Playing with Constructions | A

Question 9

In your experimentation, did you consider the case when all four sides of the rectangle are equal? That is, did you consider the case of a square? See what happens in this special case!

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Solution
Understand the Question
  • A square is a special type of rectangle where all four sides are equal in length.
  • If we set both the length and width of the rectangle equal to ss, we can observe how the standard perimeter and area formulas simplify for a square.

Step 1 · Sides of a Square as a Special Rectangle

For a rectangle with length LL and width WW, when all four sides are equal, it forms a square where both dimensions equal a common side length ss:Diagram 1

L=s,W=sL = s, \quad W = s

Step 2 · Perimeter of the Square

Using the perimeter formula for a rectangle 2×(length+width)2 \times (\text{length} + \text{width}):

Perimeter=2×(s+s)=2×(2s)=4s\begin{aligned} \text{Perimeter} &= 2 \times (s + s) \\[0.6em] &= 2 \times (2s) \\[0.6em] &= 4s \end{aligned}

Step 3 · Area of the Square

Using the area formula for a rectangle length×width\text{length} \times \text{width}:

Area=s×s=s2\begin{aligned} \text{Area} &= s \times s \\[0.6em] &= s^2 \end{aligned}
Answer

When a rectangle becomes a square of side ss, length and width are equal (L=W=sL = W = s). The Perimeter becomes 4s4s and the Area becomes s2s^2.

Common Mistakes
  • Confusing Perimeter and Area: Adding sides gives the perimeter (4s4s), while multiplying side by side gives the area (s2s^2). Do not mix the two formulas.
  • Rectangle vs. Square Classification: Assuming a square is entirely different from a rectangle; every square is a rectangle with equal adjacent sides.

More questions in A

Q1

Observe the following figures and try drawing them freehand.

Q2

Mark a point PP in your notebook. Then, mark as many points as possible, in different directions, that are 4 cm4\text{ cm} away from PP.

Think: Imagine marking all the points of 4 cm4\text{ cm} distance from the point PP. How would they look?

Try to draw it and verify if it is correct by taking some points on the curve and checking if their distances from PP are indeed 4 cm4\text{ cm}. Explore, if you have not already done so, and see if a compass can be used for this purpose.

You can start by marking a few points of distance 4 cm4\text{ cm} from PP using the compass. How can this be done?

Q3

Having explored the use of a compass, go ahead and recreate the images in Fig. 8.1. Can you make the figures look as good as the figures shown there? Try again if you want to!

Also, has the use of instruments made the construction easier?

Q4

Construct

1. A Person

How will you draw this?

Q5

2. Wavy Wave

Construct this.

Q6

Make other artwork of your choice with a ruler and a compass.

Q7

Explore

How should the rectangle be constructed so that the diagonal divides the opposite angles into equal parts?

Q8

How will you record your observations? First, identify the parameters that need to be tracked. They are the sides of the rectangle and the 8 angles formed by the two diagonals. Are there any other measurements that you would want to keep track of?

Q9

In your experimentation, did you consider the case when all four sides of the rectangle are equal? That is, did you consider the case of a square? See what happens in this special case!

Q10

Math Talk

What general laws did you observe with respect to the angles and sides? Try to frame and discuss them with your classmates.

How can one be sure if the laws that you have observed will always be true?

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