Lesson plan

Lesson 2: Constructing Patterns

teaches Alabama State Standards Geo-30.
teaches Alabama State Standards Geo-29.b.
teaches Alabama State Standards Geo-29.a.
teaches Alabama State Standards Geo-29.
teaches Arizona State Standards G.G-CO.D.13
teaches Arizona State Standards G.G-CO.D.12
teaches Arizona State Standards G.G-CO.A.1
teaches Common Core State Standards MP5 http://corestandards.org/Math/Practice/MP5
teaches Common Core State Standards MP7 http://corestandards.org/Math/Practice/MP7
teaches Common Core State Standards MP3 http://corestandards.org/Math/Practice/MP3
teaches Common Core State Standards HSG-CO.D.12 http://corestandards.org/Math/Content/HSG/CO/D/12
teaches Common Core State Standards HSG-CO.D.13 http://corestandards.org/Math/Content/HSG/CO/D/13
teaches Common Core State Standards HSG-CO.A.1 http://corestandards.org/Math/Content/HSG/CO/A/1
teaches Common Core State Standards MP6 http://corestandards.org/Math/Practice/MP6
teaches Colorado State Standards HS.G-CO.D.13.
teaches Colorado State Standards HS.G-CO.D.12.
teaches Colorado State Standards HS.G-CO.A.1.
teaches Georgia State Standards MGSE9-12.G.CO.13.
teaches Georgia State Standards MGSE9-12.G.CO.12.
teaches Georgia State Standards MGSE9-12.G.CO.1.
teaches Kansas State Standards G.CO.11.
teaches Minnesota State Standards
teaches Minnesota State Standards
teaches Ohio State Standards G.CO.13.
teaches Ohio State Standards G.CO.12.
teaches Ohio State Standards G.CO.1.
teaches Pennsylvania State Standards CC.2.3.HS.A.4.
teaches Pennsylvania State Standards CC.2.3.HS.A.1.

Lesson 2: Constructing Patterns

The purpose of this lesson is to give students practice writing and following precise instructions with straightedge and compass moves as they create interesting designs. In the previous lesson, students learned how to use the straightedge and compass. In subsequent lessons, students will use properties of constructions to make arguments. In this lesson, students attend to precision when they refer to figures in their construction using mathematical terms and labeled points (MP6).

In the cool-down, the steps students follow will construct a parallel line. This is the first set of instructions they see for lines that do not intersect, but students will come up with another construction to create lines that are parallel after they have learned to construct perpendicular lines.

The patterns in the launch of the “Make Your Own” activity are used with permission from the author, and come from: Baroody, J. (2016). Geometry construction project. Retrieved from https://baroody.org/GeometryHonors/Miscellaneous/Construction%20Project.pdf.

If students have ready access to digital materials in class, they can choose to perform all construction activities with the GeoGebra Construction tool accessible in the Math Tools or available at https://www.geogebra.org/m/VQ57WNyR. 

Lesson overview

  • 2.1 Warm-up: Math Talk: Why Is That True? (5 minutes)
  • 2.2 Activity: Make Your Own (10 minutes)
    • Includes "Are you Ready for More?" extension problem
  • 2.3 Activity: Make Someone Else’s (15 minutes)
  • Lesson Synthesis
  • 2.4 Cool-down: Constructing a Parallel Line (10 minutes) 

Learning goals:

  • Create a construction from instructions (in written language).
  • Describe (in writing) construction steps precisely.

Learning goals (student facing):

  • Let’s use compass and straightedge constructions to make patterns.

Learning targets (student facing):

  • I can follow instructions to create a construction.
  • I can use precise mathematical language to describe a construction.

Required materials:

  • Geometry toolkits


  • parallel - Two lines that don't intersect are called parallel. We can also call segments parallel if they extend into parallel lines.
  • Access the complete Geometry Course glossary. 


  • This lesson builds towards the standards: CCSS.HSG-CO.D.12MS.G-CO.12CCSS.HSG-CO.D.13MS.G-CO.13MO.G.CO.D.11






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