PrepShorts · Study sheet · Class 8 Mathematics · Chapter 4, Quadrilaterals
Chapter 4 · Quadrilaterals
What the diagonals alone tell you about a quadrilateral
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Lay one segment across another and you have already drawn a quadrilateral. The four ends are its corners; nothing is left to choose.
The idea
Two segments laid across each other already contain a whole quadrilateral: their four ends are its corners, so nothing is left to choose. That is why the entire family of named quadrilaterals can be indexed by three yes-or-no questions about the diagonals — are they the same length, does each cut the other in half, do they meet at right angles. Square, rectangle, rhombus and parallelogram each fall out as one row of that table; the kite sits outside those neat rows, because only one of its diagonals is halved. The trapezium does not: it is defined by a pair of parallel sides, and the chapter gives it no diagonal condition at all, which is worth saying out loud rather than leaving a student to wonder where its row went. The geoboard makes the rest of the point physically — cross two equal bands square at their middles, ask what you have, then tug one of them 2 cm longer at each end and ask again. Exactly one entry in the table changes, and so does exactly one name.
What you should be able to do
- Explain why fixing the two diagonals fixes the quadrilateral, and hence why diagonal conditions can serve as definitions
- Set up the three-question table — equal, halving, perpendicular — and place the rectangle, square, parallelogram and rhombus in it
- Predict the shape produced by two equal bands crossed at right angles through their midpoints, and justify the prediction
- Predict what changes when one of those bands is lengthened equally at both ends, and say which of the three conditions was broken
- Construct a quadrilateral from stated diagonal lengths and a stated crossing angle
- Decide which diagonal conditions are enough to pin a shape down and which leave more than one possibility, and give a counter-example for the ones that do
- Explain why the kite sits outside the table's neat rows, having only one of its diagonals halved
Words to know
| Term | Definition in one line | First introduced |
|---|---|---|
| diagonal | a segment joining two corners that are not next to each other | printed in this chapter (Part I, §4.1, p.83) |
| geoboard | a pegged board on which rubber bands are stretched to make figures | printed in this chapter (Part I, §4.5, p.103) |
| rubber band | the elastic loop stretched between pegs to stand for a segment | printed in this chapter (Part I, §4.5, p.103) |
| dot grid | the printed array of dots used when no geoboard is available | printed in this chapter (Part I, §4.5, p.103) |
| bisect | to cut into two equal parts | printed in this chapter (Part I, §4.1, p.85) |
| perpendicular | at right angles to | printed in this chapter; first appears at Part I p.94 (§4.1), again at Part I p.99 |
| midpoint | the point of a segment with equal lengths either side | printed in this chapter (Part I, §4.1, p.85) |
| kite | a quadrilateral labelled so that two separate pairs of neighbouring sides match | defined in this chapter (Part I, §4.6, p.105) |
| justify | to give the reasons that make a claim safe to rely on | printed in this chapter, and attached to almost every activity question (Part I, §4.5, p.103) |
| diagonal test | the three yes-or-no questions the explanation uses to sort the quadrilaterals | an added label; the chapter asks the three questions separately and never gathers them into one test |
Where people slip up
- "You need the sides to know the shape." You do not. Two crossed segments fix all four corners, so the diagonals carry the same information as the sides — differently packaged.
- "Perpendicular diagonals mean a rhombus." The kite has them too. What the rhombus adds is that both diagonals are halved; in the kite only one is. This is exactly why the chapter sets it as a true-or-false item.
- "Equal diagonals mean a rectangle." Only if they also halve each other. Equal diagonals alone are cheap.
- "Stretching one diagonal ruins everything." It changes one condition. Both are still halved at the crossing, and the crossing is still square, so the result is still a named shape — a different one.
- "The 2 cm is arbitrary." The number is arbitrary; the both ends is not. If the band were stretched at one end only, the crossing would no longer be at its middle and the answer would change again.
- "A geoboard is a toy." Every claim it makes has already been proved earlier in the chapter. The board's job here is to make a proved statement testable in five seconds, which is the chapter's method from Part I p.88 applied.
- "A square and a rhombus have the same diagonal description." The rhombus entry has no equality condition. Adding it produces the square, and that is the whole difference.
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Worked answers to this chapter’s exercises · this video explains Figure it Out · 4.1 Q2, Figure it Out · 4.1 Q3, Figure it Out · 4.4 Q2, Figure it Out · 4.4 Q3, Figure it Out · 4.6 Q6, Figure it Out · 4.6 Q11
Transcript1,290 words
Lay one straight segment across another so that they cross. That is all. Two segments, one crossing, nothing else placed. Now look at the four ends. Join them up in order. You did not choose those corners. The two segments chose them, the moment you laid the second one down. So a quadrilateral does not need its sides to be specified. Its two diagonals carry the same information, packaged differently.
Which means you can describe a shape entirely by what its diagonals do, and never mention a side at all. The surprise is how few questions that takes. Here is the experiment. Two elastic bands of the same length. Cross them so they meet at a right angle, and slide them until each one passes through the other's middle. Pin the four ends down. Do not join them yet. Before you draw a single side, you already know what shape is coming.
Say what it is, and say why, and only then join the ends. That order matters. If you join first and name afterwards, you are recognising a picture, not deducing anything. So: what must it be? The two segments are the same length. That is the first fact. Each passes through the other's middle. That is the second. They meet at a right angle. That is the third. Halving each other alone would give facing sides equal and parallel.
Equal lengths on top of that force every corner to be square. And the right-angled crossing forces all four sides to come out the same length. So it is a square, and with bands of eight units each, its side is five point seven. Now you may join the ends. Now change one thing, carefully. Take one of the two bands and stretch it by two units at each end.
At each end. Both ends, by the same amount, so the crossing stays exactly in the middle of it. That band is now twelve units long instead of eight. Ask the three questions again. Same length: no, not any more. Each halving the other: still yes. Meeting square: still yes. Exactly one of the three answers changed, so exactly one name changes. It is a rhombus now, with a side of seven point two.
Sweep the stretch through every amount you like and it is a rhombus every single time, except the one time you do not stretch at all. Now do it wrong, deliberately, because the wrong version is where the detail lives. Stretch the same band by two units at one end only. It is ten units long. But the crossing is no longer in its middle — it sits four units from one end and six from the other.
So a different answer changed. The other band still gets halved. This one does not. And now the shape is a kite: two pairs of equal sides, but equal to their neighbours instead of to the side facing them. Its two pairs measure five point seven and seven point two. The amount you stretched by was arbitrary. Which ends you stretched was not. So here are the three questions, and they are the whole video.
Are the two segments the same length? Does each of them cut the other in half? Do they meet at a right angle? Three yes-or-no answers. Every named quadrilateral you know sits at one of those combinations. And none of the three is a restatement of another — you can build a figure with any one of them false and the other two true. Let us fill the table in, one row at a time.
Start with halving on its own. Each segment cut in half by the other, and nothing else asked for. Different lengths, any crossing angle you please. Join the ends and the facing sides come out parallel, both pairs. That is a parallelogram, and it is the base of everything above it in the table. Four hundred and twenty different figures were built this way, across a grid of lengths and crossing angles.
Every one of them a parallelogram. Not most. All. Halving is the condition doing the heavy lifting, and the other two questions are refinements of it. Keep the halving. Now also make the two segments the same length. Every corner becomes square, and you have a rectangle. Notice what did not have to be true: the crossing angle. Set it to thirty degrees, or forty, or a hundred and forty.
You still get a rectangle every time. A different rectangle each time, but a rectangle. Eighty-four figures were built with equal halving segments, at every crossing angle in the sweep. All eighty-four rectangles. So equal plus halving is the rectangle's row, and the crossing angle simply chooses which rectangle. Go back and take the equal condition off again. Different lengths, still halving. This time make them meet at a right angle instead.
Now the four sides come out the same length, and you have a rhombus. Thirty figures built that way, thirty rhombuses. Compare the last two rows carefully, because they are the same shape of statement. Halving plus equal lengths gives square corners. Halving plus a square crossing gives equal sides. The two conditions trade places, and so do the two conclusions. That symmetry is not a coincidence, and it is worth sitting with.
Now ask for all three at once. Same length, each halved, meeting square. Square corners from the first two, equal sides from the last, and a square is what you get. Which is the first arrangement of bands, arrived at from the other direction. It is also why two diameters of one circle, set at right angles, give you a square with no further instruction. Two diameters are automatically the same length and automatically halved at the centre. Two of the three conditions come free.
And it is why, with two sticks of equal length and a piece of thread, you can make an exact right angle with no protractor. Cross them, thread the four ends into a shape with four equal sides, and the crossing has to be square. One row is left, and it is the one that catches people. Meeting at a right angle, but with only one of the two segments cut in half.
That is the kite, and it means the reverse claim is false: a square crossing does not make a rhombus. The rhombus needs both segments halved. The kite halves one. Thirty kites were built that way, and not one of them was anything else. So the table is not a list of examples. Put every figure against every row and exactly one row in five answers for it. Five hundred and seventy agreements out of two thousand eight hundred and fifty pairings. One row each, no shape claimed twice.
Two warnings, and then a use for all this. Equal lengths on their own buy nothing. Take away the halving and not one figure in the sweep earns a name at all. A right-angled crossing on its own buys nothing either, for exactly the same reason. Put the halving back and a name arrives immediately in both cases, so those are absences that were looked for. And one shape has no row here at all. A trapezium is defined by one pair of parallel sides, and by nothing about its diagonals.
So it is not that the trapezium was forgotten. It is that this table asks a different kind of question, and the trapezium does not answer it. Which leaves you something practical: hand someone two lengths and a crossing angle — seven, five, and a hundred and forty degrees — and they can build the shape without being told a single side.
Where this fits
Taken from the notes each video was made from, not from the reading order — these are the ideas this one rests on and the ones that later rest on it.
Builds on
- The carpenter's problem: how to be sure a frame really is rectangularClass 8 · Ch 4, Quadrilaterals
- Properties of a rectangle, and why the square is the special caseClass 8 · Ch 4, Quadrilaterals
- The parallelogram: everything that follows from "opposite sides parallel"Class 8 · Ch 4, Quadrilaterals
- The rhombus, and what its diagonals doClass 8 · Ch 4, Quadrilaterals
Comes up again in
- Which quadrilaterals you can build by joining two trianglesClass 8 · Ch 4, Quadrilaterals