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

Trapezium Four

Age 14 to 16
Challenge Level Yellow starYellow star
Secondary curriculum
  • Problem
  • Getting Started
  • Student Solutions
  • Teachers' Resources


Well done to Dominic from St Paul's School, Tom from Bristol Grammar School, and Margaret in Cornwall who in different ways pointed out that :

When you put together the purple and blue triangles this larger triangle must have the same area as the larger triangle made from orange and blue because they share the same base and have the same height, therefore must match for area. Then as blue is common to both these triangles the bits that are purple and orange must also be equal in area.


Well done Margaret for pointing out that yellow and blue are similar triangles :

So if, looking at the two parallel side lengths, we said that the longer side is $k$ times the shorter then the blue triangle has $k^2$ times the area of yellow because the blue height is $k$ times bigger than the yellow height.

Looking along a diagonal of the trapezium and comparing yellow with purple they have the same "height away from the diagonal" but purple's "base along that diagonal" is $k$ times as big as yellow's base (those similar triangles again) and so purple's area will be $k$ times as big as the area of yellow.

Comparing all four areas : purple and orange will always be equal, yellow will always be smaller than them while blue will always be larger.

The ratio of areas for yellow, purple, orange and blue is $1 : k : k : k^2$.

Well done to Tom and Dominic for pointing out that the only time anything happens other than just two areas equal is on the occasion that the parallel sides are the same length, the diagonals then intersect at their midpoints, the trapezium at that moment becomes a parallelogram, and the four colours occupy equal areas.


You may also like

At a Glance

The area of a regular pentagon looks about twice as a big as the pentangle star drawn within it. Is it?

Six Discs

Six circular discs are packed in different-shaped boxes so that the discs touch their neighbours and the sides of the box. Can you put the boxes in order according to the areas of their bases?

Equilateral Areas

ABC and DEF are equilateral triangles of side 3 and 4 respectively. Construct an equilateral triangle whose area is the sum of the area of ABC and DEF.

  • 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