Closed in (MYP1)

In this investigation you will explore how the way perimeter is formed can affect the amount
of area it encloses.

Part 1
Shown are four rectangles with a height of 2. In the table, their perimeter and area are also
shown.

Perimeter 6 8 10 12 14 16

Area 2 4 6 8

a) Describe a pattern for how the area changes each time.

b) Predict the area for rectangles with a height of 2, when the perimeter is 14 and 16, by
completing the table.

Part 2
For this part, you will investigate rectangles (including squares) with a perimeter which is a
multiple of 4. You will be looking for how to make the biggest area. The side lengths must be
an integer (whole number).

a) Draw a square with a perimeter of 4. Calculate the area.

b) Draw one square and one rectangle with a perimeter of 8. Calculate the area of both
shapes.

c) Draw one square and two rectangles with a perimeter of 12. Calculate the area of all
three shapes.
d) Draw one square and three rectangles with a perimeter of 16. Calculate the area of all
four shapes.

e) For each of the perimeters investigated, write down in the table below the maximum area
they can hold.

Perimeter 4 8 12 16

Maximum area

f) Write a general rule about how you can find the maximum area when you are given a
perimeter which is a multiple of 4.

g) Verify your rule by finding the maximum area of a rectangle with a perimeter of 20.

Part 3
Select and apply your own methods to discover a general rule for the maximum area a
rectangle can have if the perimeter is even, but not a multiple of 4 (e.g. 6, 10, 14, 18, 22 etc.)
and the side lengths must be integers. Verify your general rule with at least two more
examples.
 Criterion B: Investigation
7-8 The student is able to:
i. select and apply mathematical
problem-solving techniques to recognize correct
patterns
ii. describe patterns as relationships or general
rules consistent with correct findings
iii. verify whether patterns work for other
examples.
5-6 The student is able to:
i. apply mathematical problem-solving
techniques to recognize patterns
ii. suggest relationships or general rules
consistent with findings
iii. verify whether patterns work for another
example.
3-4 The student is able to:
i. apply mathematical problem-solving
techniques to recognize patterns
ii. suggest how these patterns work.
1-2 The student is able to:
i. apply, with teacher support, mathematical
problem-solving techniques to recognize simple
patterns
ii. state predictions consistent with simple
patterns.
0 The student does not reach a standard
described by any of the descriptors above.
Task specific clarification
Part 3
i) Appropriate approach selected and applied to
investigate the maximum area for rectangles with
an even perimeter which is not a multiple of 4 and
patterns identified.
ii) A rule/relationship connecting the perimeter with
the maximum area is described.
iii) The rule is verified with at least two more
examples, beyond the initial investigation.
Part 2
i) Apply techniques (draw and calculate) to find the
maximum area of a rectangle, when the perimeter
is a multiple of 4.
ii) Suggest a general relationship between the
perimeter and the maximum area.
iii) Verify that the rule identifies the correct
maximum area for a perimeter of 20.
Part 2
i) Apply techniques (draw and calculate) to find the
maximum area of a rectangle, when the perimeter
is a multiple of 4 and identify patterns from the
results.
ii) Suggest characteristics of the maximum area
when the perimeter is a multiple of 4.
Part 1
i) Apply calculations to find areas of rectangles with
a height of 2 and recognise how the pattern
changes.
ii) Predict the area for a rectangle with a height of 2
when the perimeter is 14 and 16.
 Closed in (ANSWERS)(marking guidelines)

In this investigation you will explore how the way perimeter is formed can affect the amount
of area it encloses.

Part 1
Shown are four rectangles with a height of 2. In the table, their perimeter and area are also
shown.

Perimeter 6 8 10 12 14 16

Area 2 4 6 8 10 12

a) Describe a pattern for how the area changes each time.(1-2, i))
It increases by 2
b) Predict the area for rectangles with a height of 2, when the perimeter is 14 and 16, by
completing the table. (1-2, ii))

Part 2
For this part, you will investigate rectangles (including squares) with a perimeter which is a
multiple of 4. You will be looking for how to make the biggest area. The side lengths must be
an integer (whole number).

a) Draw a square with a perimeter of 4. Calculate the area.

b) Draw one square and one rectangle with a perimeter of 8. Calculate the area of both
shapes.
c) Draw one square and two rectangles with a perimeter of 12. Calculate the area of all
three shapes.

d) Draw one square and three rectangles with a perimeter of 16. Calculate the area of all
four shapes.

e) For each of the perimeters investigated, write down in the table below the maximum area
they can hold.

Perimeter 4 8 12 16

Maximum area 1 4 9 16

f) Write a general rule about how you can find the maximum area when you are given a
perimeter which is a multiple of 4.
The biggest area always comes from a square/when all the sides are the same.(3-4, ii))
The differences are increasing odd numbers (+3, +5, +7) (3-4, i/5-6 i)
The areas are all square numbers. (3-4, i/5-6, i)
The perimeter divided by 4 (to get the length of one side) then multiplied by itself,
gives the maximum area.(5-6, ii))
𝑝 2
( 4 ) = A when p is the perimeter and A is the maximum area (5-6, ii))

g) Verify your rule by finding the maximum area of a rectangle with a perimeter of 20.
From the rule: (20/4)2 = 25
Drawing rectangles with a perimeter of 20 gives: 1x9=9, 2x8=16, 3x7=21, 4x6=24,
5x5=25. So 25 is the maximum area which matches the rule. (5-6, iii))
Part 3
Select and apply your own methods to discover a general rule for the maximum area a
rectangle can have if the perimeter is even, but not a multiple of 4 (e.g. 6, 10, 14, 18, 22 etc.)
and the side lengths must be integers. Verify your general rule with at least two more
examples.

Perimeter Areas, maximum

6 1x2 = 2

10 1x4 = 4, 2x3 = 6

14 1x6 = 6, 2x5 = 10, 3x4 = 12

18 1x8 = 8, 2x7 = 14, 3x6 = 18, 4x5 = 20

Patterns: (7-8, i)
The areas are all even
They increase by increasing even numbers (+4, +6, +8)
They are double the triangle numbers (1, 3, 6, 10)
The biggest areas come from multiplying two consecutive numbers

Rules: (7-8, ii)

Perimeter divided by 4 will give a decimal. Choose the two integers on either side and
multiply them to get the area.

(Perimeter + 2)/4 gives the bigger number to multiply. Minus 1 gives the other value to
multiply. Their product gives the maximum area.

(Perimeter - 2)/4 gives the smaller number to multiply. Plus 1 gives the other value to
multiply. Their product gives the maximum area.

Half the perimeter then find two consecutive numbers that sum to this. Multiply them
and that gives the maximum area.

Verify: (7-8, iii)

22 -> 22/4 = 5.5….5x6 = 30
22 -> 1x10=20, 2x9 = 18, 3x8=24, 4x7 = 28, 5x6 = 30 (same maximum area)
34 -> 34/4 = 8.5….8x9 = 72
34 -> 1x16=16, 2x15 = 30,... 8x9 = 72 (same maximum area)