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Activities
1. Ted has drawn round his hand on squared paper see Activity 9.1a Resource Sheet.
Find the area inside the outline by counting the squares.
Construct other rectangles with perimeters of the same length as those above.
Do all these rectangles have the same area?
4. Draw more shapes and complete this table. Remember that there must be no points
inside the shapes.
No. of Points 4 5 6 7 8 9 10 11 12
Area
Extension
What is the formula for the area of a shape with n points (with no points inside the shape)?
2. Using the lines given as one side, draw three different triangles so that each has the
same area as the triangles in question 1.
Extension
Find some other triangles that have the same areas
as those in questions 1 and 2, but have different
base and height lengths. Base
1. Explain why each of the triangles below has the same area, and find this area.
2. Without finding their areas, decide which of the triangles below have the same area.
B
A
C
D E
G H
F
We often use mathematics to make the best possible decisions about resource allocation.
In the problems which follow, the farmer has to decide how best to use a limited amount of
fencing. Builders, planners and engineers often have similar problems to solve.
Complete the table and find the dimensions which give the maximum area.
1 1
2. Each shape has an area of 1 square units ( 1 cm 2 ).
2 2
3. Each shape has an area of 2 square units (2 cm 2 ).
4.
No. of Points 4 5 6 7 8 9 10 11 12
1 1 1 1
Area 1 1 2 2 3 3 4 4 5
2 2 2 2
(a) 9 (b) 49
1
Extension Area = n 1
2
1
Area = base perpendicular height , and so is the same for each triangle.
2
8 cm
9.5 1. Same base and perpendicular height. Area = 12 square units (12 cm 2 )
2. A and H.
B, D, F and G
C and E
9.6 1. 50 50 = 2500 m 2