ASSESSMENT ACTIVITY

Section 1: Summary
Title Perimeter and Area of parallelograms, trapeziums, rhombuses and kites.
Subject Mathematics
Learning Area Perimeter and Area
Learning Outcome

Background information

Brief Description of Students investigate the area of parallelograms, trapeziums, rhombuses and kites by cutting,
Assessment Activity rearranging and pasting each polygon to create a rectangle. They investigate rules for
determining the area of these quadrilaterals.

Context summary Students are familiar with all quadrilaterals and some of their properties from previous work.

Purpose Formative Summative

Description of At end of this task students are able:
purpose  establish and use formulas for areas such as trapeziums, rhombuses and kites

Links to the Curriculum

Content Strand Number and Algebra Measurement and Geometry Probability and Statistics

Proficiency
Understanding Fluency Problem Solving Reasoning
Strands
Critical and Personal and
General Ethical Intercultural
Literacy Numeracy ICT capability creative social
capabilities behaviour understanding
thinking capability

Cross-
curriculum Languages Arts Skills Competency
priorities

1
Section 2: Curriculum

2
3
 Section 3: Student Activity
Examples of Preliminary work

 Cut out each of the following quadrilaterals, and rearrange parts of each polygon so that in each
case a rectangle is formed.
 Glue each rectangle onto your file paper, and determine its area.
 Make a generalisation in each case, regarding how to find the area of the trapezium, kite,
rhombus and parallelogram.

A Area: Cut and Paste Activity P

65
mm
m
m
48
B

35 m m Q
75 m m

100 m m
75 m m

60 m m

mm
D

75
65
mm

C
T R

S
47
mm
58 m m

V
4
Section 3: Student Activity
1. Determine the area, and perimeter, of each of the following quadrilaterals.

A
65 m
m I

46 m
m
53

m
75 m m

L
J

42
m
75 m m

m
60 m m 46 m

m
m

m
D

53
65 m
m K

C
M 10 N

A 60 B
87
78

75
60

D C
100

P 76 O

5
2.. Determine the area, and perimeter, of each of the following quadrilaterals.

30 m m E
D

m
30 m
22
m

39 m m
m

m
63

14 m m F
B

m
H
47 m
mm
C

19
G

3. Use your math-o-mat to draw an illustration of the following quadrilaterals, with

all given dimensions:

a) Kite DEFG has perimeter 28m.

b) Parallelogram WXYZ with area 12cm2 and base 4 cm.

c) Rhombus ABCD where the area, in mm2, and perimeter, in mm, are 16

d) Trapezium PQRS with base 6 cm, height 4 cm and an area of 32cm 2.

e) Draw two different trapeziums both with an area of 36cm2.

4. Samad, and his dad, design a kite which has a spine, main stem, of 1020 mm and cross
member, spar, of 900mm. Determine the:-

a) area of sheeting required for the kite

b) Cost of sheeting at RM26/m2.

6
Student Learning associated with the activity
 Students, through paper folding activities, are able to make connections between triangles, and the kite,
trapezium, and rhombus. Students should be able to make the connection between the parallelogram and
rhombus.
 Students must be able to use the appropriate formula to determine the area, or perimeter of the given
quadrilaterals. Through appropriate learning experiences within the classroom, students will have been
provided the opportunities to investigate the formula origins through the investigation of triangles, and / or
rectangles, within specific quadrilaterals.
 Determine the appropriate use of units measured within the context of the situation. i.e. m or m 2

Other Opportunities
Differentiation:
Depending on the student ability:
 Offer grid paper for students to design polygons
 Trapezium Area Proof
 Include different units of measurement, within each quadrilateral. This would require the student to
recognise the need to change all distances to the same unit of measurement before determining the area
and / or perimeter.
 Extension: Determine unknown diagonals of a kite using the Pythagorean Theorem, before finding the
perimeter.
Other Suggestions:
 Paper folding exercise, such as from http://www.minieco.co.uk/origami-hanging-decorations/ which results
in two kites being tucked within each other and making a rhombus. The exercise can be used to assist
student to identify the similarities with a parallelogram and rhombus and to determine the properties of a
kite / rhombus through measurement of angles, sides and diagonals.
 Use the above paper folding exercise to name, and draw, different polygons on the way to making a kite and
rhombus.
 Interactive learning through the use of translating, and or transforming objects on a SMART board with
cutting and slicing the quadrilaterals into triangles / rectangles.
 Collaborative student learning of congruence of triangles through comparison between two students paper
folding exercise.
 Using different sized squares in the paper folding exercise to compare similarities in all measurements and
using this as a scale factor. This can also be used as a student exercise in comparison of areas. i.e. If both /
one measurement(s) are doubled, how does this affect the area?
Reference

Lilly, K. 2010, Origami hanging decorations, Accessed 5 June, 2012,

<<http://www.minieco.co.uk/origami-hanging-decorations/>>

7
Section 3b: Assessment Activity

Assessment Task
1. ( 4 marks)
Identify each of the quadrilaterals, below, and calculate the perimeter:

a) b)
D 100 m m
F

A 60 B
mm

64 m m
72

mm
72

60
H
100 m m G

D C
100

Name of Quadrilateral: ……………………………. Name of Quadrilateral: …….……..........…….………..

Perimeter = ………………………………………… Perimeter = ….………………………………………

……………………………………………………... …………………………………………………...

2. (6 marks)
Identify each of the quadrilaterals, below, and calculate the area:

a)
b)
61 m m

12 m

55 m m

Name of Quadrilateral: …………………………….

8 m

Area = ……………………………………………… Name of Quadrilateral: ……….……..........…….………..

……………………………………………... Area = ...…………………………………………

……………………………………………... ...…………………………………………

……………………………….………… …………………..…………………….…

8
3.

Design the following polygons, drawing in the space provided showing all relevant labels /
markings.

a) A Parallelogram ABCD with area 24cm2 and base 4 cm.

b) A Rhombus WXYZ where the area, in mm2, and perimeter, in mm, are 16.

c) A Trapezium KLMN where one of the parallel sides is 8 cm and height is 4cm and with
an area of 36cm2

9
4.

a) Design and sketch two different kites each with a perimeter of 32 cm

b) List all the different combinations of the side lengths for a kite which has a perimeter of
32cm. Note: The side lengths must be a whole number.

c) Explain how it is known that these are the only combinations for this kite.

5.

Recent residential land prices, near the beach, in Quadville are $315 /m 2. What would be the cost
of land of a house block with 18m frontage, 38m depth from front to back fence and 22m along
the back fence? (Note: The front fence is parallel to the back fence.)

10
6.

A farming block, in the shape of a parallelogram, has 230m road frontage and 150m depth, with
side fences of 180m in length.

c) Determine the length of fencing required to go around the property?

d) Determine the cost of 4 single strands of fencing wire for the boundary fence. A roll of
single strand fencing wire is RM275 / 1500m? (NB: Part rolls cannot be bought.)

e) Determine the property size, in hectares. (NB: 1 ha = 10 000m2)

11
 COORDINATOR

Rishi Kumar Loganathan

SMK Bukit Garam II, Kinabatangan.

PANEL MEMBERS

1. Hafizi Fazli bin Bakar SMK Kemabong, Tenom

2. Nancy Nuin SMK Langkon, Kota Marudu

3. Nur Faezah Mohd Shariffudin SMK Sri Nangka, Tuaran

4. Nusiah Gimbun SM Shan Tao, Kota Kinabalu

5. Thony Saligung SMK Narinang, Kota Belud.

6 Viviantian Bian SM St Michael, Penampang

7. Vivlee Tambur SMK Lohan, Ranau

12