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Length, Width and Area

Age 14 to 16
ShortChallenge Level Yellow star
Secondary curriculum
  • Problem
  • Solutions

Answer: 9


Suppose the width is $w$, then the length is $w+16$.

The area is equal to the product of the length and the width:
Area is $w\times(w+16) = 225$.

So the length and the width are a factor pair of 225.

225 = 5 $\times$ 5 $\times$ 3 $\times$ 3
225 = 5 $\times$ 45,     difference = 40
225 = 15 $\times$ 15,   difference = 0
225 = 9 $\times$ 25,     difference = 16
$\therefore$ width = 9


Using trial & improvement

We can try different numbers for $w$ (knowing that it is 16 less than the length):

If $w=1$, then the area would be $1\times 17=17$ - too small.
If $w=20$, then the area would be $20\times 36=720$ - too big.
If $w=5$, then the area would be $5\times 21=105$ - too small.
If $w=10$, then the area would be $10\times 26=260$ - just too big.
If $w=9$, then the area would be $9\times 25=225$ - perfect.

So $w=9$. 


Using algebra

Area $w^2+16w=225$

Completing the square
$(w+8)^2=w^2+8w+8w+64=(w^2+16w)+64$

So $(w+8)^2-64 = w^2+16w\\
\begin{align}\therefore w^2+16w=225&\Rightarrow(w+8)^2-64 =225\\
&\Rightarrow (w+8)^2=289\\
&\Rightarrow (w+8)=\pm17\\
&\Rightarrow w=\pm17 - 8\end{align}$
$w$ must be positive, so $w=17-8=9$.


Using the quadratic formula
$x=\dfrac{-b\pm\sqrt{b^2-4ac}}{2a}$

$w$ is the variable $x$, and $a=1$, $b=16$, $c=-225$

$\begin{align}w&=\dfrac{-16\pm\sqrt{16^2+4\times225}}{2}\\
&=-8\pm\sqrt{16\times4+225}\\
&=-8\pm\sqrt{289}\\
&=-8\pm17\end{align}$
Need width to be positive so $w=-8+17=9$





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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