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
Sample statistic bias worked example | Sampling distributions | AP Statistics | Khan Academy
We’re told Alejandro was curious if sample median was an unbiased estimator of population median. He placed ping pong balls numbered from 0 to 32, so I guess that would be what, 33 ping pong balls in a drum and mixed them well. Note that the median of th…
Impeachment | Foundations of American democracy | US government and civics | Khan Academy
What we’re going to focus on in this video is the idea of impeachment: what it is and how it works, and with a little bit of historical background. So before we go into impeachment, let’s just review some key ideas about the US government. We have this i…
Going Through Hell (and Outsmarting the Devil)
What is hell? Is it a physical place that we go to in order to receive punishment? Or is it, perhaps, a human experience that our ancestors have tried to explain by using metaphors of terrifying worlds of torture? Many people these days would argue agains…
When the time is right, God sends you this video..
I don’t believe this video “Found You” by coincidence because I don’t believe in coincidences at all. I set the intention and I prayed to God, prayed to Jesus, the Holy Spirit that this message would only find the people who this will apply to. So, I’m on…
Worked example: Calculating the pH after a weak acid–strong base reaction (excess acid)
Let’s look at a reaction between a weak acid, acetic acid, and a strong base, sodium hydroxide. Let’s say we have 100 milliliters of a 2.0 molar solution of aqueous acetic acid, and that’s mixed with 100 milliliters of a 1.0 molar solution of aqueous sodi…
Standard deviation of residuals or root mean square deviation (RMSD) | AP Statistics | Khan Academy
So we are interested in studying the relationship between the amount that folks study for a test and their score on a test, where the score is between zero and six. What we’re going to do is go look at the people who took the tests. We’re going to plot f…