Standard #: MAFS.912.G-CO.4.12 (Archived Standard)

Students are asked to construct an angle congruent to a given angle.

Students are asked to construct a line parallel to a given line through a given point.

Students are asked to construct a line segment congruent to a given line segment.

Students are asked to construct the bisectors of a given segment and a given angle and to justify one of the steps in each construction.

Students are asked to construct a line perpendicular to given line (1) through a point not on the line and (2) through a point on the line.

Students explore ideas on how civil engineers use triangles when constructing bridges. Students will apply knowledge of congruent triangles to build and test their own bridges for stability.

This lesson takes students from simple construction of line segments and angles to an optional extension worksheet for creating triangles.

This lesson is a gradual release model for constructing congruent angles and bisecting angles.

This construction lesson will teach students how to bisect an angle and how to find the perpendicular bisector of a segment using a compass and straightedge.

This lesson will have students exploring different types of triangles and their medians. Students will construct mid-points and medians to determine that the medians meet at a point.

Students construct an angle bisector given a straightedge and compass then verify their process. The Guided Practice is done in stations. One that is teacher-led and one that is student-led. In order to complete the student-led Guided Practice, access to a teacher computer and projector is needed. Then the students independently create their own angle and its bisector and verify their work for a grade. Students use patty paper and protractors to confirm the accuracy of the construction.

Students will use dynamic geometry software to determine the optimal location for a facility under a variety of scenarios. The experiments will suggest a relation between the optimal point and a common concept in geometry; in some cases, there will be a connection to a statistical concept. Algebra can be used to verify some of the conjectures.

Students will use a compass and straightedge to develop methods for constructions. GeoGebra directions are also provided.

In this lesson, students use a paper-folding technique to discover the properties of angle bisectors. At the conclusion of the activity, students will be able to compare/contrast the points of concurrency of perpendicular and angle bisectors.

Students use the concurrent point of perpendicular bisectors of triangle sides to determine the circumcenter of three points. Students will reason that the circumcenter of the vertices of a polygon is the optimal location for placement of a facility to service all of the needs of sites at the vertices forming the polygon.

Students learn about geometric construction tools and how to use them. Students will partition the circumference of a circle into three, four, and six congruent arcs which determine the vertices of regular polygons inscribed in the circle. An optional project is included where students identify, find, and use recycled, repurposed, or reclaimed objects to create "crafty" construction tools.

Students will develop their knowledge of perpendicular bisectors & point of concurrency of a triangle, as well as construct perpendicular bisectors through real world problem solving with a map.

Students will develop their knowledge of mid-segments of a triangle, construct and provide lengths of mid-segments.

Students will use their knowledge of graphing concurrent segments in triangles to locate and identify which points of concurrency are associated by location with cities and counties within the Texas Triangle Mega-region.

St. Pi Day construction with compass

This activity uses a compass and straight-edge(ruler) to construct a design. The design is then used to complete a worksheet involving perimeter, circumference, area and dimensional changes which affect the scale factor ratio.

Students will use dynamic geometry software to determine the optimal location for a facility under a variety of scenarios. The experiments will suggest a relation between the optimal point and a common concept in geometry; in some cases, there will be a connection to a statistical concept. Algebra can be used to verify some of the conjectures.

This is a patty paper-folding activity where students measure and discover the properties of the point of concurrency of the perpendicular bisectors of the sides of a triangle.

Explore the construction processes for constructing an angle bisector, copying an angle and constructing a line parallel to a given line through a point not on the line using a variety of tools in this interactive, retro video game-themed tutorial.

NOTE: This tutorial uses both the angle bisector construction and the construction to copy an angle as an extension opportunity to also construct a line parallel to a given line through a point not on the line. Students also learn to identify corresponding angles created when a transversal crosses parallel lines, and discover using Geogebra that these angles are congruent.

Plan a paddle board expedition by learning how to do basic geometric constructions including copying a segment, constructing a segment bisector, constructing a segment's perpendicular bisector and constructing perpendicular segments using a variety of tools in this interactive tutorial.

Learn to construct the perpendicular bisector of a line segment using a straightedge and compass with this interactive tutorial.

This lesson teaches students about the history of the Pythagorean theorem, along with proofs and applications. It is geared toward high school Geometry students that have completed a year of Algebra and addresses the following national standards of the National Council of Teachers of Mathematics and the Mid-continent Research for Education and Learning: 1) Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships; 2) Use visualization, spatial reasoning, and geometric modeling to solve problems; 3) Understand and apply basic and advanced properties of the concepts of geometry; and 4) Use the Pythagorean theorem and its converse and properties of special right triangles to solve mathematical and real-world problems. The video portion is about thirty minutes, and with breaks could be completed in 50 minutes. (You may consider completing over two classes, particularly if you want to allow more time for activities or do some of the enrichment material). These activities could be done individually, in pairs, or groups. I think 2 or 3 students is optimal. The materials required for the activities include scissors, tape, string and markers.

This task provides an opportunity for students to apply triangle congruence theorems in an explicit, interesting context.

This problem solving task challenges students to construct a perpendicular bisector of a given segment.

This task asks students to use a straightedge and compass to construct the line across which a triangle is reflected.

This problem solving task challenges students to bisect a given angle.

This problem solving task challenges students to place a warehouse (point) an equal distance from three roads (lines).

This task provides a construction of the angle bisector of an angle by reducing it to the bisection of an angle to finding the midpoint of a line segment. It is worth observing the symmetry -- for both finding midpoints and bisecting angles, the goal is to cut an object into two equal parts.

In this interactive, self-guided unit on 3-dimensional shape, students (and teachers) explore 3-dimensional shapes, determine surface area and volume, derive Euler's formula, and investigate Platonic solids. Interactive quizzes and animations are included throughout, including a 15 question quiz for student completion.

Explore the construction processes for constructing an angle bisector, copying an angle and constructing a line parallel to a given line through a point not on the line using a variety of tools in this interactive, retro video game-themed tutorial.

NOTE: This tutorial uses both the angle bisector construction and the construction to copy an angle as an extension opportunity to also construct a line parallel to a given line through a point not on the line. Students also learn to identify corresponding angles created when a transversal crosses parallel lines, and discover using Geogebra that these angles are congruent.

Plan a paddle board expedition by learning how to do basic geometric constructions including copying a segment, constructing a segment bisector, constructing a segment's perpendicular bisector and constructing perpendicular segments using a variety of tools in this interactive tutorial.

Learn to construct the perpendicular bisector of a line segment using a straightedge and compass with this interactive tutorial.

This lesson teaches students about the history of the Pythagorean theorem, along with proofs and applications. It is geared toward high school Geometry students that have completed a year of Algebra and addresses the following national standards of the National Council of Teachers of Mathematics and the Mid-continent Research for Education and Learning: 1) Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships; 2) Use visualization, spatial reasoning, and geometric modeling to solve problems; 3) Understand and apply basic and advanced properties of the concepts of geometry; and 4) Use the Pythagorean theorem and its converse and properties of special right triangles to solve mathematical and real-world problems. The video portion is about thirty minutes, and with breaks could be completed in 50 minutes. (You may consider completing over two classes, particularly if you want to allow more time for activities or do some of the enrichment material). These activities could be done individually, in pairs, or groups. I think 2 or 3 students is optimal. The materials required for the activities include scissors, tape, string and markers.

This task provides an opportunity for students to apply triangle congruence theorems in an explicit, interesting context.

This problem solving task challenges students to construct a perpendicular bisector of a given segment.

This task asks students to use a straightedge and compass to construct the line across which a triangle is reflected.

This problem solving task challenges students to bisect a given angle.

This problem solving task challenges students to place a warehouse (point) an equal distance from three roads (lines).

This task provides a construction of the angle bisector of an angle by reducing it to the bisection of an angle to finding the midpoint of a line segment. It is worth observing the symmetry -- for both finding midpoints and bisecting angles, the goal is to cut an object into two equal parts.

This task provides an opportunity for students to apply triangle congruence theorems in an explicit, interesting context.

This problem solving task challenges students to construct a perpendicular bisector of a given segment.

This task asks students to use a straightedge and compass to construct the line across which a triangle is reflected.

This problem solving task challenges students to bisect a given angle.

This problem solving task challenges students to place a warehouse (point) an equal distance from three roads (lines).

This task provides a construction of the angle bisector of an angle by reducing it to the bisection of an angle to finding the midpoint of a line segment. It is worth observing the symmetry -- for both finding midpoints and bisecting angles, the goal is to cut an object into two equal parts.