classification of base metals Explain and demonstrate identification methods for base metals Identify and explain the physical characteristics and mechanical properties of metals Identify and explain forms and shapes of structural metals Explain metallurgical considerations for welding metals M.TMS.5 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. Factor a quadratic expression to reveal the zeros of the function it defines. Module – Plasma Arc Cutting Objectives Upon completion of this module, the trainee will be able to do the following: Explain the plasma arc cutting processes Identify plasma arc cutting equipment X The Storage Box task for this lesson should be implemented as the CTE contextual connection to this standard. Math instructors are to present this problem to students. Students are asked to share methods for solving. The mathematics instructor will insure that students are exposed to the mathematical methods involved in this standard and have students practice through
Explain and demonstrate field identification methods for base metals Identify and explain the physical characteristics and mechanical properties of metals Identify and explain forms and shapes of structural metals Explain metallurgical considerations for welding metals M.TMS.9 Solve linear equations in one variable. Module 29105 – Base Metal Preparation Objectives Upon completion of this module, the trainee will be able to do the following: Clean base metal for welding or cutting Identify and explain joint design Explain joint design considerations X In many instances in the Welding concentration students are tasked with finding a missing value. Many of these involve a single variable linear equation. The mathematics instructor will pinpoint this mathematics concept at various times and encourage students to look at the situations algebraically by setting up formal equations and providing evidence when solving them. The reason for strong alignment of this standard is that students apply this concept regularly in the Welding shop but not
Identify and explain lines, material fills, and sections Identify and explain object views Identify and explain dimensioning Identify and explain notes and bill of materials Interpret elements of a welding detail drawing Sketch or draw welding drawings M.TMS.12 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. Module 29107 – SMAW Equipment Setup Objectives Upon completion of this module, the trainee will be able to do the following: Identify and explain shielded metal arc welding (SMAW) safety Explain welding electrical current X In many instances in the Welding concentration students are tasked with finding a missing value. Many of these involve equations similar to those stated in the standard but not in a formal manner. The mathematics instructor will pinpoint this mathematics concept at various times and encourage students to look at the situations algebraically by setting up formal equations and providing evidence when solving them.
Set up GMAW and FCAW equipment and identify tools for weld cleaning M.TMS.13 Represent constraints by equations or inequalities and by systems of equations and/or inequalities and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods. MA.15 Demonstrate operating instructions before any equipment MA.17 Follow safety and security procedures Module 29101 – Welding Safety Objectives Upon completion of this module the trainee will be able to do the following: Identify some common hazards in welding Explain and identify proper personal protection used in welding Describe how to avoid welding fumes Explain some of the causes of accidents X Within the evidence provided students represent constraints by equations. The mathematics instructor will ask students to compare/contrast equations and inequalities and where each can be applied and why. The mathematics instructor will extend the lessons provided to allow students to practice with inequalities and equations.
Identify and explain uses for material safety data sheets Explain safety techniques for storing and handling cylinders Explain how to electric shock when welding Describe proper material handling methods Module 29105 – Base Metal Preparation Objectives Upon completion of this module, the trainee will be able to do the following: Clean base metal for welding or cutting Identify and explain joint design Explain joint design considerations Mechanically bevel the end of a mild steel plate
M.TMS.14 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. Module – Physical Characteristics and Mechanical Properties of Metals Objectives Upon completion of this module, the trainee will be able to do the following: Identify and explain the composition and classification of base metals Explain and demonstrate field identification methods for base metals Identify and explain the physical characteristics and mechanical properties of metals Identify and explain forms and shapes of structural metals Explain metallurgical considerations for welding metals X In many instances in the Welding concentration students are tasked with finding a missing value. Many of these involve geometric formulas for perimeter, area, volume, etc.. The mathematics instructor will pinpoint this mathematics concept at various times and encourage students to look at the situations algebraically by setting up formal equations and providing evidence when solving them. The reason for strong alignment of this standard is that students apply this concept regularly in the Welding shop but not necessarily formally therefore the mathematics instructor takes curriculum already inherent in the CTE concentration and has students approach it from a mathematics standpoint. The mathematics that revolves around this standard is required for students to complete basic welding projects within the CT curriculum. M.TMS.15 MA.15 X This standard is included in the 20% not aligned to the welding curriculum and does
Describe how to avoid welding fumes Explain some of the causes of accidents Identify and explain uses for material safety data sheets Explain safety techniques for storing and handling cylinders Explain how to electric shock when welding Describe proper material handling methods M.TMS.16 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. Module – Introduction to Power Tools Identify power tools commonly used in construction trades Use tools safely Explain how to maintain power tools properly Module 29102 – Oxyfuel Cutting Objectives X By extending the concepts covered with the evidence provided for standards TMS.9, TMS.11, TMS.12 students also have the opportunity to work with the concepts involved in this standard. The mathematics instructor will insure that students practice and apply these concepts through the evidence provided and extensions of it.
Prepare and set up plasma arc cutting equipment Use plasma arc cutting equipment to make various types of cuts Properly store equipment and clean the work area after each use M.TMS.17 Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method. Module 00104 – Introduction to Power Tools Identify power tools commonly used in construction trades Use tools safely Explain how to maintain power tools properly Module 29102 – Oxyfuel Cutting Objectives Identify and explain the use of oxyfuel cutting equipment Set up oxyfuel equipment Light and adjust an oxyfuel torch X In many instances in the Welding concentration students are tasked with finding a missing value. The mathematics instructor will pinpoint this mathematics concept at various times and encourage students to look at the situations algebraically by setting up formal equations and providing evidence when solving them. The reason for strong alignment of this standard is that students apply this concept regularly in the Welding shop but not necessarily formally therefore the mathematics instructor takes curriculum already inherent in the CTE concentration and has students approach it from a mathematics standpoint. The mathematics
Objectives Upon completion of this module, the trainee will be able to do the following: Identify and explain a welding detail drawing Identify and explain lines, material fills, and sections Identify and explain object views Identify and explain dimensioning Identify and explain notes and bill of materials Interpret basic elements of a welding detail drawing Sketch or draw basic welding drawings M.TMS.18 Solve quadratic equations in one variable. Use the method of completing the square to transform any quadratic equation in x into an MA.15 Demonstrate operating instructions before any equipment MA.17 X The Safety Enclosure task associated with this standard allows students to develop a method for determining if a given perimeter will enclose a specified area. Through this contextual connection with the CTE concentration, the math instructor can open
values, or find successive approximations. Prepare and set up plasma arc cutting equipment Use plasma arc cutting equipment to make various types of cuts Properly store equipment and clean the work area after each use tools available to them such as graphing calculators or spreadsheet programs. M.TMS.22 systems of linear equations exactly and approximately (e.g. with graphs), focusing on pairs of linear equations in two variables. Module – Base Metal Preparation Objectives Upon completion of this module, the trainee will be able to do the following: Clean base metal for welding or cutting Identify and explain joint design Explain joint design considerations Mechanically bevel the end of a mild steel plate Thermally bevel the end of a mild steel plate X This standard is encompassed by the evidence and extensions from standard TMS.19 and TMS.21 because the mathematics concepts within this standard describe methods of solving systems of equations. This concept is especially useful in the evidence provided because the lessons create a good situation for the mathematics instructor to discuss and apply algebraic methods for solving systems of equations as well as utilize technology tools available to them such as graphing calculators or spreadsheet programs.
Sketch or draw welding drawings M.TMS.23 Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality) and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding X This standard is included in the 20% not aligned to the welding curriculum and does not have to be covered in a CTE contextual manner. The implementation of this standard is dependent on the individual mathematics instructor. M.TMS.24 Understand a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x in an element of its domain, them denotes the output of f corresponding to the input x. The graph of f is the graph of the equation . Module 29105 – Base Metal Preparation Objectives Upon completion of this module, the trainee will be able to do the following: Clean base metal for welding or cutting Identify and explain joint design Explain joint design considerations X In many instances in the Welding concentration students work with functions in an informal manner. They understand and use the idea of domain and range (input and output). The mathematics instructor will pinpoint this mathematics concept at various times and encourage students to look at the situations mathematically. The reason for strong alignment of this standard is that students apply this concept regularly in the Welding shop but not
Mechanically bevel the end of a mild steel plate Thermally bevel the end of a mild steel plate Select the proper joint design based on a welding procedure specification (WPS) or instructor direction Module 29106 – Weld Quality Objectives Upon completion of this module, the trainee will be able to do the following: Identify and explain codes governing welding Identify and explain weld imperfections and causes Identify and explain nondestructive examination practices Identify and explain welder qualification tests Explain the importance of quality workmanship necessarily formally therefore the mathematics instructor takes curriculum already inherent in the CTE concentration and has students approach it from a mathematics standpoint. The mathematics that revolves around this standard is required for students to complete basic welding projects within the CT curriculum.
Objectives Upon completion of this module, the trainee will be able to do the following: Identify and explain codes governing welding Identify and explain weld imperfections and their causes Identify and explain nondestructive examination practices Identify and explain welder qualification Explain the importance of quality workmanship Identify common destructive testing methods Perform a visual inspection of fillet welds necessarily formally therefore the mathematics instructor takes curriculum already inherent in the CTE concentration and has students approach it from a mathematics standpoint. The mathematics that revolves around this standard is required for students to complete basic welding projects within the CT curriculum. M.TMS.31 Identify the effect on the graph of replacing by and for specific values of k (both positive and negative); find Module 29103 – Plasma Arc Cutting Objectives Upon completion of this module, the trainee will be able to do the following: X The lesson Phase Power included as evidence for this standard makes the CT contextual connection of transformations of functions (the lesson specifically involves translations and dilations of a trigonometric function). The math instructor will extend
the value of k given the graphs. Explain the plasma arc cutting processes Identify plasma arc cutting equipment Prepare and set up plasma arc cutting equipment Use plasma arc cutting equipment to make various types of cuts Properly store equipment and clean the work area after each use Module 29107 – SMAW Equipment Setup Objectives Upon completion of this module, the trainee will be able to do the following: Identify and explain shielded arc welding (SMAW) safety Explain welding electrical current Identify welding power supplies and their characteristics the mathematics introduced in the lesson to include the remaining transformations and using mathematics resources available to them give students the opportunity to practice identifying the transformations graphically and algebraically with various functions.
to show zeroes, extreme values, and symmetry of the graph, and to interpret these in terms of a context. Upon completion of this module the trainee will be able to do the following: Identify some common hazards in welding Explain and identify proper personal protection used in welding Describe how to welding fumes Explain some of the causes of accidents Identify and explain uses for material safety data sheets Explain safety techniques for storing and handling cylinders Explain how to avoid electric shock when welding Describe proper material handling methods Module 29202 - Reading Welding Detail Drawings Objectives extended contextual examples similar to the task. The Safety Enclosure task associated with this standard allows students to develop a method for determining if a given perimeter will enclose a specified area. Through this contextual connection with the CTE concentration, the math instructor can open discussion for students to study the algebraic and graphic representation of quadratic equations with complex solutions and what they mean. The discriminant of the Quadratic Formula will be discussed which leads students to develop and understand the derivation of Quadratic Formula (which includes completing the square) and complex numbers. The mathematics instructor will insure this connection is made with students and they have the opportunity to practice with these mathematics concepts and apply it to other contextual CTE scenarios.
For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to a model. Compose functions. For example, if is the temperature in the atmosphere as a function of height, and is the height of a weather balloon as a function of time, then is the temperature at the location of the weather balloon as a function of time. Identify and explain governing welding Identify and explain weld imperfections and causes Identify and explain nondestructive examination practices Identify and explain welder qualification tests Explain the importance of quality workmanship Identify common destructive testing methods Perform a visual inspection of fillet mathematics instructor will insure students identify the composition of functions in the lesson Steel Plate Burnout. These pieces of evidence once implemented allow the mathematics instructor to make the CTE contextual connection of the mathematics concepts and then extend them to accurately and wholly insure students have the opportunity to practice and apply the concepts within this standard. M.TMS.38 Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Module 00104 – Introduction to Power Tools Identify power tools commonly used in construction trades X Students are applying the concepts of perimeter, area, and volume continually within the welding curriculum. However they aren’t formally given the opportunity to give an informal argument for the formulas.
Use dissection arguments, Cavalieri’s Principle, and informal limit arguments. Use tools safely Explain how to maintain power tools properly Module 29102 – Oxyfuel Cutting Objectives Identify and explain the use of oxyfuel cutting equipment Set up oxyfuel equipment Light and adjust an oxyfuel torch Shut down oxyfuel cutting equipment Disassemble oxyfuel equipment Change cylinders Perform oxyfuel cutting Operate a motorized, portable oxyfuel gas cutting machine Module – Plasma Arc Cutting Objectives Upon completion of this module, the trainee will be able to do the following: The evidence cited for this task will give students the opportunity to do so. The Winter Wonderland task has been reworked to include students deriving and justify the formula for volume of the snowman if filled with snow. The Coal Silo/Funnel system project asks students to derive the formula for a truncated cone and justify reasoning. Also within the mathematics connection of the project students work through the derivation for the volume of a cone and cylinder.
Interpret basic elements of a welding detail drawing Sketch or draw welding drawings M.TMS.39 Give an informal argument using Cavalieri’s Principle for the formulas for the volume of a sphere and other solid figures. Module 29105 – Base Metal Preparation Objectives Upon completion of this module, the trainee will be able to do the following: Clean base metal for welding or cutting Identify and explain design Explain joint design considerations Mechanically bevel the end of a mild steel plate Thermally bevel the end of a mild steel plate Select the proper joint design based on a welding procedure specification (WPS) or instructor direction X Students are applying the concept of continually within the welding curriculum. However they aren’t formally given the opportunity to give an informal argument for the formulas. The evidence cited for this task will give students the opportunity to do so. The Winter Wonderland task is reworked to include students deriving and justifying the formula for volume of the snowman if filled with snow. The Coal Silo/Funnel system project asks students to derive the formula for a truncated cone and justify their reasoning. Also within the mathematics connection of the project students work through the derivation for the volume of a cone and cylinder.
backing in the following positions using GMAW equipment, aluminum wire, and shielding gas: 2G, 5G, 6G M.TMS.43 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. Interpret linear models. Module 29106 – Weld Quality Objectives Upon completion of this module, the trainee will be able to do the following: Identify and explain codes governing welding Identify and explain weld imperfections and their causes Identify and explain nondestructive examination practices Identify and explain welder qualification tests Explain the importance of quality workmanship Identify common destructive testing methods X The task Quality Control asks students to create a scatter plot and interpret the data represented. Based on the Quality Control task, as an extension, students will also collect their own data over a given amount of time from projects being completed in their shop. They will then create their own statistical analysis lesson including an answer key. Thus students are exposed to the statistics concepts included in the statistics standards and have work for the mathematics instructor to compare and check for comprehension. The mathematics instructor may implement additional statistics lessons if needed based on the students understanding.
M.TMS.46 Summarize categorical data for two categories in frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data. Module 29106 – Weld Quality Objectives Upon completion of this module, the trainee will be able to do the following: Identify and explain codes governing welding Identify and explain weld imperfections and causes Identify and explain nondestructive examination practices Identify and explain welder qualification Explain the importance of quality workmanship Identify common destructive testing methods Perform a visual inspection of fillet welds X This standard is included in the 20% not aligned to the welding curriculum and does not have to be covered in a CTE contextual manner. The implementation of this standard is dependent on the individual mathematics instructor. M.TMS.47 Represent data with on the real number line (dot MA.12 Recognize the main causes of accidents MA.13 X The task Quality Control is being reworked to allow students to be exposed to different ways of visually representing and analyzing data. The students will create a box plot of