Chapter 8 Building Layout 169
Apply and Analyze
1. Explain the process of establishing building
lines.
2. Explain how to establish a square corner in a
building line.
3. How do you level a builder’s level to ensure
accurate readings?
4. Explain how to take accurate readings with a
leveling instrument when setting grade stakes for
a footing or erecting batter boards.
5. When is it more convenient to use a plumb bob
and line over a builder’s level?
Critical Thinking
1. Why would it be wise to carefully consider the
placement of a leveling instrument on the jobsite?
2. Explain what problems might result once a
building is complete if the finished grade of a site
is not sloped and contoured correctly.
Communicating
about Carpentry
1. Speaking. Working in a group, brainstorm ideas
for creating classroom tools (posters, flash cards,
and/or games, for example) that will help your
classmates learn and remember the different
leveling tools. Choose the best idea(s), then
delegate responsibilities to group members for
constructing the tools and presenting the final
products to the class.
2. Speaking. Pick 5–10 of the key terms that you
practiced pronouncing. Write a brief scene in
which those terms are used as you imagine them
being used by carpenters in a real-life context.
Then rewrite the dialogue using simpler sentences
and transitions, as though an adult were describing
the same scene to elementary or middle school
students. Read both scenes to the class and ask
for feedback on whether the two scenes were
appropriate for their different audiences.
Apply and Analyze
1. Explain the process of establishing building
lines.
2. Explain how to establish a square corner in a
building line.
3. How do you level a builder’s level to ensure
accurate readings?
4. Explain how to take accurate readings with a
leveling instrument when setting grade stakes for
a footing or erecting batter boards.
5. When is it more convenient to use a plumb bob
and line over a builder’s level?
Critical Thinking
1. Why would it be wise to carefully consider the
placement of a leveling instrument on the jobsite?
2. Explain what problems might result once a
building is complete if the finished grade of a site
is not sloped and contoured correctly.
Communicating
about Carpentry
1. Speaking. Working in a group, brainstorm ideas
for creating classroom tools (posters, flash cards,
and/or games, for example) that will help your
classmates learn and remember the different
leveling tools. Choose the best idea(s), then
delegate responsibilities to group members for
constructing the tools and presenting the final
products to the class.
2. Speaking. Pick 5–10 of the key terms that you
practiced pronouncing. Write a brief scene in
which those terms are used as you imagine them
being used by carpenters in a real-life context.
Then rewrite the dialogue using simpler sentences
and transitions, as though an adult were describing
the same scene to elementary or middle school
students. Read both scenes to the class and ask
for feedback on whether the two scenes were
appropriate for their different audiences.