Lesson 2 · Triangle, Quadrilateral and Polygon

Quadrilaterals and Their Properties

MathematicsSubject
14 minEstimated read
A family, not a list

Square, rectangle, rhombus, parallelogram, trapezium, kite. Six names, and most students learn them as six separate definitions to memorise. They are not separate. They are one family tree, and each name is the one above it with one extra condition added. Learn the tree and the definitions come for free.

The tree

Shape What makes it that shape Built from
QuadrilateralAny closed shape with four straight sidesThe starting point
TrapeziumOne pair of opposite sides parallelQuadrilateral + one parallel pair
ParallelogramBoth pairs of opposite sides parallelTrapezium + a second parallel pair
RhombusA parallelogram with all four sides equalParallelogram + equal sides
RectangleA parallelogram with all four angles 90°Parallelogram + right angles
SquareAll four sides equal AND all four angles 90°Rhombus + right angles, or rectangle + equal sides
KiteTwo pairs of equal sides that are next to each other, not oppositeOff to one side of the tree
The sentence that catches people out

A square is a rectangle. It is also a rhombus, and a parallelogram, and a trapezium, and a quadrilateral. All of those at once. Being a square does not stop it being the others, in the same way that being a sparrow does not stop something being a bird. Students resist this because in ordinary speech we say a shape is either a square or a rectangle. In mathematics, going down the tree adds conditions and never removes any.

What the parallel sides force to happen

Every property of a parallelogram comes out of the last topic in Unit 1, where you learned that parallel lines slide an angle along unchanged. Draw a parallelogram and treat one side as a transversal cutting the two parallel sides. Alternate angles are equal, so the two opposite angles must be equal. Co-interior angles add to 180, so any two angles next to each other add to 180. Nothing here has to be memorised separately.

Property of a parallelogram Where it comes from
Opposite angles are equalAlternate angles on parallel lines
Neighbouring angles add to 180°Co-interior angles on parallel lines
Opposite sides are equalA diagonal splits it into two identical triangles
The diagonals cut each other in halfAlso from those identical triangles
All four angles add to 360°True for every quadrilateral, not just this one
Why every quadrilateral adds to 360

Draw one diagonal across any four sided shape. It splits into two triangles, and nothing has been added or lost. Each triangle contributes 180, so the four corners of the quadrilateral together must be 2 times 180, which is 360. This works for a square, for a kite, for a squashed irregular shape, for anything with four straight sides.

The diagonals do not all behave the same

In a parallelogram the diagonals cut each other in half but are not equal and do not meet at right angles. In a rectangle they are also equal. In a rhombus they also cross at right angles. In a square all three things are true at once, because a square is both a rectangle and a rhombus.

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Worked Example 1

Three angles of a quadrilateral are 85°, 100° and 65°. Find the fourth.

ReasoningA diagonal splits any quadrilateral into two triangles, so the four angles add to 2 × 180 = 360°.
Working85 + 100 + 65 = 250. Fourth angle = 360 - 250 = 110°.
Check85 + 100 + 65 + 110 = 360. Correct. Notice you were never told what kind of quadrilateral it was, and you never needed to know.
Worked Example 2

One angle of a parallelogram is 70°. Find the other three.

AngleReasonValue
AGiven70°
BNeighbouring angles are co-interior on parallel sides, so they add to 180110°
COpposite to A, and opposite angles of a parallelogram are equal70°
DOpposite to B110°
The reason is the answerEvery value in the middle column traces back to Unit 1: co-interior angles are supplementary, alternate angles are equal. A student who writes only 110, 70, 110 has done the arithmetic but not the question.
Activity 2.2

Cut the corners off and prove 360

MethodDraw any four sided shape you like on paper, as irregular as you can make it. Colour each of the four corners a different colour. Tear or cut the four corners off. Now arrange all four torn corners so their points meet at one spot, edge to edge with no gaps and no overlaps.
What happensThey go exactly once round the point, with nothing left over and nothing missing. A full turn is 360°, so the four angles of your quadrilateral add to 360°.
Then ask the harder questionDoes this prove it, or only suggest it? Forty torn shapes all working is convincing, but it is not proof. The proof is the diagonal argument: split it into two triangles, and 180 + 180 = 360.
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1

The quadrilaterals form a family tree. Each name is the one above it with one extra condition.

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11 more points to remember - sign in to see the rest.

1Explain why the four angles of any quadrilateral add up to 360°.
2Is a square a rectangle? Is a rectangle a square? Explain both answers.
3Where do the properties of a parallelogram come from?
4How can you tell a rhombus from a rectangle just by looking at the diagonals?
5Three angles of a quadrilateral are 90°, 90° and 90°. What is the fourth, and what does that tell you?

Question 1 of 10

1A quadrilateral with both pairs of opposite sides parallel is a
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Slide 1 of 4
Unit 2 · Triangle, Quadrilateral and Polygon

Quadrilaterals and Their Properties

Mathematics · Grade 7

What You Will Be Able To Do

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Place any quadrilateral in the family tree and say what extra condition each name adds

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Use the fact that four angles always total 360° to find a missing angle

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Derive the parallelogram properties from parallel line facts, not from memory

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Identify a shape from the behaviour of its diagonals alone

The Family Tree

1Quadrilateral: any closed shape with four straight sides
2Add one pair of parallel sides, and it becomes a trapezium
3Add the second parallel pair, and it becomes a parallelogram
4Add equal sides for a rhombus, or right angles for a rectangle
5Add BOTH, and it is a square. So a square is all of the above at once

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Presenter notes: Open with a question that will divide the room. Draw a square on the board and ask, is this a rectangle. Most students will say no, some will say yes, and a few will argue. Do not settle it yet. Tell them that by the end of the lesson everybody will agree on the answer and will be able to say why, and that the reason is not about squares at all but about how mathematical names are built. Leave the square on the board for the whole lesson.