Or search by topic
Use time to discuss what different groups notice and how it might help. Encourage rigour.
This problem creates a good opportunity to practise some common classroom geometry constructions, for example: a perpendicular bisector of a given line, angle bisector centre for the circumcircle of a given triangle, drawing a line through a given point parallel to a given line.
It is particularly important to promote a lively discussion of possible reasons for a construction method's validity.
Establish the relationships with paper folding and cutting and use this to see why triangles are congruent and therefore why particular approaches are valid.