estimating Flooring (Ceramic Tile) Activity: Estimating Flooring (Carpet) Activity: Estimating Concrete (Footing / Foundation) PRINCE EDWARD ISLAND APPLIED MATHEMATICS 80A

3 Reading a Tape Measure (Imperial) Activity. Finding your age with a measuring tape. Using a measuring tape, fold the tape by placing the zero reference at a measurement that correlates to the current year in the following way: 0" for 00; 05" for 005; 06" for 006. Locate the age you will be this year on one side of the measuring tape. On the other side of the fold, adjacent to your age, you will find the last two digits of the year you were born. A tape measure is a very important tool. They can be purchased in a variety of lengths and each containing standard incremental divisions. The diagram below shows the standard divisions of each inch on a tape measure. As you can see, the inch is divided into 6 equal parts; therefore, each line 6 is th of an inch apart from the next. You will notice that although some of the lines are represented as a 6 th of an inch, others are not. The increments that are not indicated as a 6 th are actually equivalent factions in lowest terms. For instance, the increment is actually located on the 8 th 8 line because is equivalent to 6. The following table makes the connection between the 6 th and the equivalent fraction in lowest terms = = = = = = = Also notice that the incremental line length changes depending on the denominator of the simplest equivalent fraction. For instance, the inch line is longest followed by the increment 6 (usually inch long), then the increments (usually inch long), then the increments 8 ( inch long), and finally by the inch increments ( inch long) PRINCE EDWARD ISLAND APPLIED MATHEMATICS 80A

4 Activity. Measure your height with a partner by placing the long side of a square against a wall. Lower the square until the short side comes in contact with your head. Place a mark on the wall (with chalk) at the base of the square. With a tape measure, determine your height to the nearest 6 th (or equivalent fraction) of an inch. Practice. Look at the following section of a tape measure. An arrow points at the 6" increment because 6" can also be expressed as '. Record the measurements (A-P) to the nearest 6 th of an inch by displaying the measurements in inches and fraction of an inch (example. 9 ") 6. Look at the following section of a tape measure. Record the measurements (A-P) to the nearest 6 th of an inch by displaying the measurements in feet, inches and fraction of an inch. (example. ' ") 6 - PRINCE EDWARD ISLAND APPLIED MATHEMATICS 80A

5 Using a Carpenter s Square Activity. On a blank piece of paper place a mark located " up and " to the right of the bottom left corner. Using a carpenter s square, draw the following lines starting from the " mark: Note: Each line will begin where the previous line has ended. Right Up 8 Left Up 8 Right 5 Down 6 Left 6 6 Checking for Squareness and the Pythagorean Theorem. In construction, like many other trades, it is important to check the squareness of your constructions. Two lines are square, or perpendicular, if they form a 90 o angle at the vertex (intersection). Carpenters use the --5 triangle (or any multiple thereof) to confirm the squareness of their constructions. This triangle is based on the Pythagorean Theorem. The Pythagorean Theorem states that for any right-angle (90 o angle) triangle the sum of the squares of the two sides adjacent to (next to) the right angle is equal to the square of the longest side (hypotenuse). This theorem can be expressed using the following equation: A + B = C + = = 5 5 = 5-5 PRINCE EDWARD ISLAND APPLIED MATHEMATICS 80A

6 Practice. Using the --5 triangle, check the squareness of each of the angles on your drawing from Activity. This can be done by measuring and placing a mark " from each vertex in one direction and measuring and placing a mark " from each vertex in the other direction. Draw a dotted line between the marks. The vertex will be square (form a 90 o angle) if the distance between the two marks (length of dotted line) is 5". Activity. For any angle that is square, any multiple of the --5 triangle (6-8-0 or 9--5) will confirm the squareness. Also, the --5 triangle works for any unit of measure. Check the squareness of one corner of the following items: student desk teacher desk text book classroom Note: When measuring squareness, it is best to measure as far away from the vertex as possible. Journal. Why is it best to measure as far away from the vertex as possible? Journal Entry Problems 5. Mr. Macdonald is building a pole barn. He wants his poles to be perfectly plumb. If he measures 9 ft up the pole and ft from the pole base, how long must the brace between these two points be? 6. Using the Pythagorean Theorem, determine which of the following triangles are rightangle triangles (side lengths are provided). A. ", 6", 0" B. 9', ', 6' C..5 cm,.5 cm, 5.7 cm D..0 m, 5.0 m, 6.8 m - 6 PRINCE EDWARD ISLAND APPLIED MATHEMATICS 80A

7 Project Stair Stringer Construction Using a 9 deck which is " strip of construction paper and a carpenter s square construct a stair stringer for a " above the ground. When constructing your stringer, you must consider that the stair tread being used will be " thick and that the risers being used will be " thick. The following diagram illustrates a stringer constructed for a deck surface that is 0 inches above the ground. Stringer Run - Stringer Rise - Usually the stair treads purchased at building supply stores are 0" wide (Actual measurement is 9 "). The run of the stringer must allow the stair tread to overlap by one inch. Calculate the RUN of the stair tread. The determination of the stringer rise involves a little more mathematics. Steps that can be used to calculate stringer rise are outlined on the following page: - 7 PRINCE EDWARD ISLAND APPLIED MATHEMATICS 80A

8 Step Calculate the RISE by dividing the deck height (inches) by an estimated number of steps required to reach the top surface of the deck. (0 6 = " ). NOTE: If your estimation of number of steps is too small the rise will be too large and dangerous... the maximum allowable rise is "; similarly, if you make too many steps, the rise will be uncomfortably small and the stringer will extend a greater distance from the deck. NOTE: Often carpenters state that comfortable steps usually result when the rise and run add to give an approximate sum of 7. Step Calculate the RISE (from Step ) as an inch / fraction of an inch. Refer to Converting decimals to a Common 6 th Fraction section in the Mathematics Essentials unit. ( O = O) 6 6 NOTE: When constructing the stair stringer the following two adjustments must be considered:. The rise of the bottom step must be shortened by the thickness of the stair tread (").. The run of the top step must be shortened by the thickness of the riser ( "). Step Using a square and scissors, cut the stringer shape out of the lumber (paper) 6 6 " 8 " " = 7 " 8 " 6 " " = 5 " PRINCE EDWARD ISLAND APPLIED MATHEMATICS 80A

9 The following steps will outline how to check the quality of your construction. Step Measure up " on the classroom wall and draw a horizontal line with chalk (' in length); this will represent the deck surface. Using chalk, draw a vertical line down from the edge (length equal to the rise); this will represent the deck header. Step 5 Step 6 Tape your paper stringer to the wall allowing it to bridge the gap between the floor and the deck header. Cut the required number of stair treads and risers (cross-sectional view only). Tape these components to the stair stringer. Journal. Does your stair stringer bridge the gap between the floor surface to the deck header perfectly? If not, explain. Journal Entry. What was the purpose of adjusting the rise of the first step by exactly the thickness of the stair tread? Journal Entry. What was the purpose of adjusting the run of the top step by exactly the thickness of the riser? Journal Entry - 9 PRINCE EDWARD ISLAND APPLIED MATHEMATICS 80A

10 Reading and Constructing Architectural Scales A scale is a measuring device that is used for reading or constructing drawings that are scaled up (enlarged) or down (reduced) according to a fixed ratio. For instance, a house drawing could use the scale " equals '. On this drawing, every " would represent ' in actual length; therefore, a room width showing " on the drawing would represent a room that is actually 8' wide. Reading Scales Example: Scale: " = '; every " of scale length represents ' of actual length. Scales contain two sections: Section is located to the left of 0, is " in length, and is divided into equal parts by a mark representing " of actual length. Section is located to the right of 0 and contains a mark every representing ' of actual length. of an inch Please Note: If a line on a scale drawing is longer than the distance between the marks of section then the extra portion must extend into section to determine the number of inches of actual length (see measurement D below). Example Four measurements were taken from a scale drawing using the above scale. The actual lengths of each measurement are recorded below. Measurement A ( multiples of " in length) represents ' Measurement B ( multiples of " in length) represents ' Measurement C (less than multiple of " in length) represents 5" Measurement D (more than multiples of " in length) represents ' " - 0 PRINCE EDWARD ISLAND APPLIED MATHEMATICS 80A

11 Practice. Record the actual length of the measurements represented by letters A, B, C, D in the following diagram. Activity. Create a " = ' scale. A. B. C. D. Cut a strip of card stock approximately two inches in width and " in length. Starting from the edge, place a " dash every " along the entire length. Using smaller dashes, divide the first section into equal spaces (each will be 6 " apart). Label your scale as shown below. Note: Save your scale for use with future activities. - PRINCE EDWARD ISLAND APPLIED MATHEMATICS 80A

12 Practice. Using a " = ' scale measure and record the actual dimensions of the following objects. (Note: assume these objects were constructed with a " = ' scale) - PRINCE EDWARD ISLAND APPLIED MATHEMATICS 80A

13 Project Scaled Model (Baby Barn Construction) The following lessons/activities will provide you with a variety of skills required to draw and construct a scaled ( " = ') version of the structural components of a 6' x 8' baby barn:. Floor Joist. Stud Walls. Roof Rafters The material that will be used for the scaled model construction are popsicle sticks (lumber) cut to the appropriate length (miter box and saw) and glue (hot glue gun). Floor System Construction The floor joist are the structural components of a floor system. Usually the floor joists bridge the shortest distance (width of building) and are attached at both ends to a header. If a floor system is very large, a girder (large beam) is placed under the joists for support. The joists always run perpendicular (at right angles) to the girder. The spacing between the solid wood joist is usually 6" O.C. (On Center; center-to-center measure); however, many newly engineered floor joists are significantly stronger and can be placed at 9." O.C.. - PRINCE EDWARD ISLAND APPLIED MATHEMATICS 80A

14 Activity Scale Drawing (Floor System) Using a scale and graph paper, create a scaled ( " = ') drawing of a floor system for a baby barn with outside dimensions of 6' by 8'. Use 6" O.C. for the floor joists. Place all necessary dimensions, dimension lines and extension lines on the drawing. Label your scaled drawing with a title block containing the following: Your Name; Name of Drawing; Scale; Date. Include a material list (assume the joist and headers are "x6" lumber that can be purchased in 6', 8', 0', ' length) and cutting instructions (i.e., cut all "x6"x' lumber at 0' 8") Activity Scaled Model (Floor System) Select a partner to work with for this activity. Using popsicle sticks and a hot glue gun, make a scaled ( " = ') model of the floor system. Save your model for later use. Suggested Procedure: a. determine the length of both headers; cut both headers b. determine the number of and length of the joists; cut all joists (remember to subtract thickness of headers... see diagram on previous page) c. mark the 6" O.C. locations on both headers (use a perpendicular line and an x ( x ); the line keeps the joist square and the x indicates the side in which the joist is to be placed) d. glue the first and last joist to both headers creating the rectangular shape e. measure the diagonal and adjust the shape of the rectangle to ensure it is square (diagonal is measured corner-to-corner) f. add glue to both ends of another floor joist; add the joist to floor system g. repeat step f until all floor joists are added - PRINCE EDWARD ISLAND APPLIED MATHEMATICS 80A

15 Wall System Construction Although there are differences in the size of lumber in a wall, wall construction is very similar to floor construction. A wall is composed of three components, a bottom plate, studs, and a double top plate (see diagram below). Typically, " x " or " x 6" lumber are used for the components of the wall. In home construction the studs are purchased precut at ". The purpose of this measurement is to give the desired height ( 97 8 " ) to the wall after the bottom plate and top plates are added which allows for the addition of gyproc. To accommodate the addition of other construction materials such as insulation and sheathing (plywood, oriented strand board (OSB), etc.), the studs are usually placed 6" O.C.. Activity Scale Drawings (Wall System) Using a scale and graph paper, create a scaled ( " = ') drawing of the four walls for a baby barn with outside dimensions of 6' by 8'. Use 6" O.C. for the stud positions. Particulars: The front wall must contain a door opening with a RSO of '6" x 6' (RSO; Rough Stud Opening). For drawing purposes, the stud walls will be constructed from " x " lumber; therefore, the thickness of the wall is " (" x " lumber has actual finished dimensions of " x " ). - 5 PRINCE EDWARD ISLAND APPLIED MATHEMATICS 80A

16 Suggested Method:. Draw one side wall. The top plate must be shortened on both ends by the width of a stud to allow for assembly with the front and back wall. Note: Only one side wall needs to be drawn (both side walls are identical).. The front wall must contain a centered door entrance with a RSO of '6" x 6'. When drawing the front and back walls you MUST account for the thickness of the side walls. The front and back walls that you construct must be the width of the building (6') minus the thickness of the side walls (minus the thickness of the popsicle stick on your scaled drawings and scaled model). As a result, when the front and back walls are placed between the side walls, the total building width will be 6'.. Complete the material list and cutting instructions. Activity - 6 PRINCE EDWARD ISLAND APPLIED MATHEMATICS 80A

17 Scaled Model (Wall System) With your partner, make a scaled ( gun. Suggested Method: " = ') model of each of the walls using popsicle sticks and a hot glue. The front wall must contain a centered door entrance with a RSO of '6" x 6'. When creating the front and back walls you MUST account for the thickness of the side walls. The front and back walls that you construct must be the width of the building (6') minus the thickness of the side walls. (Measure the width of a popsicle stick). As a result, when the front and back walls are placed between the side walls, the total building width will be 6'.. Construct both identical side walls. The top plate must be shortened on both ends by the width of a stud to allow for assembly with the front and back wall a. determine the length of the bottom & top plates; cut plates b. glue the top plates pieces together to make the double top plates b. determine the number of and length of the studs; cut all studs c. mark the 6" O.C. locations on double-header and footer (Use a perpendicular line and an x ( x ); the line keeps the joist square and the x indicates the side in which the joist is placed) d. glue the first and last stud to the header and footer creating the rectangular shape e. measure the diagonal; adjust the shape of the rectangle to ensure it is square f. add glue to both ends of another stud; add the stud to wall system g. Repeat step f until all studs are added. Once all the walls are constructed, attached the walls to the floor system and store your semicompleted model in a safe place for later use. - 7 PRINCE EDWARD ISLAND APPLIED MATHEMATICS 80A

18 Roof System Construction The roof rafters are the structural components of the roof system. There are many shapes and sizes of rafters. One of the more common types of rafters is triangular in shape. The size of the rafter can be described by expressing the rafter span and rafter pitch. The rafter span is equal to the width of the building. The rafter must be long enough to span the entire width of the structure. The rafter pitch determines the slope of the roof. The rafter pitch is expressed as the ratio of the number of unit of rise for every units of run. For instance, a 5: pitch is common in P.E.I.. With this roof pitch, for every 5 inches (or feet) that the roof will rise, it will run inches (or feet). Basically, a steep roof has a large pitch and a flatter roof has a small pitch. Several factors must be considered when determining the pitch of a roof, such as aesthetics and climate. In northern countries such as Canada, a small pitched roof may be problematic due to the potential for the accumulation of snow which may result in structural damage to the roof. - 8 PRINCE EDWARD ISLAND APPLIED MATHEMATICS 80A

19 The combination of the span and pitch allows for the calculation of the rafter line length and roof height. To perform these calculations, it is useful to break the rafter into two right-angle triangles. For example, a baby barn roof that is 0 feet wide and that has a 6: pitch would have the following rafter dimensions: Given: Span = 0 ft; Pitch = 6: (rise:run) Calculations: B = B = span x 0 = 5 ft Span (B) = 5 ft Calculation of Roof Height Height = rise span run Height = 6 5 ft Height (A) = 6 x 5ft Height =.5 ft (' 6") Calculation of Rafter Line Length (Pythagorean Theorem) Rafter Line Length ( C ) C = A + B C = (.5 ft) + (5 ft) C =.5 ft C = ft Rafter Line Length ( C ) = 5.590' OR 5' 7" Note: 5.590' = 5' x " = 5' 7" - 9 PRINCE EDWARD ISLAND APPLIED MATHEMATICS 80A

20 Problems. Given a 6: pitch, calculate the height of a roof containing a rafter with a rafter span of: A. ft B. 0 ft C. 6 m. Given a 5: pitch, calculate the rafter span for a roof with the following height: A.5 ft B. 0 ft C. 7.5 ft. A roof has a height of 6ft. Calculate the roof pitch (rise : run) for a roof with the following span (express your roof pitch as x : ): A. ft B. ft C. 8 ft. Calculate the rafter line length for a roof with a height of 6 feet and the following span (Remember to convert the span to the span before using the Pythagorean theorem): A. ft B. 8 ft C. 0 ft 5. A roof has a rafter line of.89 ft and a height of 7 ft. What is the span length? Rafter span? 6. A roof has a rafter line of. ft and a rafter span of ft. A. Calculate the height. B. What is the rafter pitch? - 0 PRINCE EDWARD ISLAND APPLIED MATHEMATICS 80A

21 Activity Scale Drawings (Rafter Design) Draw a scaled drawing of a rafter for your baby barn with a span of 6' and a : pitch. Use the scale " = ' for your drawing. Include a ' 6" tail in your rafter design. The tail is the part of the rafter, added to the rafter line, that extends beyond the top plate of the side-wall (see example below). Label your drawing with a title block containing your name, drawing name, scale, and date. Activity Scaled Model (Rafter Design) With your partner, make a scaled ( " = ') model of your rafter using popsicle sticks and a hot glue gun. One method of doing this is to place the popsicle sticks on the scaled drawing in order to determine the necessary measurements prior to cutting. Note: Rafters usually contain components within the triangles (trusses) to add additional support to the span and rafter line. Research a truss design and apply it to your model. Once you are satisfied with your first rafter, replicate it such that a roof system is created with rafters positioned at " ( " on the scale model) O.C.. Mark the rafter positions (" O.C.) on the top plate of both side walls. Cut four popsicle sticks (two rafter line supports and two span supports catwalks ), each equal in length to your building (8'). Mark the rafter position on the catwalks and supports. Glue the rafters to the sill plate and glue the catwalks and rafter line supports in place. - PRINCE EDWARD ISLAND APPLIED MATHEMATICS 80A

22 Calculating Lineal Feet and Board Feet Lineal foot is the unit commonly used to measure and purchase finished lumber at building supply stores. Lineal feet are calculated as follows: Lineal Feet = number of pieces x length (feet) Board Foot is the unit commonly used to measure and purchase rough lumber from a lumber yard. A Board Foot is defined a quantity of lumber with dimension equivalent to " x " x ". Board feet = number of pieces x thickness (inches) x width (inches) x length (feet) Note: Always use unfinished lumber dimensions ( " x " lumber has finished dimensions of " x "). Problems. How many lineal feet are there in 0 pieces of " x " x ' lumber?. How many lineal feet are there in 0 pieces of " x 0" x 6' lumber?. How many board feet are there in 0 pieces of " x " x ' lumber?. How many board feet are there in 0 pieces of " x 0" x 6' lumber? The following information is to be used with questions 5, 6 & 7. A deck is constructed with dimensions of 0' x '. The surface of the deck will be covered with " wide decking (finished width is actually "). The thickness of the decking is 5 " or " (finished thickness is actually ") How many lineal feet of finished lumber must you purchase if the lumber size is " x ". (Note: do not account for space between the lumber as a finished " deck board is actually use " in you calculation) 6. Calculate the amount of board feet of unfinished (rough) lumber that is required to construct the deck surface. (Note: the unfinished dimensions of lumber are always used in board feet calculations) "; therefore, - PRINCE EDWARD ISLAND APPLIED MATHEMATICS 80A

23 Activity 7. 5 Contact a local building supply store to obtain lineal foot prices for " x " lumber. Based on your value of board feet calculated in question 6, calculate the following: A. Cost of lumber (before tax) B. GST, PST C. Cost of lumber (after tax) 8. Calculate the amount of lineal feet and board feet required to enclose the walls (sheathing) and surface the roof of your baby barn. Assume the lumber used is " x 6" tongue-andgroove lumber (actual dimensions are " by 5 "). 9. Contact a local building supply store to obtain lineal foot prices for " x 6" tongue-andgroove lumber. Based on your value of board feet calculated in question 8, calculate the following: A. Cost of lumber (before tax) B. GST, PST C. Cost of lumber (after tax) - PRINCE EDWARD ISLAND APPLIED MATHEMATICS 80A

24 Project Scale Drawing (Classroom Floor Plan) With a partner, take the required measurements in your classroom that will allow you to create a scale drawing of your classroom floor plan. Take measurements of the teacher s desk, doorways, closets, and their locations. Round your measurements to the nearest inch. Using your architect s scale, draw the outside walls of the classroom (depending on the room size, you may need to attach sheets of Bristol board together). Include the closets, teacher s desk, doorways, and any other necessary details. Include extension lines and all necessary dimensions on your drawing. Depending on the size of the classroom, the paper you use may need to be greater than " x ". 8 Hint: Draw very light construction lines with a hard lead pencil first (6H) such that errors can be easily erased. When you are satisfied with the accuracy of the layout, trace over the construction lines with a softer lead pencil (HB) creating object lines. Create a title block which includes your name, drawing name, scale, and date. - PRINCE EDWARD ISLAND APPLIED MATHEMATICS 80A

25 Activity Scale Drawing (Classroom Wall Plans) With a partner, take the required measurements in your classroom that will allow you to create a scale drawing of each of your classroom walls. Take measurements of the windows, doorways, closets, built-in shelving, and their locations. Round your measurement off to the nearest inch. Using your architect s scale, draw the perimeter of the classroom walls. Include the windows, doorways, closets, built-in shelving, and any other necessary details. Include extension lines and all necessary dimensions on your drawings. Suggestion: Draw very light construction lines with a hard lead pencil first (6H) such that errors can be easily erased. When satisfied with the accuracy of the layout, trace over the construction lines with a softer lead pencil (HB) creating object lines. Depending on the size of the classroom, the paper you use may need to be greater than " x ". 8 Create a title block which includes your name, drawing name, the scale, and date. Activity Scale Drawing (Hanging Pictures) Choose a bare wall (without windows and doors) in the classroom. Measure the length and height of the wall (round to the nearest inch). Determine from your measurements where, horizontally, two () pictures should be placed so that the wall will be divided into equal sections. From your measurements of wall height, determine the height required to hang the pictures so that the top of the pictures are Using your rds of the way up the wall. architect s scale, draw the perimeter of the classroom wall. Place the two pictures (dimensions: ' high, ' wide) on your scaled drawing. Include extension lines and all necessary dimensions on your drawing. Suggestion: Draw very light construction lines with a hard lead pencil first (6H) such that errors can be easily erased. When satisfied with the accuracy of the layout, trace over the construction lines with a softer lead pencil (HB) creating object lines. Depending on the size of the classroom, the paper you use may need to be greater than " x ". 8 Create a title block which includes your name, drawing name, the scale, and date. - 5 PRINCE EDWARD ISLAND APPLIED MATHEMATICS 80A

26 Activity Estimating Paint Estimate the total cost (including taxes) of painting the classroom walls and ceiling from calculations of the surface area (Recall: Area = Length x Width) of all the walls in the classroom and the number of L cans of paint required to place two () coats of paint. Contact a local paint supply store to determine the type and price of the paint as well as the average coverage of a L can of paint. Once all necessary data is collected, create and complete an estimation form containing: room information (all dimensions, area calculation); paint information (paint volume calculation, unit cost of L paint can); total cost of paint (before tax); amount of GST and PST; and total cost of paint (including taxes). PAINT DATA Paint Type: Paint Coverage: Paint Unit Cost: ROOM DATA & CALCULATIONS Wall width: Wall height: Area : Wall width: Wall height: Area : Wall width: Wall height: Area : Wall width: Wall height: Area : Ceiling width: Ceiling length: Ceiling area: Total Area: GST: Paint Quantity: PST: Cost (before tax): Total Cost: - 6 PRINCE EDWARD ISLAND APPLIED MATHEMATICS 80A

27 Activity Estimating Flooring (Ceramic Tile) Calculate the surface area of the floor in the classroom, the amount of ceramic tiles required to cover the floor, bags of adhesive, bags of grout, and cost (including taxes). You must contact a local flooring supply store to determine the type (name) and price of the tile as well as the bags of materials. Once all necessary data is collected, create and complete an estimation form containing: room information (all dimensions, area calculation); flooring information (flooring quantity calculation, unit cost of flooring); total cost of flooring (before tax); amount of PST and GST; and total cost of flooring (including taxes). DATA Room Length: Tile Type: Room Width: Tile Size: Tile Unit Cost: CALCULATIONS Room Area: GST: Tile/Adhesive/Grout Quantity: PST: Cost (before tax): Total Cost: - 7 PRINCE EDWARD ISLAND APPLIED MATHEMATICS 80A

28 Activity Estimating Flooring (Carpet) Measure the dimensions of the classroom floor and determine the length of carpet required to cover the floor and cost (including taxes). You must contact a local flooring supply store to determine the type (name) and price of the carpet. Once all necessary data is collected, create and complete an estimation form containing: room information (all dimensions, area calculation); flooring information (flooring quantity calculation, unit cost of flooring); total cost of flooring (before tax); amount of PST and GST; and total cost of flooring (including taxes). DATA Room Length: Carpet Type: Room Width: Carpet Size: Carpet Unit Cost: CALCULATIONS Carpet Quantity: GST: Cost (before tax): PST: Total Cost: Journal. Why is the classroom area calculation not as important as the room dimensions when determining the amount of carpet require? Journal Entry - 8 PRINCE EDWARD ISLAND APPLIED MATHEMATICS 80A

29 Activity Estimating Concrete (Footing/Foundation) Calculate the volume (Recall: Volume = length x width x height) of cement required to construct the footing and foundation (floor is optional) required to support a cottage with a foundation size of 6' by 0' (outside dimension). You must contact a local cement supplier to decide the type and price of the cement used for this process. Once all necessary data is collected, create and complete an estimation form containing: footing/foundation information (all dimensions, volume); material information (quantity/type cement, unit cost of cement); total cost of cement (before tax); amount of PST and GST; and total cost of cement (including taxes). The volume calculations can be performed in cubic feet by first converting all measurements into decimal fractions containing the unit feet. Unit analysis can then be used to convert cubic feet into cubic yards or cubic meters (conversion factors below). An alternative approach can be used to calculate the cubic yard directly by first converting all measurements into decimal fractions containing the unit yard. 7 ft = yds 5. ft = m. yds = m - 9 PRINCE EDWARD ISLAND APPLIED MATHEMATICS 80A

30 Footing Foundation DATA: Footing Width: Foundation Width: Footing Height: Foundation Height: Footing Length: Foundation Length: (centerline) (centerline) Concrete Type: Concrete Type: Concrete Unit Cost: Concrete Unit Cost: CALCULATION: Volume of Concrete Volume of Concrete Cost (before tax) Cost (before tax) GST GST PST PST Total Cost (tax included) Total Cost (tax included) - 0 PRINCE EDWARD ISLAND APPLIED MATHEMATICS 80A