“Nets”
Your students will almost certainly be more familiar with a different type of “net” than the one referenced in the task. That is, they are likely more familiar with the mesh or web like fabric used for catching objects (e.g. basketball net, fishing net).  Consider helping students distinguish between the definition of “nets” in a geometrical context and other types of “nets.” An explanation of a net in the context of the task could include the following language – a net is a model or template for constructing a three-dimensional object.
 

Form” vs. “Construct”
The teacher may wish to consider using the word “form” instead of “construct” as it appears throughout the problem (e.g., Construct a square with exactly ¼ the area of the original square; Construct a triangle with exactly ¼ the area of the original square). As in English, the word construct (i.e., construir, construire) evokes notions of erecting physical structures. “Form,” on the other hand, may help more clearly convey to the student that s/he is to manipulate, change the appearance of the sheet of paper.