Perimeter and Area: Free Response
5 questions in parts, 70 points in total. Work each one out on paper, taking a hint if you get stuck. When you have an answer, reveal the answer to check it, and the full solution only if you still want it. The rubric is there so you can mark your own work.
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1. Two measurements of one rectangle . Foundational, 11 points. Question 1 of 5.
A rectangular sheet of card measures cm along the bottom and cm up the side. Two quite different questions can be asked about it: how far it is around the edge, and how much flat space it covers. This question measures both, then changes the card in two ways and watches what each measurement does.
- Part A.
Find the perimeter and the area of the card. For the area, say how many unit squares sit in one row and how many rows there are, and give both answers with their units.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
A second card is cut with both dimensions doubled: cm along the bottom and cm up the side. Find its perimeter and its area, say how many times larger each one is than the first card's, and account for the area result using the rows of unit squares.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
Aiden says that knowing a rectangle's perimeter is enough to know its area. Test the claim in both directions: give the dimensions of a rectangle with the same perimeter as the first card but a different area, and the dimensions of one with the same area as the first card but a different perimeter. Say what each of the two shows.
Justify your claim State the claim, then give the reason it has to be true. 4 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 3
Nothing here needs a formula you cannot rebuild on the spot. Perimeter is the four sides added up, and area is the number of one centimetre squares that tile the card, which arrive in equal rows.
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Hint 2 of 3 · Part B
Ask what doubling the bottom edge does to a single row of squares, and separately what doubling the side does to the number of rows. Then put those two answers together.
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Hint 3 of 3 · Part C
One of the two measurements pins down what the sides add to, and the other pins down what they multiply to. Look for two lengths with the right sum but a different product, then two with the right product but a different sum.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
The perimeter is cm. Each row holds unit squares and there are rows, so the area is .
Part B
Perimeter cm, twice the first card's. Area , four times the first card's, because each row now holds twice as many squares and there are twice as many rows.
Part C
Neither measurement fixes the other, and many rectangles show it. For example cm by cm shares the perimeter cm but covers , and cm by cm shares the area but measures cm round. Any other pair with the right sum, or the right product, does the same job.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Perimeter is the distance all the way round the boundary, so add the four sides. Two of them measure cm and two measure cm:
Area is a count of unit squares. Lay cm squares along the bottom edge and of them fill one row, because that row is cm long. Stack rows up the cm side and there are of them, each one cm tall. Every square belongs to exactly one row, with no gaps and no overlaps, so the count is a multiplication rather than a long tally:
The two answers carry different units on purpose. The perimeter is a length, so it is reported in centimetres; the area is a count of squares, so it is reported in square centimetres.
Part B
Take the perimeter first:
which is exactly twice the cm of the first card. That is no accident: all four sides doubled, so their total doubled.
Now the area:
Set that beside . Since , the area is four times as large, not twice.
The rows of unit squares say why. Doubling the bottom edge puts twice as many squares in each row, instead of . Doubling the side gives twice as many rows, instead of . The count is rows times squares per row, so it picks up a factor of two from each direction at once:
Perimeter runs along one direction at a time, so it collects a single factor of two. Area covers two directions together, so it collects two of them.
Part C
A perimeter of cm says only that the length and the width add to cm, since . Plenty of pairs of lengths add to , and they do not have equal products. Alongside and , take and :
Same perimeter as the card, smaller area, so the perimeter did not fix the area.
The other direction fails too. An area of says only that the length and the width multiply to . Take and :
Same area as the card, and a boundary cm longer.
So the claim fails both ways round. A perimeter pins down what the two sides add to; an area pins down what they multiply to. A sum does not determine a product and a product does not determine a sum, which is exactly why a shape needs both measurements reported and why one can never be read off the other.
In one line
The card has cm and , a count of rows of unit squares. Doubling both dimensions gives cm, exactly twice as far round, and , four times as much space, because each row holds twice as many squares and there are twice as many rows. Neither measurement fixes the other: cm by cm shares the perimeter cm but covers , and cm by cm shares the area but measures cm round.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Adds the four sides, or uses the doubling shortcut, to reach the perimeter. . Worth 2 points.
Reports the number of squares in a row and the number of rows, and attaches the right kind of unit to each of the two answers. . Worth 1 point.
Part B 4 points
Computes the second card's perimeter and area correctly. . Worth 2 points.
States the factor by which each measurement grew, and accounts for the area factor in terms of the rows of unit squares. . Worth 2 points.
Part C 4 points
Supplies a rectangle with the stated perimeter whose area differs, working out both values. . Worth 2 points.
Supplies a rectangle with the stated area whose perimeter differs, and says what the two examples together establish about the claim. . Worth 2 points. needs an explanation, not just an answer
Try a similar problem (Optional)
Same idea, different numbers. Work it on paper, then check yourself the same way.
A poster is cm wide and cm tall. Find its perimeter and its area. Then give the dimensions of a different rectangle with the same area but a longer boundary, and say what that example shows.
The answer
The poster has cm and . Several rectangles answer the second part; cm by cm covers the same but measures cm round, so equal areas need not have equal perimeters.
Add the sides for the perimeter and multiply them for the area:
For a rectangle of the same area, any other pair of lengths whose product is will do, so there are several right answers here. Taking , a rectangle cm by cm covers exactly as much space, but its boundary is longer:
The two rectangles cover the same area and take different amounts of edging, so an area does not determine a perimeter. The longer, thinner rectangle spends more boundary on the same space, which is the general pattern: for a fixed area, the more lopsided the rectangle, the longer the way round. A choice like cm by cm makes the same point more sharply still.
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2. A parallelogram, its base, its height and its slant . Foundational, 12 points. Question 2 of 5.
A workshop cuts a panel in the shape of a parallelogram. Its base measures cm, its slanted side measures cm, and the perpendicular distance from the base straight across to the side opposite measures cm. Three lengths are on the table, and part of the work is deciding which of them each measurement calls for.
- Part A.
Find the perimeter and the area of the panel, name the given lengths each one uses, and attach the correct units.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part B.
Explain why the perpendicular height is the length the area rule uses, by describing the cut and the slide that turn the panel into a rectangle. Name the rectangle's two dimensions, and say why the slanted side cannot be one of them.
Explain why it works A sentence or two. Reasons, not steps. 4 points
- Part C.
A second panel is cut with the same base of cm and the same perpendicular height of cm, but leaning over further, so its slanted side measures cm. Priya says the second panel must cover more space, since it is built from longer sides. Decide whether she is right, work out both panels' perimeters, and say what leaning further does to each of the two measurements.
Justify your claim State the claim, then give the reason it has to be true. 4 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 3
Two of the three given lengths belong to the distance round the edge and two belong to the space inside, and they are not the same two. Settle which is which before multiplying anything.
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Hint 2 of 3 · Part B
Picture a vertical cut from the top corner straight down to the base, then slide the piece you cut off across to the far end. Ask what shape you are holding afterwards and what its two dimensions measure.
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Hint 3 of 3 · Part C
Compare the two panels one measurement at a time, and ask which of the three given lengths actually changed between them.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
The perimeter is cm, which uses the base and the slanted side. The area is , which uses the base and the perpendicular height.
Part B
Cutting the right triangle off one end and sliding it to the other leaves a rectangle cm by cm holding the same material, so the panel covers . The slanted side is not a side of that rectangle at all, and being longer than the height it would overstate the space.
Part C
She is wrong. Both panels cover , since the base and the perpendicular height are unchanged. Their perimeters differ, cm against cm, so leaning further lengthens the boundary and leaves the space inside alone.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
The perimeter is the distance round the edge, so it is the four sides added. A parallelogram has two sides of cm and two of cm:
Every side gets walked, so the slanted side certainly counts here.
The area asks a different question, and it does not use the slanted side at all. It is the base multiplied by the perpendicular height, the straight across distance from the base to the side opposite it:
Using the slanted side instead would give , and part B says why that number is not the area of anything on this table.
Note the units. The perimeter is a length, so it is in centimetres; the area counts unit squares, so it is in square centimetres.
Part B
Drop a vertical line from the top left corner of the panel straight down to the base. That line is the perpendicular height, cm, and it cuts a right triangle off the left end.
Now slide that triangle across to the right end. Opposite sides of a parallelogram are equal and parallel, so it fits against the slanted right side exactly, with no gap and no overlap. What is left is a rectangle: its bottom is still the base, cm, and its height is the vertical line you drew, cm. So the area is
Moving a piece of a shape to a new place never changes how much space the shape covers, so the panel and the rectangle cover the same amount.
The slanted side cannot be one of the rectangle's dimensions because it is not a side of the rectangle at all: the cut and the slide consumed both slanted edges, turning them into the two upright ends. It is also longer than the height, since it travels sideways as well as upward, so multiplying by it counts space the panel does not cover:
more than twice the true area.
Part C
Work out the second panel's area from the same rule as the first. Its base is cm and its perpendicular height is cm, so
the same as the first panel. The slanted side never enters the rule, so changing it from cm to cm changes nothing at all about the area.
The perimeters are another matter. The first panel gives cm, and the second gives
Priya is right that the second panel is built from longer sides, and wrong about what that buys. Leaning a parallelogram further lengthens its boundary while the space inside stays put.
The cut and slide picture explains it. Both panels stand on the same base and reach the same perpendicular height, so the same cut turns each of them into the same rectangle, cm by cm. Leaning further only carries the material further sideways; it does not add any. If the area did depend on the slanted side, two panels that rearrange into the identical rectangle would have to cover different amounts of space, which cannot happen.
In one line
The panel measures cm round, which uses the slanted side, and covers , which uses the perpendicular height instead. Cutting the right triangle off one end and sliding it to the other turns the panel into a rectangle cm by cm, so the area is base times perpendicular height and the slanted side never appears; using it would give , far more space than the panel covers. The second panel, leaning further, still covers but measures cm round, so leaning lengthens the boundary and leaves the area untouched.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 4 points
Adds all four side lengths to reach the perimeter. . Worth 1 point.
Uses the two lengths the area rule calls for, and names the given length the area does not use. . Worth 2 points.
Gives linear units for the perimeter and square units for the area. . Worth 1 point.
Part B 4 points
Describes the cut and the slide, and says why the moved piece fits the other end exactly and why moving it changes no area. . Worth 3 points. needs an explanation, not just an answer
Names the rectangle's two dimensions and identifies which given length never appears in the area. . Worth 1 point.
Part C 4 points
Reaches a verdict on the claim by working out the second panel's area from the lengths the area rule calls for. . Worth 2 points.
Reports both perimeters and separates what leaning changes from what it leaves untouched. . Worth 2 points. needs an explanation, not just an answer
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3. Halves, averages, and where the formulas come from . Reasoning, 14 points. Question 3 of 5.
The triangle rule carries a factor of one half and the trapezoid rule carries an average, and neither is there by decree. This question rebuilds both, once by doubling a shape and once by cutting one up, and then sets the trapezoid's area beside two rectangles built on its parallel sides.
- Part A.
A triangle has a base of cm and a perpendicular height of cm to that base. A half turn copy of it is joined to the original along one of the two sides that is not the base, so that the two cm bases end up as the opposite sides of a parallelogram. Find that parallelogram's area, then give the triangle's own area, and say why the second follows from the first.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part B.
A trapezoid has parallel sides of m and m with a perpendicular height of m between them. Cut it along a diagonal into two triangles, find each triangle's area, and add them. Find the area again from the trapezoid rule, and say what the two triangles share that makes the two routes agree.
Explain why it works A sentence or two. Reasons, not steps. 5 points
- Part C.
Two rectangles can be built on that trapezoid's parallel sides, each m tall: one m wide and one m wide. Find both areas, place the trapezoid's area against them, and explain why it lands where it does rather than merely somewhere in between.
Carry your own answer forward The comparison uses the trapezoid area you found in part B, so carry your own value forward into it, whatever it came out to; the relation you find and the reason behind it are what is being marked.
Justify your claim State the claim, then give the reason it has to be true. 5 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 3
Nothing in this question is remembered. Each rule comes from rebuilding the shape out of shapes you already know, either by doubling it into something familiar or by cutting it into familiar pieces.
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Hint 2 of 3 · Part B
A diagonal splits a trapezoid into two triangles whose bases are the two parallel sides. Ask what the perpendicular height of each one is before computing anything.
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Hint 3 of 3 · Part C
Add the two rectangle areas and halve the total, then multiply the trapezoid rule out and compare the two expressions term by term.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
The parallelogram covers , and the triangle is one of the two equal pieces it is built from, so the triangle covers .
Part B
The diagonal gives triangles of and , adding to , which is what the trapezoid rule gives. Both triangles have the same perpendicular height, m, so their two halves collect into half of the sum of the parallel sides.
Part C
The rectangles cover and , and the trapezoid's is exactly halfway between them, because averaging the two parallel sides is the same operation as averaging those two rectangles.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Rotate the copy by half a turn and set it against the original along one of the sides that is not the base. The two shapes fit with no gap and no overlap, and the two cm bases finish as the opposite pair of sides of the parallelogram. The perpendicular distance between that pair is the distance from the triangle's base to its far vertex, which is the triangle's own height, cm. So the parallelogram stands on a base of cm with a perpendicular height of cm, and its area is base times height:
That parallelogram is built from two triangles, and they are copies of one another, so they cover equal amounts of space. One triangle is therefore exactly half of the pair:
This is where the factor of one half in the triangle rule comes from. It is not a decoration on the formula: it is the record of the triangle being one of two equal pieces of a parallelogram that shares its base and its height. The unit is square centimetres, because the answer counts unit squares.
Part B
Cut from one end of the short parallel side to the far end of the long one. The two triangles that result have the parallel sides as their bases, one of m and one of m, and the perpendicular distance between those parallel sides, m, is the height of both.
Take them one at a time:
Area is additive, so the trapezoid is their sum:
The trapezoid rule gives the same total:
The agreement is not luck. Because both triangles stand on the same height, their areas are and , and the common factor can be taken out of the sum:
writing and for the parallel sides and for the height. So adding the two triangles is the trapezoid rule, written out the long way. The average of the parallel sides, m, is then the width of a rectangle m tall that covers the same space.
Part C
The two rectangles are quick:
The trapezoid covers , more than the narrow rectangle and less than the wide one, which it had to be: the trapezoid is wider than m everywhere except along its short parallel side, and narrower than m everywhere except along its long one.
But it does better than merely landing in between. It lands exactly halfway:
The reason is inside the formula. Multiplying the trapezoid rule out splits it into those very rectangles:
and and are the areas of the rectangle on the short parallel side and the rectangle on the long one. Averaging the two parallel sides and averaging the two rectangles are therefore the same operation done in a different order. That is what the trapezoid rule is averaging.
One warning falls out of the same line. Adding the parallel sides and multiplying by the height without halving gives , which is the two rectangles added rather than averaged. That number is a genuine area, but of the wrong figure: it is the parallelogram made by the trapezoid and a flipped copy of it, so it counts the trapezoid twice.
In one line
The half turn copy makes a parallelogram of area , so the triangle, one of its two equal pieces, covers . A diagonal splits the trapezoid into triangles of and , adding to , exactly what gives, because both triangles stand on the same height of m. The rectangles on the parallel sides cover and , and is precisely their average, since .
Another way: Split the trapezoid into a rectangle and two corner triangles
When the short parallel side sits over the long one, so that a perpendicular dropped from each of its ends lands inside the long side, the trapezoid splits into a rectangle with two triangles on either side of it. The rectangle is as wide as the short side, m, and as tall as the height, m. The two corner triangles have the same height, and their bases together make up what is left of the long side, m, so together they amount to one triangle of base m:
The same arrives with no copy of the shape and no diagonal.
When it is worth it When the trapezoid is drawn with its short side sitting above the long one and you would rather cut the shape you have than build a second copy of it.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 4 points
Finds the parallelogram's area from the triangle's base and perpendicular height. . Worth 2 points.
Establishes the relationship between the triangle's area and the parallelogram's, uses it to reach the triangle's own area, and attaches square units. . Worth 2 points.
Part B 5 points
Cuts along a diagonal and finds both triangle areas, using a correctly identified height for each. . Worth 3 points.
Checks the total against the trapezoid rule, names the feature the two triangles have in common, and shows that it is what lets their areas collect into the single rule. . Worth 2 points. needs an explanation, not just an answer
Part C 5 points
Finds both rectangle areas and places the trapezoid's area relative to them. . Worth 2 points.
Identifies the exact relation between the trapezoid's area and the two rectangle areas, and shows that it follows from multiplying the rule out. . Worth 2 points. needs an explanation, not just an answer
Says what the sum of the parallel sides multiplied by the height measures, or otherwise accounts for the halving step. . Worth 1 point.
Try a similar problem (Optional)
Same idea, different numbers. Work it on paper, then check yourself the same way.
A trapezoid has parallel sides of m and m with a perpendicular height of m. Find its area by cutting along a diagonal into two triangles, then check the total against the trapezoid rule.
The answer
The two triangles cover and , so the trapezoid covers , which is also what the average width of m times the height of m gives.
The diagonal gives two triangles standing on the parallel sides, both with the height between those sides, m:
Area is additive, so the trapezoid covers
The rule agrees, because it is the same sum with the common factor taken out:
The average width is m, so the trapezoid covers the same space as a rectangle m wide and m tall.
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4. Tiling and edging a workshop floor . Application, 18 points. Question 4 of 5.
A workshop floor is a rectangle m along the front and m from front to back, except that a rectangular corner m wide and m deep has been taken out where a stairwell cuts in. The whole floor is to be tiled, and a strip of edging runs along every wall at floor level. Only the four lengths marked on the figure are given.
The workshop floor, with the four given lengths marked. The dashed rectangle is the corner that was taken out. Text description of this figure
A six sided figure. Starting at the bottom left corner, the boundary runs right along the bottom edge, up the right hand side, left a short way, up again, left along the top, and down the left hand side to close. The bottom edge is labelled 17 metres and the left edge is labelled 8 metres. A dashed rectangle in the top right corner shows the piece that has been taken out; its horizontal edge is labelled 5 metres and its vertical edge is labelled 3 metres. The top edge and the right hand edge carry no labels.
- Part A.
Find the floor area two ways: by decomposing the figure into two rectangles, and by subtracting the missing corner from the full rectangle. Give any unmarked length you need, and report the area with its unit.
Solve and show your work Write each step out, and end with the value and its units. 5 points
- Part B.
Tiles cost dollars per square metre and the edging strip costs dollars per metre. Find the length of edging needed and the total bill for tiles and edging together, and say which measurement each of the two costs is worked out from.
Carry your own answer forward The tile cost is worked out from the floor area you found in part A, so carry your own value forward. The pricing method, not the number it lands on, is what is being marked here.
Solve and show your work Write each step out, and end with the value and its units. 5 points
- Part C.
The owner says that taking the corner out must have cut down the edging needed, since it cut down the floor. Decide whether that holds for this floor, and say what happens to the boundary when a rectangular piece is taken out of a corner of a rectangle, for any such corner piece that leaves part of both walls it cuts still standing.
Carry your own answer forward The comparison uses the edging length you found in part B, so carry your own value forward into it; the edge by edge accounting is what is being marked.
Justify your claim State the claim, then give the reason it has to be true. 5 points
- Part D.
Ignore the figure for this part. A second workshop starts from the same m by m rectangle but takes its alcove out of the middle of the front wall instead: a rectangle m wide and m deep, with wall on both sides of it. Find that floor's area and its edging length, and say what makes this cut behave differently from the corner one.
Carry your own answer forward The closing comparison measures this floor's edging against the corner version's from part B, so carry your own value forward; the account of why the two cuts differ is what is being marked.
Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 3 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 4
Two of the six sides are not marked on the figure. Both can be got by subtracting along the figure itself, and nothing in this question needs a length you cannot find that way.
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Hint 2 of 4 · Part A
One straight cut turns the floor into two rectangles. For the second route, imagine the missing corner put back, then take it away again at the end.
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Hint 3 of 4 · Part B
One of the two costs is charged by the metre and the other by the square metre, so decide which measurement each needs before multiplying anything.
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Hint 4 of 4 · Part D
Count the front wall in pieces: what survives of the original wall, then each new edge the alcove supplies. Set that against what the corner cut took away and put back.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
The floor covers whichever way it is cut. A vertical cut gives and a horizontal one ; subtracting the corner gives .
Part B
The edging runs m. Tiles come to dollars, priced from the area, and edging to dollars, priced from the perimeter, so the bill is dollars.
Part C
It does not hold. The full rectangle would measure m round, exactly what the notched floor measures. Cutting a corner out replaces two stretches of wall with two new edges of those same lengths, so area is lost and the boundary is unchanged.
Part D
That floor covers and needs m of edging, m more than the corner version. The alcove's two side walls are boundary that replaces no wall at all, whereas a corner cut's new edges stand in for wall it removed.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Both routes need the two lengths the figure does not mark, and both of those come from subtracting along the figure. The top edge is m, and the right hand edge is m.
Decompose first. A vertical cut m from the left splits the floor into a full depth rectangle on the left and a shallower one on the right:
A horizontal cut is just as good, and it is worth seeing that it lands in the same place. Cutting across m up from the front leaves a full width band below and a narrower one above:
Now subtract instead. Put the corner back and the floor would be the full m by m rectangle, from which the missing corner of m by m has to come off:
The two agree, as they must. The region of floor is the same either way, and how you choose to cut it up cannot change how much of it there is. The unit is square metres, because the answer counts unit squares.
Part B
The edging follows the boundary, so the length needed is the perimeter. Walk right round the floor, taking the sides in turn: the front, up the right hand edge, in along the bottom of the stairwell, up its side, back along the top, and down the left hand edge.
Now the two costs. Tiles are sold by the square metre, so they are priced off the area:
Edging is sold by the metre, so it is priced off the perimeter:
The bill is the two added:
The two prices come from different measurements, and swapping them is the classic slip. Pricing tiles off the perimeter, or edging off the area, produces a number that answers no question at all.
Part C
Compare the two boundaries. The full rectangle would need
and the notched floor needs m as well. Meanwhile the area fell from to . So the owner is right that the floor got smaller and wrong that the edging did.
Here is why it happens for a corner cut of any size. Taking out a corner piece m by m removes m from the top edge and m from the right hand edge, so the old boundary loses m. In their place the cut supplies two new edges: m in along the bottom of the notch and m up its side. What is removed and what is added have the same two lengths, so they cancel:
Nothing in that argument used the sizes and beyond their cancelling, so it holds for any corner notch that leaves part of each wall it cuts still standing: the notch's own two edges are then exactly as long as the pieces of wall they stand in for. A notch running the full length of a wall is a different shape of question, because it leaves no wall to stand in for and the floor is simply a smaller rectangle. Area and boundary are answering different questions again, and this is a case where one moves and the other does not.
Part D
The area is the full rectangle less the alcove:
Now follow the boundary along the front. The alcove takes m out of the middle of that wall, leaving m of it in two pieces, and it supplies three new edges: m in, m across the back of the alcove, and m back out. So the front now contributes
where it used to contribute m. The other three sides are untouched, so
The difference lies in where the new edges come from. At a corner, the two new edges stand in for two stretches of wall of exactly their own lengths, so the boundary breaks even. In the middle of a wall, the m across the back of the alcove stands in for the m of wall taken out, but the two sides of the alcove, m each, stand in for nothing: they are boundary that did not exist before. So the boundary grows by twice the depth, m, however wide the alcove is made.
In one line
The floor covers , whether it is split vertically into and , split horizontally into and , or found as . Its boundary is m, so the tiles cost dollars, the edging dollars, and the bill is dollars. The corner cut did not shorten that boundary: the full rectangle also measures m round, because the notch's two edges are exactly as long as the stretches of wall they stand in for. An alcove m by m in the middle of the front wall behaves differently: the floor covers and the boundary grows to m, since the alcove's two side walls, m each, stand in for no wall at all.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 5 points
Derives both unmarked lengths by subtracting along the figure. . Worth 1 point.
Reaches the area by decomposition and again by subtraction, with the two routes agreeing. . Worth 3 points.
Reports the area in square metres. . Worth 1 point.
Part B 5 points
Finds the length of edging from every side of the figure, including the two around the stairwell. . Worth 2 points.
Prices the tiles and the edging correctly and totals them. . Worth 2 points.
States which measurement each of the two costs is worked out from. . Worth 1 point.
Part C 5 points
Compares the notched floor's boundary with the full rectangle's and states a verdict on the claim. . Worth 2 points.
Accounts for the boundary edge by edge, comparing what the cut removes with what it supplies, and says whether the argument depends on the notch's size. . Worth 3 points. needs an explanation, not just an answer
Part D 3 points
Finds the new area and traces the new boundary along the changed wall piece by piece. . Worth 2 points.
Explains what makes this cut's effect on the boundary differ from the corner cut's. . Worth 1 point.
Try a similar problem (Optional)
Same idea, different numbers. Work it on paper, then check yourself the same way.
A store room is a rectangle m by m with a corner m by m taken out for a pillar housing. Find its floor area and the length of skirting board that runs round its whole boundary.
The answer
The store room floor covers and needs m of skirting board, the same as the full rectangle would have needed, because the notch is at a corner.
Put the corner back, then take it off. The full rectangle would be m by m, and the missing corner is m by m:
The skirting follows the boundary. Since the piece removed is at a corner, the two edges of the notch are exactly as long as the stretches of wall they stand in for, so the boundary is the same as the full rectangle's:
Walking the six sides confirms it: m.
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5. Reading an area rule backwards . Reasoning, 15 points. Question 5 of 5.
Every area rule in this lesson was built to take lengths in and hand an area out. Often the area is the thing you know and a length is the thing you need, so the rule has to be run in reverse. The three plots in this question all cover , and the reverse step looks different in each of them.
- Part A.
A rectangular plot covers and is m long. Write an equation for its unknown width, solve it, and state the width with its unit.
Solve and show your work Write each step out, and end with the value and its units. 2 points
- Part B.
A triangular plot covers the same and its base is m. Find its perpendicular height to that base. Then compare that height with the width of the rectangular plot in part A, and say why the comparison comes out as it does.
Carry your own answer forward Only the comparison at the end reaches back to part A. Carry your own width from there into it, whatever it came out to; what is being marked here is the reasoning about how the two lengths are related.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
A trapezoidal plot covers the same . Its perpendicular height is m and one of its parallel sides is m. Find the other parallel side, and state the average of the two parallel sides.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part D.
Reza has a rule of his own: to find a missing length from an area, divide the area by the length you know. Carry his rule out on each of the three plots, check each answer by putting it back into the area rule it came from, and state exactly which area rules the shortcut is safe for.
Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 5 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 3
Each part hands you an area and wants a length back. Write the rule that produces the area with a letter standing in for the length you do not have, and then treat it as an equation to solve.
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Hint 2 of 3 · Part B
The triangle rule does two things to the height, so one division cannot undo it. Doubling both sides first clears the fraction and leaves a one step equation behind.
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Hint 3 of 3 · Part D
All three plots hand you the same known length, so the shortcut performs the same division every time. Ask what its answer means in each shape by feeding that answer back into the rule it came from.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
The equation gives m.
Part B
The height is m, exactly twice the rectangle's width, because a triangle covers half of what a rectangle of the same base and height would, so it needs double the height to match the area.
Part C
The other parallel side is m, and the average of the two parallel sides is m.
Part D
The same division, , means three different things. For the rectangle it is the width. For the triangle it gives a height covering only half the area asked for. For the trapezoid it gives the average of the parallel sides, not either one. The shortcut is safe only where the area rule is a plain product of two lengths.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Name the unknown. Let be the width of the plot in metres. The rectangle rule says the area is length times width, so
The left side multiplies by , so dividing both sides by undoes it:
The plot is m wide. Check it against the rule it came from: , the area given. The answer is a length, so its unit is metres, not square metres.
Part B
Let be the perpendicular height in metres. The triangle rule gives
The left side does two things to : it multiplies by and it halves. Undo the halving first, by doubling both sides:
Then divide both sides by :
The height is m, and the check holds: .
The rectangular plot stands on the same m base and covers the same area, and its width came out at m, so the triangle's height is exactly twice it. That is the factor of one half seen from the other side. A triangle is half of a parallelogram on the same base and height, so at equal heights it covers only half as much space, and the only way to make the shortfall up is to double the height.
Part C
Let be the unknown parallel side in metres. The trapezoid rule gives
Clear the halving first, by doubling both sides:
Divide both sides by :
and subtract from both sides:
The other parallel side is m, so the average of the two parallel sides is
That average is what the rule multiplies by the height: , the area given. So this plot covers exactly the space of a rectangle m wide and m tall, which is the rectangular plot from part A. A trapezoid always covers what a rectangle of its average width and its own height covers.
Part D
In all three plots the length Reza knows is m, so his rule performs the same division three times:
What that means is different every time.
For the rectangle it is the width, and it is right. The area rule there is length times width and nothing else, so one division undoes the whole rule. The check confirms it: .
For the triangle it is wrong, and the check is what shows it. A triangle of base m and height m covers
only half the area asked for. What the division undid was the multiplication by the base; what it left standing was the halving, so the value has to be doubled before it is a height.
For the trapezoid it is not a side at all. That rule involves the height and both parallel sides, so dividing by the height returns the average of the two sides. The average is a real and useful length, since checks out, but it is not what was asked for: the known parallel side still has to be taken off before the unknown one appears, as part C does.
The pattern is clear once you look at what each rule does to the unknown. Dividing an area by a known length undoes the rule exactly when the rule is a plain product of two lengths and nothing else, which is the rectangle and the parallelogram, where the area is base times perpendicular height. As soon as the rule carries anything more, a factor of one half for the triangle or a sum of two sides for the trapezoid, that extra operation has to be undone as well, peeling the operations off from the outside in.
In one line
The rectangle gives , so m. The triangle gives , so and m, twice the rectangle's width, because a triangle on the same base covers half of what a rectangle does at equal height. The trapezoid gives , so , then and m, an average of m. Reza's shortcut is the single division , and it means three different things: the rectangle's width, which is right; a triangle height covering only , half what was asked; and the trapezoid's average width, which is neither parallel side. Dividing an area by a known length undoes the rule exactly when the rule is a plain product of two lengths, so for rectangles and parallelograms.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 2 points
Writes an equation for the unknown width from the rectangle rule. . Worth 1 point.
Solves it and gives the width in metres rather than square metres. . Worth 1 point.
Part B 4 points
Writes the triangle rule as an equation in the unknown height. . Worth 1 point.
Undoes the halving and the multiplication in an order that reaches the height correctly. . Worth 2 points.
Says why the height stands in the relation it does to the rectangle's width, tracing it to the factor in the triangle rule. . Worth 1 point.
Part C 4 points
Sets the trapezoid rule up as an equation containing the unknown parallel side. . Worth 1 point.
Unpicks the operations in an order that reaches the missing side. . Worth 2 points.
Reports the average of the parallel sides and ties it back to the area. . Worth 1 point.
Part D 5 points
Carries the shortcut out and shows what it produces on the triangular plot. . Worth 2 points.
Checks the shortcut's answers against the rules they came from, and names anything it leaves undone. . Worth 2 points. needs an explanation, not just an answer
States the condition on an area rule that makes the shortcut safe. . Worth 1 point.
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