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Rectangle Split

Age 11 to 14
ShortChallenge Level Yellow starYellow starYellow star
Secondary curriculum
  • Problem
  • Solutions

Using triangles
In the diagram below, horizontal and vertical dotted lines are also drawn through the centre of the rectangle. The two red triangles are congruent and so are the two yellow triangles, and the length $x$ needs to be chosen so that the area of the red triangles is equal to the area of the yellow triangles.


That means that $5\times1$ must be the same as $6\times x$, so $5=6x$, so $x=\dfrac{5}{6}$.
So the $10$ cm side is split into lengths of $5+\dfrac{5}{6}=5\dfrac{5}{6}$ and $5-\dfrac{5}{6}=4\dfrac{1}{6}$. 


Using scale factors
Imagine if instead we had a square, as shown below. Then the sides should all be split in the same ratio to give four equal (and congruent) areas.


Stretching the square will give us a rectangle, and a stretch will preserve the ratio between the areas.

So starting with a $12$ cm by $12$ cm square, a vertical stretch with scale factor $\dfrac{10}{12}=\dfrac{5}{6}$ will give us the desired rectangle, and the $10$ cm side will be split into pieces of length $\dfrac{5}{6}a$ and $\dfrac{5}{6}b$ cm.
    

In this case, $a$ and $b$ are $7$ and $5$, so $\dfrac{5}{6}a=\dfrac{5\times7}{6}=5\dfrac{5}{6}$ and $\dfrac{5}{6}b=\dfrac{5\times5}{6}=4\dfrac{1}{6}$ cm.

You can find more short problems, arranged by curriculum topic, in our short problems collection.

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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.

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