Area and Perimeter of a Parallelogram

Instructions Try your best to answer the questions above. Type your answers into the boxes provided leaving no spaces. As you work through the exercise regularly click the "check" button. If you have any wrong answers, do your best to do corrections but if there is anything you don't understand, please ask your teacher for help. When you have got all of the questions correct you may want to print out this page and paste it into your exercise book. If you keep your work in an ePortfolio you could take a screen shot of your answers and paste that into your Maths file.

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Transum, Saturday, April 24, 2021 "The questions in the six levels of this of exercises range from the laughingly easy to the head-scratchingly hard. The last question of level 6 was adapted from one that appeared on a Senior Mathematical Challenge (SMC) paper. The SMC is a 90-minute, multiple-choice competition from the UK Mathematics Trust aimed at students (Year 13 and below) across the UK. It encourages mathematical reasoning, precision of thought, and fluency in using basic mathematical techniques to solve interesting problems. The problems on the Senior Mathematical Challenge are designed to make students think. Most are accessible, yet still challenge those with more experience." Mindy Kelly, Newark City Schools Saturday, July 22, 2023 "The directions say to measure the side lengths to the nearest centimeter, then those side lengths to calculate area and perimeter. If you do that for the middle parallelogram, you get a base of 5 cm and height of 2 cm. The area should be listed as 10 square cm. It is only if you measure the side lengths to the nearest HALF cm that you come closer to the "correct" answer of 12 square cm, which should actually be 13 square cm when 12.5 (2.5 x 5) is rounded to the nearest whole number. [Transum: Thanks for pointing out this issue Mindy. It is interesting that because of the rounding instruction a different value for the area is obtained depending on whether you use the horizontal line as the 'base' or choose to consider the sloped line as the 'base'. The software now marks either version as correct. Thanks again for taking the time to point this out. A great thing to discuss with students.]" Do you have any comments? It is always useful to receive feedback and helps make this free resource even more useful for those learning Mathematics anywhere in the world. Click here to enter your comments.