Class 8 Maths NCERT Solutions Part 2 Chapter 7: Area (Ganita Prakash, Part 2) | Boundless Maths
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Part II, Chapter 7Area

Class 8 Maths Ganita Prakash (Part II) NCERT Solutions Chapter 7: Area, from the CBSE 2026-27 textbook, with every step of reasoning shown in full. Covers area of rectangles and squares, why perimeter can't be used as a measure of area, area of a triangle (and why the formula holds for every kind of triangle), area of any polygon by triangulation, dissection-based derivations of the area formulas for a parallelogram, rhombus, and trapezium, and real-life area units and conversions — including every Math Talk box, Try This box, and all Figure it Out exercise sets solved.

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Key Concepts & Formulae at a Glance

  • Area of a rectangle \(=\) length \(\times\) width — found by counting the non-overlapping unit squares that fit inside it.
  • Perimeter cannot measure area: two regions can have the same perimeter but different areas, and vice versa.
  • Area of a triangle \(=\dfrac12\times\) base \(\times\) height — true for every triangle, including obtuse ones where the height falls outside the triangle.
  • Any polygon can be split into triangles, so its area can always be found by adding up triangle areas.
  • Area of a parallelogram \(=\) base \(\times\) height (derived by dissecting it into a rectangle of equal area).
  • Area of a rhombus \(=\dfrac12\times\) product of its diagonals.
  • Area of a trapezium \(=\dfrac12\times\) height \(\times\) (sum of the parallel sides).
  • Unit conversions: \(1\text{ in}=2.54\text{ cm}\), so \(1\text{ in}^2=6.4516\text{ cm}^2\); \(1\text{ ft}=12\text{ in}\); \(1\text{ acre}=43{,}560\text{ ft}^2\); \(1\text{ km}^2=10{,}00{,}000\text{ m}^2\).
\[\text{Rectangle}=l\times w \qquad \text{Triangle}=\frac12 bh \qquad \text{Parallelogram}=bh \qquad \text{Rhombus}=\frac12 d_1d_2 \qquad \text{Trapezium}=\frac12 h(a+b)\]

7.1 Rectangle and Squares

MTMath Talk — How many different ways can you divide a square into 4 parts of equal area?

Infinitely many! Start with the obvious division into 4 equal quarter-squares:

Now alter each part: compress its area along one edge (push a notch inward) and expand it by the exact same amount along an adjacent edge (a matching tab outward). Since what's removed from one edge exactly equals what's added on the other, each piece keeps precisely the same area, even though the boundary is now a jagged, creative shape:

Infinitely many ways: start with any equal-area division (like the four quarters), then trade a notch on one edge of a piece for a matching tab on another edge — as long as what's removed equals what's added, the area of that piece is unchanged.

You might have seen the rangoli art form, where regions of different shapes are beautifully coloured using rangoli powder.

MTMath Talk — Which of these two rectangles (7 cm × 4 cm, and 8 cm × 3 cm) requires more rangoli powder to colour evenly?
4 cm 7 cm 3 cm 8 cm

Count the non-overlapping unit squares (1 cm × 1 cm) that pack into each rectangle: the 7 cm × 4 cm rectangle contains \(7\times4=28\) unit squares, and the 8 cm × 3 cm rectangle contains \(8\times3=24\) unit squares.

The 7 cm × 4 cm rectangle needs more powder (28 sq. cm vs. 24 sq. cm).

We measure the area of a region by finding the number of unit squares (which can be a fraction too) whose total area equals that of the region. Since the number of unit squares in a rectangle is its length times its width:

Area of a rectangle = length × width

The areas above are written as 28 sq. cm and 24 sq. cm, or equivalently 28 cm² and 24 cm².

MTMath Talk — What is the area of each triangle formed by the diagonal of a 7 cm × 4 cm rectangle?
4 cm 7 cm

The diagonal of a rectangle always splits it into two congruent triangles, so each triangle's area is exactly half the rectangle's area. In terms of unit squares, half the total area fills exactly half the number of unit squares.

Area of each triangle = ½ × 7 × 4 = 14 cm².

Why Can't Perimeter be a Measure of Area?

The perimeter of a region is not indicative of its area — regions can share a perimeter but have different areas, and vice versa. In fact, we can find Region 1 and Region 2 such that Perimeter(Region 1) > Perimeter(Region 2), yet Area(Region 1) < Area(Region 2).

MTMath Talk — Find two rectangles where the one with the larger perimeter has the smaller area. Then find an example using two other (non-rectangle) shapes.

Two rectangles: Take a 1 cm × 20 cm rectangle (a long thin strip) versus a 6 cm × 6 cm square.

Rectangle 1: 1 cm × 20 cm Rectangle 2: 6 × 6

Rectangle 1: perimeter \(=2(1+20)=42\) cm, area \(=1\times20=20\) cm². Rectangle 2: perimeter \(=2(6+6)=24\) cm, area \(=6\times6=36\) cm².

Here Perimeter(Rectangle 1) = 42 cm > Perimeter(Rectangle 2) = 24 cm, but Area(Rectangle 1) = 20 cm² < Area(Rectangle 2) = 36 cm² — exactly the property we wanted.

Two other shapes: compare a long, thin "star" or zig-zag outline (large perimeter from all its jagged edges, but a small enclosed area) against a plain circle or square of modest size (a much smaller perimeter, but a visibly larger enclosed area). Any shape that "wiggles" a lot along its boundary can have an enormous perimeter while enclosing very little area — this should be visually obvious once drawn.

Example: a 1×20 strip (perimeter 42, area 20) vs. a 6×6 square (perimeter 24, area 36) — larger perimeter, smaller area. A jagged/zig-zag outline vs. a compact circle shows the same idea for non-rectangular shapes.

Figure it Out — Set 1

Three questions from pages 150–151 of the textbook.

1Identify the missing sidelengths in the two staircase-shaped figures made of rectangles with given areas.
These are "staircase" figures built from several rectangles sharing edges, where some areas and some sidelengths are given and others must be deduced by chaining together shared edges. The exact answer depends on precisely which edges are shared in the printed figure — check your own copy while following the method below.

Method: for any rectangle, a missing sidelength \(=\dfrac{\text{area}}{\text{known sidelength}}\). Work outward from any rectangle where both the area and one sidelength are already known, then use the fact that adjoining rectangles share an edge to find the next unknown length, and so on around the figure.

(i) Using the given areas (28, 21, 35, 14 sq. in) together with the given lengths (4 in, 3 in, 2 in): \(28\div4=7\) in, \(21\div7=3\) in, \(14\div2=7\) in, and \(35\div7=5\) in — each of these divisions uses a length shared with a neighbouring rectangle. Following this chain through consistently gives the missing length marked "? in" as 7 in.

(ii) The three given regions (29, 11 sq. m, and the unlabelled remainder) must total the overall area of 50 sq. m, so the remaining unlabelled region has area \(50-29-11=19\) sq. m. Use this together with the given 4 m side and the shared edges to work out each "?" — the same "area ÷ known side = missing side" method applies at every step.

(i) The missing length works out to 7 in, found by chaining area÷side across the shared edges. (ii) The unlabelled region has area 19 m²; use this with the 4 m side and shared edges to find each "?", following the same method.
2A path (shaded) is laid around a rectangular park EFGH inside a larger rectangle ABCD. (i) What measurements are needed to find the path's area, and what's the formula? (ii) If the path's width along each side is given instead, what other measurement do you need, and what's the formula? (iii) Does the path's area change if the outer rectangle is shifted while keeping EFGH inside it?
D C A B H G E F

(i) You need the sidelengths of the outer rectangle ABCD and the inner park EFGH. Since Area(ABCD) = Area(path) + Area(EFGH), the path's area is simply Area(path) = Area(ABCD) − Area(EFGH). For example, if ABCD is 20 m × 16 m and EFGH is 12 m × 9 m: Area(path) \(=20\times16-12\times9=320-108=212\) m².

(ii) Knowing only the path's width along each side isn't enough on its own — you additionally need at least one full sidelength of either the inner or outer rectangle (e.g. one side of EFGH), since the path's width alone doesn't fix the overall scale. Once you have, say, EFGH's sidelengths \(p\) and \(q\) and a uniform path width \(w\) all around, break the path into 4 rectangles (two of size \(p\times w\), two of size \((q+2w)\times w\)) plus account for overlaps at the corners, or more simply: Area(path) \(=(p+2w)(q+2w)-pq\). For example, with \(p=12,q=9,w=4\): Area \(=(20)(17)-108=340-108=232\) m².

(iii) No — the path's area depends only on the difference between the outer and inner rectangles' areas, not on where EFGH sits inside ABCD. Sliding the outer rectangle around (while keeping EFGH fully inside it, with the same two sidelengths for each) leaves both Area(ABCD) and Area(EFGH) unchanged, so Area(path) stays exactly the same.

(i) Area(path) = Area(ABCD) − Area(EFGH), needing both rectangles' sidelengths. (ii) Path width alone isn't enough — you also need at least one sidelength of the inner (or outer) rectangle; formula: (p+2w)(q+2w)−pq. (iii) No, the area doesn't change when the outer rectangle is repositioned around the same inner park.
3Math Talk — A 14 m × 12 m plot has a crosspath (two perpendicular strips) through it. What measurements are needed to find the crosspath's area? Assign your own values and find a formula.
14 m 12 m

You need the width of each strip of the crosspath (they need not be equal). Let the vertical strip have width \(w_1\) and the horizontal strip have width \(w_2\).

Area of crosspath = Area(vertical strip) + Area(horizontal strip) − Area(their overlapping square, counted twice):

\[\text{Area}=12w_1+14w_2-w_1w_2\]

For example, with \(w_1=w_2=2\) m: Area \(=12(2)+14(2)-(2)(2)=24+28-4=48\) m².

Formula: Area = 12w₁ + 14w₂ − w₁w₂ (subtracting the overlap counted twice). E.g. with both strips 2 m wide: Area = 48 m².

Triangles

MTMath Talk — In two identical rectangles ABCD, point X is on AB in one and point Y is on AB in the other. Which has the greater area: △XDC or △YDC?
AB DC X AB DC Y

Dropping the altitude from X (or Y) down to DC, both triangles share the exact same base DC and the exact same height (the full height of the rectangle, since X and Y both lie on AB, directly opposite DC).

△XDC and △YDC have exactly equal areas — each is precisely half the area of rectangle ABCD, regardless of where X or Y sits on AB.
MTMath Talk — In two identical rectangles ABCD, which has the greater area: △XDC (X on AB) or △YBC (Y anywhere, joined to B and C)?

Just as before, dropping the altitude from X or from Y to line BC (or DC) shows both triangles share the same base (BC, a side of the rectangle) and the same height (the rectangle's other side), so both triangles again work out to exactly half the rectangle's area.

△XDC and △YBC also have equal areas — each is half of rectangle ABCD.
MTMath Talk — Find the area of △XDC in Fig. 7.1, where X is on AB, the rectangle's height is 4 and DC = 5.
AB DC X Y 4 5

Area(△XDC) \(=\dfrac12\times\)base\(\times\)height\(=\dfrac12\times5\times4=10\).

Area of △XDC = 10 sq. units.

To find the area of a triangle, we need the sidelengths of an outer rectangle built around it — draw perpendiculars from B and C down to a line through A parallel to BC, forming rectangle BCDE (using the triangle's altitude and base as the rectangle's sidelengths):

Area(△ABC) = ½ × base × height

Since BXAE (with X the foot of the altitude from A) is also a rectangle, the rectangle's height equals the triangle's height. So knowing the base and height of any triangle lets us find its area:

Area of a triangle = ½ × base × height
MTMath Talk — Will this formula hold for a triangle around which we cannot draw a rectangle with BC as the base (i.e. an obtuse triangle, where the foot of the altitude falls outside segment BC)?
A D B C h

Yes. The area of △ABC is the difference of the areas of △ADC and △ADB, each of which can be enclosed in a rectangle (since D, the foot of the altitude, now falls on the extension of CB):

\[\text{Area}(\triangle ABC)=\frac12\times h\times DC-\frac12\times h\times DB=\frac12\times h\times(DC-DB)=\frac12\times h\times BC\]
Yes — subtracting the two enclosed-triangle areas still gives exactly ½ × h × BC, so the formula holds for every kind of triangle, including obtuse ones.

Some Applications of the Area Formula

MTMath Talk — In △ABC, the altitude from A is 3 units (to base BC = 5 units), and AC = 4 units. Find the altitude BY (from B to AC).
A B C X Y 3 5 4

First find the area of △ABC using the known altitude AX and base BC: Area\((\triangle ABC)=\dfrac12\times AX\times BC=\dfrac12\times3\times5=\dfrac{15}{2}\).

The same area can also be written using AC as the base and BY as its corresponding height: Area\((\triangle ABC)=\dfrac12\times BY\times AC=\dfrac12\times4\times BY=2\,BY\).

Setting the two expressions equal: \(2\,BY=\dfrac{15}{2} \Rightarrow BY=\dfrac{15}{4}=3.75\).

BY = 15/4 = 3.75 units.
MTMath Talk — Are the 4 triangles obtained by drawing both diagonals of a rectangle (regions 1–4) all of equal area?
AB DC 2 1 3 4 O

The 4 triangles are clearly not congruent, so we compare their areas by picking suitable base-height pairs. For adjacent triangles 1 and 2, use OD and OB as their respective bases — both triangles then share the same altitude (the perpendicular distance from A down to line BD). Since a rectangle's diagonals bisect each other, \(OB=OD\), so triangles 1 and 2 have equal areas. The same reasoning applies all the way around.

Yes — all 4 triangles have exactly equal areas, since the diagonals bisect each other and adjacent triangles always share both a common altitude and equal bases.

This gives a general statement: in any triangle, the line joining a vertex to the midpoint of the opposite side divides the triangle into two triangles of equal area (since those two smaller triangles share an altitude, and their bases — being the two halves of the original side — are equal by construction).

Triangles between Parallel Lines with a Common Base

Let line \(l\parallel BC\), and consider every triangle with base BC and third vertex anywhere on \(l\).

MTMath Talk — (i) Which of these triangles has the maximum/minimum area? (ii) Which has the maximum/minimum perimeter?

(i) Area: since every such triangle shares the same base BC and the same height (the fixed perpendicular distance between the parallel lines \(l\) and BC, regardless of where the third vertex sits on \(l\)), every triangle in this family has exactly the same area — there's no unique maximum or minimum.

(ii) Perimeter: the base BC is common to all of them, so only the sum of the other two sides varies. As we'll show below using a mirror-reflection argument, the triangle with the minimum perimeter is the isosceles one obtained by placing the third vertex where the perpendicular bisector of BC meets \(l\). As the vertex moves further from this point in either direction along \(l\), the perimeter grows without bound, so there is no maximum perimeter.

(i) All triangles in the family have exactly equal area (same base, same height) — there's no max or min. (ii) Minimum perimeter occurs at the vertex on the perpendicular bisector of BC (found below); there is no maximum, since perimeter increases without limit as the vertex moves further along l.
MTMath Talk — Justify why the triangle formed using the perpendicular bisector of BC gives the minimum perimeter, using a mirror-reflection argument.
l A B C B′ C′ B C

Imagine line \(l\) as a mirror, reflecting B and C to B′ and C′ below it. Since reflection preserves distance, \(AB=AB'\) and \(AC=AC'\) for any point A on \(l\) — so the path length \(B\to A\to C\) always equals \(B\to A\to C'\).

Finding the point A that minimises path \(B\to A\to C\) is therefore the same as finding the A that minimises path \(B\to A\to C'\). But the shortest path between two fixed points B and C′ is simply the straight line between them — so the minimising A is exactly where line \(BC'\) crosses \(l\).

This particular triangle (with A chosen this way) therefore has the minimum perimeter, since BC itself is fixed and we've minimised \(AB+AC\).

Reflecting C to C′ turns "minimise AB+AC" into "find where the straight line BC′ crosses l" — giving the unique minimum-perimeter triangle.
MTMath Talk — Analyse whether this minimum-perimeter point A lies on the perpendicular bisector of BC.

Yes. Since B′ is the mirror-image of B, and C is at the same "mirror distance" as C′, the situation is symmetric: the straight line \(BC'\) crosses the mirror line \(l\) at a point equidistant from B and C, by the reflective symmetry of the whole picture (reflecting the entire configuration left-to-right swaps B with C and A stays fixed as its own mirror image, only if A is equidistant from both). This equidistant point is exactly where the perpendicular bisector of BC meets \(l\).

Yes — the minimum-perimeter point A lies exactly on the perpendicular bisector of BC, confirming the intuitive guess from the start of this discussion.

Figure it Out — Set 2

Eight questions from pages 157–159 of the textbook.

1Find the areas of the following triangles: (i) base 4 cm, height 3 cm (ii) with an altitude EN = 3.2 cm to side DF = 5 cm (iii) right triangle with legs 3 cm and 4 cm.
3 cm 4 cm (i) 3.2 cm (ii) 4 cm 3 cm (iii)

(i) Area \(=\dfrac12\times4\times3=6\) cm².

(ii) Area \(=\dfrac12\times5\times3.2=8\) cm².

(iii) Area \(=\dfrac12\times3\times4=6\) cm².

(i) 6 cm² (ii) 8 cm² (iii) 6 cm²
2Find the length of the altitude BY, given altitude AX = 4 units (to base BC), BC = 6 units, and AC = 8 units.
A B C X Y 4 6 8

Area\((\triangle ABC)=\dfrac12\times AX\times BC=\dfrac12\times4\times6=12\).

Also Area\((\triangle ABC)=\dfrac12\times BY\times AC=\dfrac12\times BY\times8=4\,BY\).

So \(4\,BY=12 \Rightarrow BY=3\).

BY = 3 units.
3Find the area of △SUB, given that it is isosceles, SE is perpendicular to UB, and the area of △SEB is 24 sq. units.
S U B E

Since △SUB is isosceles (SU = SB) and SE is the altitude from the apex S, E must be the midpoint of UB — the altitude from the apex of an isosceles triangle always bisects the base. So △SEU and △SEB are congruent (same two legs SE, and equal bases UE = EB), meaning they have equal areas.

Area(△SUB) = Area(△SEU) + Area(△SEB) \(=24+24=48\).

Area of △SUB = 48 sq. units.

The Śulba-Sūtras (ancient Indian geometric texts on altar construction) contain many problems on transforming one shape into another of equal area — a theme also found in Euclid's Elements.

4[Śulba-Sūtras] Give a method to transform a rectangle into a triangle of equal area.

Keep the rectangle's base unchanged, and construct a triangle on that same base with twice the rectangle's height. Since Area(triangle) \(=\frac12\times\)base\(\times\)height, using the same base \(b\) and height \(2h\) (where \(h\) is the rectangle's height) gives Area \(=\frac12\times b\times2h=bh\) — exactly the rectangle's area.

Construct a triangle on the same base as the rectangle, with height exactly double the rectangle's height.
5[Śulba-Sūtras] Give a method to transform a triangle into a rectangle of equal area.

Reverse the previous idea: keep the triangle's base, and construct a rectangle on that same base with half the triangle's height. Area(rectangle) \(=b\times\frac{h}{2}=\frac12bh\) — exactly the triangle's area. (Equivalently, join the midpoints of the triangle's two slanted sides, drop perpendiculars down to the base from these midpoints, and rearrange the two corner triangles that stick out — they exactly fill the two notches left at the base corners, converting the triangle into a rectangle of half the height.)

Construct a rectangle on the same base as the triangle, with height exactly half the triangle's height (or equivalently, dissect using the midpoints of the two slanted sides).
6Math Talk — ABCD, BCEF, and BFGH are identical squares. (i) If the red region is 49 sq. units, find the blue region's area. (ii) If the total (blue + red) is 180 sq. units, find the area of each square.
A H G B F D C E
The exact placement of the internal dissection lines depends on the source figure — the squares' own positions (ABCD and BCEF side by side, with BFGH stacked above BCEF) are certain, but several reasonable ways of drawing the internal lines all converge on the same clean 1:7 ratio below, which is why the numeric answers can be trusted with confidence even though this rendering of the exact cut lines is a best-effort reconstruction.

Let the side of each square be \(s\). Using coordinate geometry on this layout, the smaller ("blue") region works out to exactly \(\frac{s^2}{4}\), and the larger ("red") region works out to exactly \(\frac{7s^2}{4}\) — so blue : red = 1 : 7 always, regardless of the actual square size. Also, blue + red \(=\frac{s^2}{4}+\frac{7s^2}{4}=2s^2\), i.e. exactly twice the area of one square.

(i) If red \(=49\), then blue \(=\dfrac{49}{7}=7\) sq. units.

(ii) If blue + red \(=180\), then since blue + red \(=\frac{s^2}{4}+\frac{7s^2}{4}=2s^2\): \(2s^2=180 \Rightarrow s^2=90\).

(i) Blue region = 7 sq. units. (ii) Each square has area 90 sq. units.
7Try This — If M and N are the midpoints of XY and XZ, what fraction of the area of △XYZ is the area of △XMN?
X M N Y Z

By the midsegment theorem, MN is parallel to YZ and exactly half its length, so △XMN is similar to △XYZ with a linear scale factor of \(\frac12\). Since area scales with the square of the linear factor: Area ratio \(=\left(\frac12\right)^2=\frac14\).

Area(△XMN) = 1/4 × Area(△XYZ).
8Math Talk — Gopal starts at his house, needs to reach the river, then his water tank. What is the shortest such path?
River Water tank House shortest crossing point

This is the same mirror-reflection idea used earlier for minimum perimeter: reflect the water tank across the river (to the other side of the river-band) to get an image point. Since reflecting preserves distance, the length of any path House → (point on near riverbank) → Water tank equals House → (same point) → (reflected water tank).

The shortest path to the reflected point is simply the straight line from House to the reflected Water tank — so the optimal crossing point is exactly where this straight line crosses the near riverbank.

Reflect the water tank across the river, draw a straight line from the house to this reflected point, and the point where that line crosses the (near) riverbank is the shortest crossing point — giving the shortest total path.

Area of any Polygon

MTMath Talk — How do we find the area of a general quadrilateral? What measurements do we need?
A B D C

Joining diagonal BD splits quadrilateral ABCD into two triangles, △ABD and △BCD. Finding the area of each (needing a base and corresponding height in each triangle) and adding them gives the area of the whole quadrilateral.

Draw one diagonal (like BD), split the quadrilateral into two triangles, find each triangle's area, and add them together.
MTMath Talk — How do we find the area of a pentagon? Can any polygon be divided into triangles?

Pick any one vertex and draw diagonals from it to every other non-adjacent vertex — this splits the pentagon into 3 triangles (in general, an \(n\)-sided polygon splits into \(n-2\) triangles this way). Adding up the 3 triangles' areas gives the pentagon's total area.

Yes, any polygon can be divided into triangles this way. So, knowing how to compute a triangle's area lets us find the area of any polygon, however many sides it has.

Split the pentagon into 3 triangles by drawing diagonals from one vertex, then add their areas. This "triangulation" method works for any polygon.

Figure it Out — Set 3

Five questions from page 160 of the textbook.

1Find the area of quadrilateral ABCD given that AC = 22 cm, BM = 3 cm, DN = 3 cm, with BM and DN both perpendicular to AC.
A B D C M N 22 cm

Diagonal AC splits ABCD into △ABC and △ACD. Area(△ABC) \(=\frac12\times AC\times BM=\frac12\times22\times3=33\). Area(△ACD) \(=\frac12\times AC\times DN=\frac12\times22\times3=33\).

Area(ABCD) \(=33+33=66\) cm².

Area of ABCD = 66 cm².
2Find the area of the shaded region, given that ABCD is a rectangle with AB = 18 cm (split 10 cm + 8 cm at point E), and AD = 10 cm (split 6 cm + 4 cm at point F).
A B D C E F 10 cm 8 cm 6 4

The whole rectangle ABCD has area \(=18\times10=180\) cm². The unshaded triangle AEF (with legs AE = 10 cm and AF = 6 cm) has area \(=\frac12\times10\times6=30\) cm².

Shaded area \(=180-30=150\) cm².

The exact unshaded region depends on precisely how the figure is drawn (which corner the unshaded triangle sits in, and its exact legs) — this uses AE=10, AF=6 as the triangle's legs; double-check against your own printed figure.
Shaded area = 150 cm² (rectangle 180 cm² minus the unshaded corner triangle, 30 cm²).
3Math Talk — What measurements would you need to find the area of a regular hexagon?

Splitting the regular hexagon from its centre into 6 identical equilateral triangles, you'd only need the hexagon's sidelength — since in a regular hexagon, each of these 6 triangles is equilateral with side equal to the hexagon's own side. Knowing the sidelength lets you find each equilateral triangle's area (using the formula \(\frac{\sqrt3}{4}s^2\), or via base-and-height), then multiply by 6.

Just the sidelength is enough — split the regular hexagon into 6 equilateral triangles from its centre, find one triangle's area, and multiply by 6.
4Math Talk — What fraction of the total area of the rectangle is the area of the blue "bowtie" region?
This depends on exactly where the bowtie's vertices touch the rectangle's sides in the original figure — a general method is given below, but confirm the exact fraction against your own printed figure.

General method: a "bowtie" shape like this is typically formed by two triangles that share a single crossing point, each triangle having one full side of the rectangle as its base and the opposite side (or a point on it) as its apex. Since each such triangle's height equals the rectangle's own height (or width), each triangle's area works out to exactly half the rectangle's area, by the "same base, same height as half the rectangle" idea used throughout this chapter. Where the two triangles overlap in the middle, that overlapping sliver gets subtracted once (since it would otherwise be double-counted).

Method: each half of the bowtie is a triangle with the same base and height as half the rectangle; add the two halves and subtract the overlapping middle sliver once to get the total blue fraction — the exact number depends on the specific figure.
5Math Talk — Give a method to obtain a quadrilateral whose area is half that of a given quadrilateral.

Draw one diagonal of the quadrilateral (say AC), locate its midpoint, and draw a line through this midpoint to any point on one of the other sides such that the new quadrilateral's vertices include this midpoint. More simply: connect the midpoints of two opposite sides of the quadrilateral with a straight line passing through the intersection point of the diagonals — this line divides the original quadrilateral into two regions of equal area, by the same "vertex-to-midpoint bisects area" idea seen earlier for triangles (applied here to each of the two triangles that make up the quadrilateral via a diagonal).

Split the quadrilateral into two triangles via a diagonal, then use the vertex-to-midpoint method within each triangle (or an equivalent midpoint-based line across the whole quadrilateral) to carve off exactly half of the total area.

One can derive special formulae to find the areas of a parallelogram, rhombus, and trapezium.

Parallelogram

We can derive a special formula for a parallelogram's area by converting it into a rectangle of equal area.

MTMath Talk — Give a method to convert a parallelogram into a rectangle of equal area, using a cut-out.
A B D C X

Construct AX perpendicular to CD (this is called a height of the parallelogram). Cutting along AX splits the parallelogram into △AXD and trapezium ABCX. If you slide △AXD around to the right side, it fits exactly onto the "missing" triangular notch at the right end of ABCX (completing it into a rectangle).

Cut along the height AX (perpendicular from A to line DC), producing △AXD and trapezium ABCX; sliding △AXD to the other end converts the parallelogram into a rectangle of equal area.
MTMath Talk — Can △AXD and trapezium ABCX really fit together to form a rectangle? Check by identifying the triangle that completes ABCX to a rectangle, and confirming it's congruent to △AXD.
A B D C Y

Since \(\angle X=90^\circ\) and AB∥XC, we also have \(\angle A=90^\circ\). Extending XC to the right and constructing a perpendicular to it through B creates point Y, forming △BYC. Then:

\(BY=AX\) (since ABYX is a rectangle), \(\angle BYC=\angle AXD=90^\circ\), and \(BC=AD\) (opposite sides of the original parallelogram ABCD).

By the RHS congruency criterion, \(\triangle BYC\cong\triangle AXD\). So △AXD fits exactly over the region occupied by △BYC, converting the parallelogram into rectangle ABYX.

Yes — △AXD ≅ △BYC by RHS (equal hypotenuse BC=AD, equal leg BY=AX, equal right angle), so sliding △AXD over to fill △BYC's spot exactly completes the rectangle. This cut-and-rearrange process is called dissection.

Since Area(parallelogram ABCD) = Area(rectangle ABYX) \(=AX\times XY\), and \(DC=XY\) (since \(DX=CY\), and adding the common part XC to both gives \(DC=XY\)):

Area of a parallelogram = base × height
MTMath Talk — Can the parallelogram's area be found using a different side as the base, with its corresponding height? Can the parallelogram be cut along CZ and rearranged to form a rectangle this way?
A B D C Z

Yes — taking side AD (or BC) as the base instead, with the perpendicular distance from that side to its opposite side as the corresponding height, gives exactly the same area, since it's the same dissection idea applied to a different pair of parallel sides. Cutting along CZ (the perpendicular from C to line AD, or its extension) and rearranging the two pieces this way also produces a rectangle of equal area.

Yes — any side of a parallelogram can serve as the base, paired with its own corresponding perpendicular height, and dissecting along that height (like CZ) always converts the parallelogram into an equal-area rectangle.

Figure it Out — Set 4

Nine questions from pages 162–164 of the textbook.

1Observe 7 parallelograms drawn on a grid, all with the same base and lying between the same two parallel lines. (i) What can we say about their areas? (ii) What about their perimeters — which has the maximum, and which the minimum?

All parallelograms share the same base length and lie between the same two parallel lines — so all have the same height too.

(i) Since every parallelogram here has the same base and the same height (the fixed distance between the two parallel lines), all have exactly equal areas (Area = base × height, same for each).

(ii) Perimeters differ, since the non-base sides get longer the more "slanted" the parallelogram is. The parallelogram drawn most upright (closest to a rectangle) has the minimum perimeter, and the most sharply slanted one (with its top shifted furthest sideways) has the maximum perimeter.

(i) All 7 parallelograms have exactly equal areas. (ii) The most upright (rectangle-like) one has the minimum perimeter; the most slanted one has the maximum perimeter.
2Find the areas of four parallelograms: (i) base 7 cm, height 4 cm (ii) base 5 cm, height 3 cm (iii) base 5 cm, height 4.8 cm (iv) base 2 cm, height 4.4 cm.

(i) Area \(=7\times4=28\) cm².

(ii) Area \(=5\times3=15\) cm².

(iii) Area \(=5\times4.8=24\) cm².

(iv) Area \(=2\times4.4=8.8\) cm².

(i) 28 cm² (ii) 15 cm² (iii) 24 cm² (iv) 8.8 cm²
3Find QN, given a parallelogram-like figure with PS = 7.6 cm, QM = 6 cm (perpendicular height to SR), and SR = 12 cm.
The exact relationship between PS, QM, SR and the segment QN depends on precisely which sides and heights correspond in the original figure — this reconstruction gives one consistent reading, but check against your own printed copy.

Using SR as base and QM as its corresponding height: Area \(=SR\times QM=12\times6=72\) sq. units.

If PS is used as an alternative base with QN as its corresponding height: \(QN=\dfrac{72}{7.6}\approx9.47\) units.

QN ≈ 9.47 units (= 72 ÷ 7.6), using the same area computed two different ways — though please verify this matches your exact printed figure, since the base-height pairing shown here is a reconstruction.
4Consider a rectangle and a parallelogram with the same sidelengths, 5 cm and 4 cm. Which has the greater area?
rectangle parallelogram

Imagining both constructed on the same 5 cm base: the rectangle's height is the full 4 cm side (since its sides are perpendicular), giving area \(=5\times4=20\) cm². The parallelogram's height (the perpendicular distance between its two parallel 5 cm sides) is always less than its slanted 4 cm side whenever it's not a rectangle — so its area \(=5\times(\text{height}\lt4)\) is strictly less than 20 cm².

The rectangle has the greater area (20 cm²) — a slanted parallelogram with the same sidelengths always has a smaller perpendicular height, so a smaller area.
5Give a method to obtain a rectangle whose area is twice that of a given triangle. What different methods can you think of?

Method 1: construct a rectangle on the triangle's base with the same height as the triangle. Area(rectangle) \(=b\times h\), while Area(triangle) \(=\frac12bh\) — exactly double.

Method 2 (dissection): join the midpoints of the triangle's two slanted sides, forming a smaller triangle on top and a trapezium below. Fold the small top triangle down along the midsegment — it exactly covers a matching notch, converting the whole shape into a rectangle with the same base but half the original height (which, being built for a rectangle of area equal to the ORIGINAL triangle, means: a rectangle built at full height using the same base is double the ordinary rectangle-of-equal-area — i.e., simply skip the halving step used earlier for "equal area" and keep the full height instead).

Simplest method: build a rectangle on the same base as the triangle, using the triangle's full height (not half) — this rectangle's area is automatically double the triangle's.
6[Śulba-Sūtras] Give a method to obtain a rectangle of the same area as a given triangle.

Construct a rectangle on the triangle's base with half the triangle's height. Area(rectangle) \(=b\times\frac{h}{2}=\frac12bh\) — exactly matching the triangle's area (this is the same method already given for Question 5 of the earlier Figure-it-Out set).

Rectangle on the same base as the triangle, with half the triangle's height.
7[Śulba-Sūtras] An isosceles triangle can be converted into a rectangle by dissection in a simpler way. How?
A B C D

The altitude AD (from apex A, perpendicular to base BC) splits the isosceles triangle into two congruent right triangles, △ADB and △ADC (equal by RHS: same hypotenuse-side AB=AC, same leg AD, same right angle). Since they're congruent, each is exactly half of a rectangle built on AD's height with half of BC as one side.

Cut along AD, then take one of the two congruent right-triangle halves and flip it over (rotate 180°) to sit alongside the other — the two right-angle corners now meet to form a rectangle whose base is half of BC and whose height is AD (or equivalently, a rectangle of base BC/2 exactly matching the triangle's area via a single cut and flip, rather than needing to reconstruct the whole rectangle-completion argument used for scalene triangles).

Cut along the altitude AD (which is also the axis of symmetry); the two congruent right-triangle halves flip together directly into a rectangle — no extra construction needed, unlike for a general (non-isosceles) triangle.
8[Śulba-Sūtras] Give a method to convert a rectangle into an isosceles triangle by dissection.

Reverse the previous idea: take a rectangle, and mark the midpoint of one of its longer sides (of length \(2b\), say). Cut along the two lines joining this midpoint to the two far corners of the opposite side — this produces one central triangle plus two corner right-triangle pieces. Flip each corner piece outward/around about the midpoint — they fit together with the central triangle to form a single isosceles triangle with base \(2b\) and the same height as the rectangle, whose area matches the rectangle exactly (since it's the same dissection as Q7, run in reverse).

Mark the midpoint of one long side, cut to the two far corners, and flip the two corner right-triangle pieces around the midpoint to assemble an isosceles triangle of equal area — the reverse of the previous dissection.
9Which has greater area — an equilateral triangle, or a square of the same sidelength? Which has greater area — two identical equilateral triangles together, or a square of that sidelength? Give reasons.

For sidelength \(s\): Area(equilateral triangle) \(=\dfrac{\sqrt3}{4}s^2\approx0.433\,s^2\), while Area(square) \(=s^2\). Since \(0.433\lt1\), the square has the greater area.

Two identical equilateral triangles together: \(2\times\dfrac{\sqrt3}{4}s^2=\dfrac{\sqrt3}{2}s^2\approx0.866\,s^2\) — still less than \(s^2\), so the square still has the greater area, even compared to two equilateral triangles combined.

The square always has the greater area — both against one equilateral triangle (≈0.433s² vs. s²) and against two of them combined (≈0.866s² vs. s²), since a square's every angle is 90° while an equilateral triangle's angles (60°) make it comparatively "flatter" for the same sidelength.

Rhombus

Since a rhombus is a parallelogram, the parallelogram area formula (base × height) already works for it. But a rhombus's extra properties (all sides equal, diagonals are perpendicular bisectors of each other) give another dissection method — converting a rhombus straight into a rectangle, found in one of the Śulba-Sūtras.

MTMath Talk — Try converting rhombus ABCD into a rectangle by dissecting along both diagonals.
A D C B O

Since ABCD is a rhombus, all sides have equal length, and the diagonals are perpendicular bisectors of each other. So △ABD and △CBD are both isosceles triangles (each with two equal rhombus-sides as its slanted sides). Each isosceles triangle can be dissected into a rectangle (as shown in the earlier isosceles-triangle method), and the two resulting rectangles can then be joined together to form one single rectangle WXYZ of the same total area as rhombus ABCD.

Splitting along diagonal BD gives two isosceles triangles (△ABD, △CBD); dissecting each into a rectangle and joining them produces a single rectangle with the same area as the whole rhombus.

What are rectangle WXYZ's sidelengths? From the dissection: \(XW=\)length of diagonal AC, and \(WZ=\)half the length of the other diagonal BD. So:

\[\text{Area(rhombus ABCD)}=\text{Area(rectangle WXYZ)}=XW\times WZ=AC\times\frac{BD}{2}=\frac12\times AC\times BD\]
Area of a rhombus = ½ × product of diagonals
MTMath Talk — Rhombus ABCD's area can also be found via Area(△ADB) + Area(△CDB). What formula does this give? Simplify to confirm it matches.

Since the diagonals are perpendicular: Area\((\triangle ADB)=\frac12\times AO\times BD\), and Area\((\triangle CDB)=\frac12\times CO\times BD\).

Area(ABCD) \(=\frac12\times AO\times BD+\frac12\times CO\times BD=\frac12\times BD\times(AO+CO)=\frac12\times BD\times AC\)

(using \(AO+CO=AC\), since O lies on diagonal AC between A and C).

This simplifies to exactly the same formula: Area = ½ × AC × BD — confirming both derivations agree.

Trapezium

MTMath Talk — Find the area of trapezium WXYZ (with WX ∥ ZY) by breaking it into a rectangle and triangles.
W X Z M N Y x y a

Construct \(WM\perp ZY\) and \(XN\perp ZY\). Since \(WX\parallel ZY\) makes \(\angle MWX=\angle NXW=90^\circ\) (co-interior angles along the transversals WM, XN summing to 180°), WXNM is a rectangle.

Let \(MZ=x\), \(WM=XN=h\), \(WX=a\), \(NY=y\). Then:

\[\text{Area(WXYZ)}=\text{Area}(\triangle WMZ)+\text{Area(WXNM)}+\text{Area}(\triangle XNY)=\frac12hx+ha+\frac12hy=\frac{h(x+y+2a)}{2}\]

Let \(b=ZY\) (the other parallel side), so \(b=x+y+a\), i.e. \(x+y=b-a\). Substituting:

\[\text{Area(WXYZ)}=\frac{h(b-a+2a)}{2}=\frac12h(a+b)\]
Area of a trapezium = ½ × height × (sum of parallel sides)
Area = ½h(a+b), derived by splitting the trapezium into a central rectangle plus two corner right-triangles, then simplifying using b=x+y+a.
MTMath Talk — Will this formula hold for a differently-oriented trapezium, where one perpendicular foot falls outside the base? Complete the two sketched approaches.
A B D C F

Approach 1 (Rectangle and Triangles): here, only one perpendicular (from A) falls within the extended base, while the other (from B, at E on line DC) falls outside segment DC on the far side. Area(ABCD) = Area(ABED) + Area(△BEC), where Area(ABED) itself is found as Area(ABEF) − Area(△AFD) (subtracting the small triangle that sticks out where the rectangle overshoots past D).

Approach 2 (Parallelogram and Triangle): draw BG parallel to AD (G on line DC, chosen so ABGD is a parallelogram). Then Area(ABCD) = Area(parallelogram ABGD) + Area(△BGC). Since ABGD is a parallelogram with base DG and height \(h\), and △BGC is a triangle with base GC and the same height \(h\) (as BG∥AD and both G,C sit on the same line DC), this reduces to the same base×height and ½×base×height pieces as before, and simplifying gives exactly \(\frac12h(a+b)\) again.

Yes — both approaches (rectangle+triangles, or parallelogram+triangle) reduce to the same simplification, confirming Area = ½h(a+b) holds for every orientation of trapezium, not just the "symmetric" one.

Finding the Area Using Two Copies of the Trapezium

MTMath Talk — Take two copies of a trapezium (AB∥DC), rotate the second copy, and join them along BC. What figure results, and how does that give the area formula again?
A B D′ A′ D D′

Two trapezium copies joined along BC form a parallelogram, since alternate angle arguments show AD′∥A′D and AD∥D′A′.

Rotating the second copy 180° and joining it to the first along BC produces a parallelogram (not a 6-sided figure) — this follows since the two angles meeting at B and at C along the shared edge each sum to 180° (co-interior angles from AB∥DC), forcing the boundary to run straight through, and a similar argument at the other pair of angles shows both pairs of opposite sides end up parallel.

This parallelogram has base \((a+b)\) (the two trapezium bases laid end-to-end) and height \(h\) (same as the trapezium's height), so its area is \(h(a+b)\) — exactly twice the original trapezium's area, since the parallelogram is built from two copies of it.

\[\text{Area(trapezium)}=\frac12\times\text{Area(parallelogram)}=\frac12h(a+b)\]
Two copies joined this way form a parallelogram of area h(a+b); halving it recovers the same trapezium area formula, ½h(a+b).

Figure it Out — Set 5

Eight questions from pages 169–170 of the textbook.

1Find the area of a rhombus whose diagonals are 20 cm and 15 cm.

Area \(=\dfrac12\times20\times15=150\) cm².

Area = 150 cm².
2Give a method to convert a rectangle into a rhombus of equal area, using dissection.

Reverse the rhombus-to-rectangle dissection shown earlier: take a rectangle with sidelengths \(p\) (=the rhombus's future diagonal AC) and \(\frac{q}{2}\) (half of the rhombus's future other diagonal BD). Cut the rectangle along its two diagonals into 4 right triangles, then rearrange these 4 triangles around a common centre point (each triangle's right-angle corner pointing outward, hypotenuses facing inward) to assemble a rhombus with diagonals \(p\) and \(q\) — this is essentially the reverse of the earlier rhombus dissection.

Cut the rectangle along both diagonals into 4 right triangles, then reassemble them around a centre point (rotated appropriately) to form a rhombus with the rectangle's sidelengths becoming the rhombus's diagonal (and half-diagonal).
3Find the areas of four trapezium-like figures: (i) sides 10 ft, 16 ft, 7 ft (ii) parallel sides 24 m, 36 m, height 14 m (iii) sides 10 in, 6 in, 14 in (iv) parallel sides 12 ft, 18 ft, height 8 ft.
Parts (i) and (iii) show less standard shapes (not clearly simple trapeziums with obvious parallel sides and a single height) — the values below use the most natural reading of each as a triangle-like or composite figure. Parts (ii) and (iv) are clean, clearly-specified trapeziums.

(ii) Area \(=\dfrac12\times14\times(24+36)=\dfrac12\times14\times60=420\) m².

(iv) Area \(=\dfrac12\times8\times(12+18)=\dfrac12\times8\times30=120\) ft².

(i) and (iii): if read as right-triangle-like figures using the given two shorter measurements as base and height (e.g. (i): \(\frac12\times7\times16=56\); (iii): \(\frac12\times6\times10=30\)), these give possible areas — but please verify against your own printed figure, since these two are more ambiguous than (ii) and (iv).

(ii) 420 m² (iv) 120 ft² — both confident. (i) and (iii) depend on the exact figure; possible readings give 56 ft² and 30 in² respectively.
4[Śulba-Sūtras] Give a method to convert an isosceles trapezium to a rectangle using dissection.

Drop perpendiculars from both ends of the shorter parallel side down to the longer parallel side — this splits the isosceles trapezium into a central rectangle plus two congruent right-triangle "wings" at the ends (congruent because the trapezium is isosceles, so both legs and both base angles match). Cut off these two wing-triangles and swap their positions (flip each one about its own perpendicular foot) — since they're congruent right triangles, they fit together perfectly to complete the rectangle, using the height as one side and the shorter parallel side plus the two triangle bases as the other.

Drop perpendiculars from the shorter parallel side's endpoints, cut off the two congruent corner triangles, and swap/flip them into place to complete a rectangle of equal area.
5Math Talk — Given trapezium ABCD, how do we find rectangle EFGH of equal area, using the hint that △AHI ≅ △DGI and △BEJ ≅ △CFJ?
H A B E D G F C

Drop perpendiculars from A and B down to the base line (extended if needed), meeting it at H (below/aligned with A) and E (aligned with B) — these define the rectangle's top corners' projections, giving H and E their positions, with G and F directly below on the base line.

Since \(\triangle AHI\cong\triangle DGI\) (matching up the small triangle cut off near D with the matching gap near H) and \(\triangle BEJ\cong\triangle CFJ\) (similarly near C and F), the material trimmed off at the two slanted ends of the trapezium exactly fills the two corresponding notches needed to complete rectangle EFGH — so Area(ABCD) = Area(EFGH).

Drop perpendiculars from A and B to the base to locate H, E (and G, F directly below); the congruent triangle pairs (△AHI≅△DGI and △BEJ≅△CFJ) confirm the trimmed corners exactly fill the matching gaps, so the trapezium and rectangle have equal area.
6Math Talk — Using the trapezium-rectangle conversion idea, construct a trapezium of area 144 cm².

Since Area \(=\frac12h(a+b)\), pick any height and pair of parallel sides satisfying \(h(a+b)=288\). For example, with height \(h=12\) cm and parallel sides \(a=10\) cm, \(b=14\) cm: Area \(=\frac12\times12\times(10+14)=\frac12\times12\times24=144\) cm² ✓.

Construct this directly: draw a 14 cm base, mark a point 12 cm perpendicular above one end, draw a 10 cm segment parallel to the base from that point, then join the remaining two vertices to close the trapezium.

Example: height 12 cm, parallel sides 10 cm and 14 cm — Area = ½×12×24 = 144 cm². (Many other (h, a, b) combinations also work, as long as h(a+b)=288.)
7Math Talk — A regular hexagon is divided into a trapezium, an equilateral triangle, and a rhombus. Find the ratio of their areas.
The exact ratio depends on precisely where the two internal dividing lines are drawn in the original figure — several natural-looking dissections were tried, but none converged cleanly on all three pieces matching "trapezium, equilateral triangle, and rhombus" exactly as named. Rather than assert an unverified specific ratio, here is the general method that applies regardless of the exact cut lines.

General method: a regular hexagon can always be divided from its centre into 6 identical equilateral triangles, each with side equal to the hexagon's own sidelength. Any other dissection of the same hexagon — including one into a trapezium, an equilateral triangle, and a rhombus — must have piece areas that are some whole or half-multiples of this "unit" equilateral triangle's area (since the dividing lines typically run along diagonals connecting vertices, which align with edges of these 6 unit triangles).

To find the exact ratio for your specific figure: count how many of these 6 unit-triangle "slices" each of the three named pieces (trapezium, triangle, rhombus) covers, then express that as a ratio.

Use the "6 equilateral triangles from the centre" method: count how many unit-triangle slices each of the trapezium, equilateral triangle, and rhombus covers in your specific figure, and express this as a ratio — the general method is reliable even though the exact numeric ratio needs the source figure to confirm.
8Math Talk — ZYXW is a trapezium with ZY ∥ WX. A is the midpoint of XY. Show that the area of trapezium ZYXW equals the area of △ZWB, where B is on line WX extended through the line ZA.
Z Y W X A B

Since A is the midpoint of XY, we have \(AY=AX\). At point A, the two lines ZB and XY cross, giving vertically opposite angles \(\angle ZAY=\angle BAX\). Also, since \(ZY\parallel WX\) (and B lies on line WX), the alternate angles \(\angle ZYA=\angle BXA\) are equal.

By ASA, \(\triangle ZAY\cong\triangle BAX\), so these two triangles have equal area.

Now, Area(ZYXW) = Area(△ZWX) + Area(△ZXY) (splitting the trapezium along diagonal ZX), while Area(△ZWB) = Area(△ZWX) + Area(△ZXB) (splitting the larger triangle along the same ZX). Since \(\triangle ZXY\) and \(\triangle ZXB\) both equal \(\triangle ZAY\) and \(\triangle BAX\) respectively in area (each being the corresponding congruent piece plus the shared triangle ZAX), and \(\triangle ZAY\cong\triangle BAX\):

\[\text{Area(ZYXW)}=\text{Area}(\triangle ZWX)+\text{Area}(\triangle ZXY)=\text{Area}(\triangle ZWX)+\text{Area}(\triangle ZXB)=\text{Area}(\triangle ZWB)\]
Since △ZAY ≅ △BAX (ASA, using the midpoint and the parallel sides), the trapezium and the triangle differ only by swapping these two equal-area pieces — so Area(ZYXW) = Area(△ZWB).

Areas in Real Life

MTMath Talk — What is the area of an A4 sheet (21 cm × 29.7 cm)?

Area \(=21\times29.7=623.7\) cm².

A4 sheet area = 623.7 cm².
MTMath Talk — What's the area of the tabletop you use at school or home? How many A4 sheets would fit on it?

This is an open, hands-on estimation activity — measure your own tabletop's length and width (in cm), multiply to get its area, then divide by 623.7 cm² (the A4 sheet's area) to estimate roughly how many A4 sheets would tile it.

Open activity — measure your own tabletop and compare to the A4 sheet's area (623.7 cm²).

Furniture dimensions are sometimes measured in inches (in) and feet (ft): \(1\text{ in}=2.54\text{ cm}\), and \(1\text{ ft}=12\text{ in}\).

MTMath Talk — Express in centimetres: (i) 5 in (ii) 7.4 in.

(i) \(5\times2.54=12.7\) cm.

(ii) \(7.4\times2.54=18.796\) cm.

(i) 12.7 cm (ii) 18.796 cm
MTMath Talk — Express in inches: (i) 5.08 cm (ii) 11.43 cm.

(i) \(5.08\div2.54=2\) in.

(ii) \(11.43\div2.54=4.5\) in.

(i) 2 in (ii) 4.5 in
MTMath Talk — How many cm² is 1 in²?
1 in 1 in = 2.54 cm 2.54 cm

Since \(1\text{ in}=2.54\text{ cm}\), a 1 in × 1 in square equals a 2.54 cm × 2.54 cm square:

\(1\text{ in}^2 = 2.54^2\text{ cm}^2 = 6.4516\text{ cm}^2\)
1 in² = 6.4516 cm².
MTMath Talk — How many cm² is 10 in²?

\(10\text{ in}^2=10\times6.4516=64.516\text{ cm}^2\).

10 in² = 64.516 cm².
MTMath Talk — Convert 161.29 cm² to in². Evaluate the quotient.

Every 6.4516 cm² gives 1 in², so \(161.29\text{ cm}^2=\dfrac{161.29}{6.4516}\text{ in}^2=25\text{ in}^2\).

161.29 cm² = 25 in².
MTMath Talk — What do you think is the area of your classroom? Areas like this are usually measured in ft² or m². How many in² is 1 ft²?

Since \(1\text{ ft}=12\text{ in}\), a \(1\text{ ft}\times1\text{ ft}\) square equals a \(12\text{ in}\times12\text{ in}\) square: \(1\text{ ft}^2=12^2\text{ in}^2=144\text{ in}^2\).

1 ft² = 144 in². (Classroom area itself is an open estimation activity — measure your own classroom's length and width.)

Larger areas of land are measured in acres: \(1\text{ acre}=43{,}560\text{ ft}^2\). Different parts of India also use local units like bigha, gaj, katha, dhur, cent, and ankanam.

MTMath Talk — Find out the local unit of area measurement in your region. Estimate your school's area and compare it with the actual data.

This is an open research and estimation activity: search for the local area unit used in your specific region (e.g. bigha in parts of North India, cent in Kerala/Tamil Nadu, gunta in parts of the Deccan), then make your own estimate of your school's area and compare it against the school's actual recorded area if available.

Open research and estimation activity — no fixed numeric answer.

Larger areas still are measured in km²: \(1\text{ km}^2=1{,}000{,}000\text{ m}^2\) (since \(1\text{ km}=1000\text{ m}\), so \(1\text{ km}^2=1000^2\text{ m}^2\)).

MTMath Talk — Estimate the area of your village/town/city and compare with actual data. How many times bigger is it than your school? Find the city with the largest and smallest area in India and in the world.

These are open research questions with answers that change over time and vary by source — look up your own city/town/village's official area, along with current data on India's and the world's largest and smallest cities by area, from a reliable source such as government census data or an up-to-date reference.

Open research activity — answers depend on current, location-specific data.

Frequently Asked Questions

Area = ½ × base × height. This holds for every triangle, including obtuse ones, where the height is measured perpendicular to the base (or its extension) from the opposite vertex.
Perimeter only measures the length of a shape's boundary, while area measures the space enclosed. Two shapes can have equal perimeters but very different areas (like a long thin rectangle vs. a compact square), so perimeter cannot be used as a stand-in for area.
Area = ½ × product of the diagonals (½ × d₁ × d₂). Since a rhombus is also a parallelogram, base × height also works if you know a side and its corresponding perpendicular height.
Area = ½ × height × (sum of the two parallel sides), i.e. ½h(a+b), where h is the perpendicular distance between the two parallel sides.
Yes — any polygon, however many sides it has, can be split into triangles by drawing diagonals from one vertex. Finding each triangle's area and adding them up gives the polygon's total area.

That's the last chapter of Part II!

Explore Part I's chapters, or head back to the Ganita Prakash hub for the complete chapter list.

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