Just a thought, what does the question itself actually say? Does it mention the cut out section being a "square" at all?
Year 7 High School Maths
- Thread starter Alz_D
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Just a thought, what does the question itself actually say? Does it mention the cut out section being a "square" at all?
Nah you don't skip it you provide an answer based on the info you've been given... measuring it etc.. is pointless if it is mentioned that it isn't to scale.
In this case I wonder what the question itself actually says - the OP hasn't provided that.
So either there is something missing from the OP (like mentioning that the cut out area is a square) or the question is flawed.
You can still provide an answer by giving some bounds for the area - for example we know it must be less than 320 and greater than 176 and we have an unknown measurement x greater than 0 and less than 16 and that if we had that we could give the answer by: 320 - 11x
Beat you to it on the First page42.
That's the answer to life and all that jazz
Caporegime
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Op never read the question correctly where it clearly states that the indent is of equal length horizontally and vertically and is too ashamed to post.
Seeing that the side labelled 4 is bigger than 5, I'm out.
That's part of the test. Get them prepared for the real world.
Caporegime
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Where does it state that?
I was just guessing as I can see no other explanation.
I honestly think they need to try and introduce "real world" at all levels. It would prepare kids much better than the ideal examples you get in school.
For this question it could go along the lines of:
"These are the foundations cut out by Tom on a Friday afternoon at 3pm. Tom couldn't wait to go to the pub, so made sure he was finished well before 5pm.."
"You tried calling Tom on his mobile telephone but it was unavailable, as it very often is on a Friday afternoon. You telephoned your boss and he said, "just get on with it, you silly sausage!"...
Outrageous - deffo can't have the questions framed like that - you're encouraging white supremacy (you defaulted to an Anglo Saxon name), reinforcing gender roles (male builder) and alcoholism - bad example to set to the kids - not to mention that some kids will have a religious objection to alcohol.
Needs to be more like Fatima, finishing her Engineering project (women in STEM, yay) in order to get to the Greenpeace meeting in her new electric car... then you're onto something!
Meanwhile Vlad the nurse, finishes his shift at the hospital late at 8:15pm and wants to get to his vegan bakery class at 8:30pm, it's 2 miles away and his fixed speed bike averages 9mph in London traffic at this time. Second part can he make it to socialist book club afterwards it's blah miles away and....
I'm glad I finished my tea.
Yeah, could be the distance from point A (Sharif works at an organic farm) to B (daughters football lesson), to C (sons ballet class)...
I'm going with the drawing is not to scale and that's the trick of the question, so ignoring scale I get an answer of 265m2.
16x4 = 64
16x5 = 80
16-11 = 5 (5 is the indent)
16-5 = 11
11x11 = 121
64+80+55 = 265m2
But really this is quite an advanced trig question, to advanced for me to figure out. Make a 16 by 4 square and make 2 triangles of it, so we know 90degs for the right angle(opposite), find the angle of hypoentuse and the remainder is adjacent, remember interior angles must be 180. From half of the hypotenuse draw another line to the opposite cutting your triangle in half again. By this point we should know the hypotenuse and adjacent so use trig and find the opposite of half the hyponteuse and THAT figure should be the figure that's missing from the original drawing.
16x4 = 64
16x5 = 80
16-11 = 5 (5 is the indent)
16-5 = 11
11x11 = 121
64+80+55 = 265m2
But really this is quite an advanced trig question, to advanced for me to figure out. Make a 16 by 4 square and make 2 triangles of it, so we know 90degs for the right angle(opposite), find the angle of hypoentuse and the remainder is adjacent, remember interior angles must be 180. From half of the hypotenuse draw another line to the opposite cutting your triangle in half again. By this point we should know the hypotenuse and adjacent so use trig and find the opposite of half the hyponteuse and THAT figure should be the figure that's missing from the original drawing.
I'm glad I finished my tea.
Yeah, could be the distance from point A (Sharif works at an organic farm) to B (daughters football lesson), to C (sons ballet class)...
Don't forget getting both of them to drag queen story time at the local library afterwards too
Not really sure what you've attempted to do there tbh... we know the drawing isn't to scale, that isn't a trick, that's just a standard thing in these sorts of problems so some dunce doesn't get their ruler out to try and solve it instead of actually working through the problem.
Nah it doesn't seem to be at all - coming up with some unnecessarily "extra" (to use gen Z speak) way of solving it still doesn't account for the fact you've got an obvious unknown in the diagram that leaves you merely being able to give the limits the area lies between but doesn't actually allow you to solve the question (at least not as presented by the OP).
This gives two possibilities at the moment - the question is flawed or the OP has not given all the relevant information - for example whether the cut out area is a square in that case we can answer it.
Soldato
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If this wasn't a year 7 question (and assuming we've honestly got all the details) I'd write the answer as:
If the drawing is not to scale the area cannot be defined as a rational number but is defined by the function: 64 + 11y + 5x
If you physically measure it the side of length "5" is shorter than the side of length "4"... I can't see any reasonable way of calculating the horizontal lengths of the middle and bottom sections.
If the drawing is not to scale the area cannot be defined as a rational number but is defined by the function: 64 + 11y + 5x
If you physically measure it the side of length "5" is shorter than the side of length "4"... I can't see any reasonable way of calculating the horizontal lengths of the middle and bottom sections.
That's better described as an equation, not a function. And what has rationality got to do with it?If this wasn't a year 7 question (and assuming we've honestly got all the details) I'd write the answer as:
If the drawing is not to scale the area cannot be defined as a rational number but is defined by the function: 64 + 11y + 5x
If you physically measure it the side of length "5" is shorter than the side of length "4"... I can't see any reasonable way of calculating the horizontal lengths of the middle and bottom sections.
A 16 by 4 square? And that's probably the least confusing thing about this post.
What's it got to do with it? Well, it's what you get when you cross a programmer with grade 7 maths - that's what it's got to do with it!
As uninformed as my phrasing was, I still think that equation is the best description of the area. Still interested to know if @Alz_D got an answer from the teacher?