yego.me
💡 Stop wasting time. Read Youtube instead of watch. Download Chrome Extension

Scaling perimeter and area example 2 | Transformational geometry | Grade 8 (TX) | Khan Academy


2m read
·Nov 10, 2024

We're told quadrilateral A was dilated by a scale factor of 2/3 to create quadrilateral B. Complete the missing measurements in the table below. So like always, pause this video and then we will do this together. Try to do it yourself, and then we'll do it together.

All right, so in previous videos, we talked about if you have a scale factor, perimeter is going to be scaled by the same amount, while area is going to be scaled by the square of that. So perimeter is also going to be scaled by 2/3. So 30 * 2/3… let me write that a little bit neater. So times 2/3 is going to be 20.

Then the 54 is going to be scaled by (2/3) squared. One way to think about it is, you're scaling in each dimension by 2/3, and so when you multiply the two dimensions to get area, you're going to be multiplying by 2/3 twice to get the new scaled area. So what is (2/3) squared? Well, that is the same thing as 4/9. So what is 54 * (4/9)?

That is equal to 54 * (4 over 9). Both 54 and 9 are divisible by 9, so let's divide them both by 9. This becomes 6, and this becomes 1. So we end up with 6 * 4, which is equal to 24, and we're done.

Now to make this very tangible in your head, let's give an example of where this could actually happen. Let's imagine that quadrilateral A, let's say it looked like this, and I think I can eyeball it. Let's say that that dimension is 6, and that dimension is 9. I think that adds up: 6 plus 6 is 12, and 9 plus 9 is 18. So yes, this perimeter is 30, and the area here is actually 54.

So this is actually the example of quadrilateral A over here. And now quadrilateral B, if we're scaling it by 2/3, then all of these dimensions are going to be scaled by 2/3. So quadrilateral B will, instead of having a length of—or height of—6 over here, it's going to have a height of 4, and instead of having a length or width of 9 here, it's going to be 2/3 of that. It's going to be 6.

So the quadrilateral will look like this, and we can verify that the perimeter now is going to be 4 plus 4, which is 8, plus 6, plus 6, which is 12. So it's 8 plus 12, which is 20, and the new area is 6 * 4, which is 24. Now, you didn't have to do this, but I just wanted to make sure you understood why this was happening.

More Articles

View All
Hello again and welcome to Up All Night! I’m a knight, I’m a horse, neigh! Last week on the show, we covered a bunch of great ways to prank. Now, today I’m gonna do the same thing all over again because I have no imagination. It’s opposite day! We begin…
Did I quit med school? | How I'm spending my days living alone in Rome 🇮🇹 LIFE UPDATE
[Music] foreign [Music] Good morning everyone! Today is another day, and I’m going to take you guys along with what I do in the day because a lot of you guys have been asking: “Don’t you have med school? What are you doing today? What are you doing with …
HOW TO BE SILENTLY ATTRACTIVE - 12 SOCIALLY ATTRACTIVE HABITS | STOICISM INSIGHTS
Welcome back to Stoicism Insights, your go-to destination for practical wisdom and timeless principles to live a more fulfilling life. I’m thrilled to have you here with me today. Today’s video is going to be a game-changer. We’re diving deep into the ar…
Examples identifying multiples
In this video, we’re going to start thinking about what it means for something to be a multiple of a number. So we’re asked which of the following numbers is a multiple of 9. So pause this video and see if you can figure that out. All right, now let’s do…
2017 AP Calculus AB/BC 4b | AP Calculus AB solved exams | AP Calculus AB | Khan Academy
We’re now going to tackle Part B of the potato problem. It says, “Use the second derivative of H with respect to time to determine whether your answer in part A is an underestimate or an overestimate of the internal temperature of the potato at time T equ…
Algebra Foundations - Course Trailer
When you’re sitting in a math class and the teacher starts writing some symbols on the board that you might not quite understand just yet, it might be tempting to say, “Hey, why do I need to learn this? This seems a little bit abstract for me.” To answer…