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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.

Free response · work it on paper Question 1 of 5
  1. 1. Two measurements of one rectangle . Foundational, 11 points. Question 1 of 5.

    A rectangular sheet of card measures 1616 cm along the bottom and 77 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.

    1. 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

    2. Part B.

      A second card is cut with both dimensions doubled: 3232 cm along the bottom and 1414 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

    3. 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.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    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 2424 cm wide and 99 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.

  2. 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 1717 cm, its slanted side measures 1414 cm, and the perpendicular distance from the base straight across to the side opposite measures 66 cm. Three lengths are on the table, and part of the work is deciding which of them each measurement calls for.

    1. 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

    2. 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

    3. Part C.

      A second panel is cut with the same base of 1717 cm and the same perpendicular height of 66 cm, but leaning over further, so its slanted side measures 15.515.5 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.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    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

  3. 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.

    1. Part A.

      A triangle has a base of 1414 cm and a perpendicular height of 1313 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 1414 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

    2. Part B.

      A trapezoid has parallel sides of 1111 m and 1919 m with a perpendicular height of 55 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

    3. Part C.

      Two rectangles can be built on that trapezoid's parallel sides, each 55 m tall: one 1111 m wide and one 1919 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.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    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 1212 m and 2020 m with a perpendicular height of 1111 m. Find its area by cutting along a diagonal into two triangles, then check the total against the trapezoid rule.

  4. 4. Tiling and edging a workshop floor . Application, 18 points. Question 4 of 5.

    A workshop floor is a rectangle 1717 m along the front and 88 m from front to back, except that a rectangular corner 55 m wide and 33 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.

    A rectangular floor with a rectangular corner removedA six sided figure. From the bottom left corner the boundary runs right along the bottom, 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 m and the left edge 8 m. A dashed rectangle in the top right corner shows the piece removed, with its horizontal edge labelled 5 m and its vertical edge labelled 3 m.17 m8 m5 m3 m
    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.

    1. 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

    2. Part B.

      Tiles cost 88 dollars per square metre and the edging strip costs 66 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

    3. 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

    4. Part D.

      Ignore the figure for this part. A second workshop starts from the same 1717 m by 88 m rectangle but takes its alcove out of the middle of the front wall instead: a rectangle 33 m wide and 44 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.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    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 1313 m by 99 m with a corner 55 m by 22 m taken out for a pillar housing. Find its floor area and the length of skirting board that runs round its whole boundary.

  5. 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 133 m2133 \text{ m}^2, and the reverse step looks different in each of them.

    1. Part A.

      A rectangular plot covers 133 m2133 \text{ m}^2 and is 1919 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

    2. Part B.

      A triangular plot covers the same 133 m2133 \text{ m}^2 and its base is 1919 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

    3. Part C.

      A trapezoidal plot covers the same 133 m2133 \text{ m}^2. Its perpendicular height is 1919 m and one of its parallel sides is 66 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

    4. 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.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    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.