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 Areas

Age 11 to 14
Challenge Level Yellow starYellow starYellow star
  • Problem
  • Getting Started
  • Student Solutions

The area of the inner square has area of 0.2 square units. First draw the original square, then remove the triangles. The triangles can then be added to the trapeziums to make four equal squares. This gives a total of five equal squares which have a total area of 1 square unit. Therefore each of the smaller squares must have an area of 0.2 square units.

If we don't use the midpoints on the sides of the big square the problem can be generalised by considering the lengths as shown in the diagram. In the above solution k = 1/2 and a = b .

By enlargement (or similar triangles) c = ka .


Using Pythagoras Theorem twice we get $a^2 + c^2 = k^2$ and also $(a + b + c)^2 = 1 + k^2$

By some routine algebra we get $a^2 = k^2/(1 + k^2)$ and the area of the inner square is $b^2 = (1 - k)^2/(1 + k^2).$


You may also like

Square Pegs

Which is a better fit, a square peg in a round hole or a round peg in a square hole?

Not So Little X

Two circles are enclosed by a rectangle 12 units by x units. The distance between the centres of the two circles is x/3 units. How big is x?

Lying and Cheating

Follow the instructions and you can take a rectangle, cut it into 4 pieces, discard two small triangles, put together the remaining two pieces and end up with a rectangle the same size. Try it!

  • 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