I will typically give page 1 of Area Construction Problems, which contains only problem #1, to students before giving them page 2. That way I can make sure that they focus on one problem at a time.
I give this problem as a take-home assignment and students will have three nights to complete it. On day 2, when students return to class, some students will have the problem done already. Others will not. To provide the next level of scaffolding, I'll give students (those who want it) Construction Area Problem #1 Guidance.
On Day 3, I'll learn who the students are who have still not completed the problem even with the guidance. For those students, and for other to know if the process they used is correct, I show the following demonstration. I apologize for the video having no sound, but I wanted to allow the viewer to read on their own.
After this, students should be able to complete the construction on their own.
On day 4, after students have turned in problem #1, I'll pass out page 2 of Area Construction Problems and give students 25 minutes of class time to work on problems 2 and 3.
Problem #2 relies on the fact that any two triangles with the same base and height have equal areas. Problem #3 is essentially a modified version of problem #1. So these should be within the power of students to solve.
At the end of the 25 minutes, I'll ask students to put the construction problems away and they will be due two days later.
Problem #4 is not a required problem so I will give extra credit to any student who can solve it and adequately explain the rationale for the process. More on that in the next section.
Problem #4 is a whale of a problem. I hope you enjoy it.
I have purposely not included the solution to the problem because I wouldn't want to deprive anyone of this authentic problem-solving experience. I have, however left a clue or two in the following screencast.