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.

For students who are having trouble getting started, consider pointing them toward the display of construction techniques. Tell these students that each pattern starts with a regular hexagon or a triangle, and from there, they can use diagonals to find different points of intersection around which to center circles.

Invite a few students to share their design and explain what constructions they used to make it.

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.

If students are unsure where to start, suggest they review all the constructions they have done so far for inspiration.

If students will not be completing the “Make Their Design” activity, invite a few students to share their design and explain what constructions they used to make it.

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).

Ask students to compare their design with the person they received the instructions from.

Invite students to share what made instructions easier or harder to follow. (It's easier when each step is written out and there are labels to help orient me. It's harder when all the steps are together in one long list without labels or stopping points.)