Skip over navigation
Cambridge University Faculty of Mathematics NRich logo
menu search
  • Teachers expand_more
    • Early years
    • Primary
    • Secondary
    • Post-16
    • Events
    • Professional development
  • Students expand_more
    • Primary
    • Secondary
    • Post-16
  • Parents expand_more
    • Early Years
    • Primary
    • Secondary
    • Post-16
  • Problem-Solving Schools
  • About NRICH expand_more
    • About us
    • Impact stories
    • Support us
    • Our funders
    • Contact us
  • search

Or search by topic

Number and algebra

  • The Number System and Place Value
  • Calculations and Numerical Methods
  • Fractions, Decimals, Percentages, Ratio and Proportion
  • Properties of Numbers
  • Patterns, Sequences and Structure
  • Algebraic expressions, equations and formulae
  • Coordinates, Functions and Graphs

Geometry and measure

  • Angles, Polygons, and Geometrical Proof
  • 3D Geometry, Shape and Space
  • Measuring and calculating with units
  • Transformations and constructions
  • Pythagoras and Trigonometry
  • Vectors and Matrices

Probability and statistics

  • Handling, Processing and Representing Data
  • Probability

Working mathematically

  • Thinking mathematically
  • Developing positive attitudes
  • Cross-curricular contexts

Advanced mathematics

  • Decision Mathematics and Combinatorics
  • Advanced Probability and Statistics
  • Mechanics
  • Calculus

For younger learners

  • Early Years Foundation Stage

Square in a Circle in a Square

Age 14 to 16
ShortChallenge Level Yellow starYellow star
Secondary curriculum
  • Problem
  • Solutions
Cutting up the squares to compare their areas
Rotating the smaller square so that its corners touch the sides of the larger square, and then removing the circle, gives the images shown below.
 
It is clear from the image with the red dotted lines on it that the smaller square occupies half of the area of the larger square.

So the ratio of the area of the smaller square to the area of the larger square is 1:2.


Using relationships between the side lengths of the squares and the diameter of the circle
In the diagrams below, two diameters labelled d are drawn onto the circle, and then the squares are each shown individually with one of the diameters.
                            
The area of the larger square is d$^2$, and the area of the smaller square is s$^2$, so we want the ratio s$^2$:d$^2$.

We can use Pythagoras' theorem to find a relationship between s and d, because the smaller square can be split into two right-angled triangles.
d$^2$ = s$^2$ + s$^2$, so d$^2$ = 2s$^2$.
Which means that the ratio s$^2$:d$^2$ is 1:2.


Using relationships between the side lengths of the squares and the radius of the circle
In the diagram below, two radii of the circle are shown, both labelled $\text{r}$.

The larger square has side length $2\text{r}$, so its area is $(2\text{r})^2=4\text{r}^2$.

The diagram below is helpful for finding $x$, which is half of the side length of the smaller square.

By Pythagoras' theorem, $\text{r}^2=x^2 + x^2$, so $\text{r}^2 = 2x^2$, so $x^2$ = $\frac{1}{2}\text{r}^2$.

That means $x$=$\frac{1}{\sqrt{2}}\text{r}$, so the side length of the smaller square is $\frac{2}{\sqrt{2}}\text{r}$ (which is equal to $\sqrt{2}\text{r}$).

So the area of the smaller square is $\left(\frac{2}{\sqrt2}\text{r}\right)^2=\frac{4}{2}\text{r}^2=2\text{r}^2$.

So the ratio of the area of the smaller square to the area of the larger square is $2\text{r}^2$:$4\text{r}^2$, which simplifies to 1:2.
You can find more short problems, arranged by curriculum topic, in our short problems collection.

You may also like

Building Tetrahedra

Can you make a tetrahedron whose faces all have the same perimeter?

Ladder and Cube

A 1 metre cube has one face on the ground and one face against a wall. A 4 metre ladder leans against the wall and just touches the cube. How high is the top of the ladder above the ground?

Bendy Quad

Four rods are hinged at their ends to form a convex quadrilateral. Investigate the different shapes that the quadrilateral can take. Be patient this problem may be slow to load.

  • Tech help
  • Accessibility Statement
  • Sign up to our newsletter
  • Twitter X logo

The NRICH Project aims to enrich the mathematical experiences of all learners. To support this aim, members of the NRICH team work in a wide range of capacities, including providing professional development for teachers wishing to embed rich mathematical tasks into everyday classroom practice.

NRICH is part of the family of activities in the Millennium Mathematics Project.

University of Cambridge logo NRICH logo