The purpose of this Warm-up is to elicit the idea that designs are built from many smaller shapes, which will be useful when students construct their own designs in a later activity. While students may notice and wonder many things about these images, how perpendicular lines, parallel lines, and shapes they know how to construct are used in the images are the important discussion points. This prompt gives students opportunities to see and make use of structure (MP7).

Ask students to share the things they noticed and wondered. Record and display their responses for all to see. If possible, record the relevant reasoning on or near the image. After all responses have been recorded without commentary or editing, ask students, “Is there anything on this list that you are wondering about?” Encourage students to respectfully disagree, ask for clarification, or point out contradicting information. If hexagons do not come up during the conversation, ask students to discuss where they see a hexagon.

Students begin by examining a design. Next, they work to recreate it and record instructions for another student to make it as they work. This provides opportunities for students to practice their construction techniques while identifying geometric figures and their properties.

This activity invites students to use what they have learned about constructions to create their own design. It is not required for students to begin from the construction of a regular hexagon, but it might be a good starting point for students who have trouble starting.

Students have the opportunity to practice constructing, identifying congruent parts, and justifying their thinking by following the instructions for another student's design.

Making dynamic geometry software available gives students an opportunity to choose appropriate tools strategically (MP5).