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ETF MPP Construction and the Built Environment: Teaching maths in the workshop - YouTube
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COMMENTARY: These level 2 learners are studying
for a qualification in Multi-trade Repair
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and Refurbishment. As part of their training
they are developing skills
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in the practical application of maths.
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PRACTITIONER: Today we're going to be
concentrating on setting out a building…
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We're going to relate Pythagoras' theorem...
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PRACTITIONER: On a daily basis,
on a construction site,
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students are going to be using mathematical
skills that they have.
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When they’re actually measuring things with
a tape measure and they’ve actually got
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the builder's square out, then I think they
actually understand the actual theory.
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PRACTITIONER: So we’re going to use
the builder's squares,
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but we’re also going to use
the 3-4-5 method…
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PRACTITIONER: Okay, so from the corner,
corner of a building...
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How do I know that’s a 90
degree angle? I don’t, I don’t know yet...
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PRACTITIONER: Today they’re going to be
doing practical skills that are related
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to Pythagoras. If you’re a bricklayer, you’d
be setting out a building and you need
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to know that all the corners of the
building are at a right angle.
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PRACTITIONER: So we’re going to be checking
that with builder's squares, and then we’re going to
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take those tools away and we’re
going to get them to use the 3-4-5 method.
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PRACTITIONER: If that, to that there now…
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COMMENTARY: The learners are introduced to
the mathematical principle, that any triangle
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where the sides are in the ratio of 3 to 4
to 5, is a right-angled triangle. And that this
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principle can be used to ensure that walls
meet at right-angles.
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PRACTITIONER: Yes, that’s right.
So one side is 3 foot, can you see that?
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The next side should be 4 foot – which it
is, okay?
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Take it down there to the point…keep going…yep
move it along to that line.
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PRACTITIONER: There you go.
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LEARNER and PRACTITIONER: Five foot
PRACTITIONER: That's it
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PRACTITIONER: Do it with a
builder's square first...
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COMMENTARY: To apply this principle in practice
the learners now have to build four walls
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for the base of an imaginary house. They do
this using the builder's square.
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COMMENTARY: Now the learners have to check
that the walls are at right-angles
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to one another
by using the 3-4-5 method.
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LEARNER 1: 3 foot
PRACTITIONER: You’ve got 3 foot?
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That's fine, okay, put your mark on.
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PRACTITIONER: Top of the block, top of
the block...
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Bring your tape up so you can get an
exact measurement. That’s right.
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PRACTITIONER: We need to be exact in construction.
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PRACTITIONER: Be exact - right on it -
Yeah? Okay.
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PRACTITIONER: That's right. And then
let’s have a look over here, if it’s slightly out
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we can adjust it…. Yes, that’s okay…
we’ll just make sure – there we go, yes.
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PRACTITIONER: Instead of doing feet and inches,
I want you to do it in centimetres or millimetres,
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the 3-4-5 method. But I don’t want you to
do it 3:4:5, I want you to in a multiple.
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PRACTITIONER: I think it’s good to make
the construction lessons as interesting as
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possible so that they understand maths in
more of a practical way.
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LEARNER 2: It relates to maths in many different
ways, because obviously you need to measure
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shapes in this course to get the angles right.
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PRACTITIONER: We don’t try and
force it on them,
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and we feel that it helps them understand
the actual procedures better.
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PRACTITIONER: As we’ve gone up in multiples
of three there, so you’ve gone out 90cm that
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way from the corner.
You’ve gone out 120cm that way. So your
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hypotenuse, which is your tape measure now
okay, that is 150cm exactly.
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So we know that the corner of this building
is set out to a 90 degree angle, don’t we?
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LEARNER 2: At the beginning of the course
I did forget quite a lot of the words, like
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mean, mode and all that stuff - like algebra -
all the hard stuff went out of my head.
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But I remembered all the simple maths.
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Now that I’ve started doing
them again, like Pythagoras' theorem and the
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3-4-5 method it’s all coming back to me.
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LEARNER 3: When I’m doing a
practical I feel like...
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...that's it, I know where I’m going and
it comes back to my mind.
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PRACTITIONER: We communicate with the functional
skills tutors on a daily basis, as we embed
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maths into the construction lessons, the
functional skills tutors will also back that up
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with the theory they teach in the classrooms.
It’s important that they also teach the
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same sort of mathematics as we do in construction,
and how it relates to the job that they're
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going to be doing in construction.
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LEARNER 2: It’s getting really easy to do
and it sinks in quicker doing it physically.
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And we also do the theory,
so we get both sides of it done.
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