8 Playing with

Constructions

8.1 Artwork
Observe the following figures and try drawing them freehand.

Fig. 8.1

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Now, arm yourself with a ruler and a compass. Let us explore if

we can draw these figures with these tools and get familiar with a
compass.
Observe the way a compass is made. What can one draw with the
compass? Explore!
Do you know what curves are? They are any shapes that can be
drawn on paper with a pencil, and include straight lines, circles and
other figures as shown below:

Mark a point ‘P’ in your notebook. Then, mark as many points as

possible, in different directions, that are 4 cm away from P.
Think: Imagine marking all the points of 4 cm distance from the
point P. How would they look?
Try to draw it and verify if it is correct by taking some points on
the curve and checking if their distances from P are indeed 4 cm.
Explore, if you have not already done so,
R
and see if a compass can be used for this
purpose.
cm

You can start by marking a few points

4

of distance 4 cm from P using the compass.

How can this be done? P Q
4 cm

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You will have to open up the compass against a ruler (see Fig. 8.2)
such that the distance between the tip of the compass and the pencil
is 4 cm.

Now, try to get the full curve.

Hint: Keep the point of the compass fixed moving only the pencil.
What is the shape of the curve? It is a circle!
Take a point on the circle. What will be its distance from P— equal
to 4 cm, less than 4 cm or greater than 4 cm? Similarly, what will be
the distance between P and another point on the circle?
As shown in the figure, the point P is called the centre of the circle
and the distance between the centre and any point on the circle is
called the radius of the circle.

s centre
d iu P
0 1 2 3 4 5 6 7 ra

Fig. 8.2

Having explored the use of a compass, go ahead and recreate the

images in Fig. 8.1.
Can you make the figures look as good as the figures shown there?
Try again if you want to!
Also, has the use of instruments made the construction easier?
Now try constructing the following figures.

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Construct

1. A Person
How will you draw this?

This figure has two components.

You might have figured out a way of drawing the first part. For
drawing the second part, see this.

The challenge here is to find out where to place the tip of the
compass and the radius to be taken for drawing this curve. You
can fix a radius in the compass and try placing the tip of the

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 Playing with Constructions

compass in different locations to see which point works for

getting the curve. Use your estimate where to keep the tip.

2. Wavy Wave
Construct this.

As the length of the central line is not specified, we can take it to

be of any length.
Let us take AB to be the central line such that the length of AB is
8 cm. We write this as AB = 8 cm.
Here, the first wave is drawn as a half circle.

A X B
?
?
8 cm

Figure it Out
1. What radius should be taken in the compass to get this half circle?
What should be the length of AX?
2. Take a central line of a different length and try to draw the wave
on it.
3. Try to recreate the figure where the waves are smaller than a
half circle (as appearing in the neck of the figure, ‘A Person’). Try
The challenge here is to get both the waves to be identical. This
This may be tricky!

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3. Eyes
How do you draw these eyes with a compass?

For a hint, go to the end of the chapter.

Make other artwork of your choice with a ruler and a compass.

8.2 Squares and Rectangles

Now, let us look at some basic figures having straight lines in their
boundary.

Fig. 8.3

What shapes are these? Yes, these are our familiar squares and
rectangles. But what makes them squares and rectangles?
Consider this rectangle ABCD.
A B
The points A, B, C and D are the corners
of the rectangle. Lines AB, BC, CD and DA
are its sides. Its angles are ∠A, ∠B, ∠C
and ∠D.
The blue sides AB and CD are called
D C
opposite sides, as they lie opposite to Fig. 8.4
each other. Likewise, AD and BC is the
other pair of opposite sides.

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Recall that, in a rectangle:

R1) The opposite sides are equal in length, and
R2) All the angles are 90°.
As in the case of rectangles, the corners and sides are defined for
a square in the same manner.
A square satisfies the following two properties:
S1) All the sides are equal, and
o
S2) All the angles are 90 .
See the rectangle in Fig. 8.4 and the name given to it: ABCD. This
rectangle can also be named in other ways — BCDA, CDAB, DABC,
ADCB, DCBA, CBAD and BADC. So, can a rectangle be named using
any combination of the labels around its corners? No! For example,
it cannot be named ABDC or ACBD. Can you see what names are
allowed and what names are not?
In a valid name, the corners occur in an order of travel around
the rectangle, starting from any corner.

Which of the following is not a name for this square?

S P
1. PQSR
2. SPQR
3. RSPQ
4. QRSP R Q

Rotated Squares and Rectangles

Here is a square piece of paper
having all its sides equal in length
and all angles equal to 90°. It is
rotated as shown in the figure. Is it
still a square?
Let us check if the rotated paper
still satisfies the properties of a square.
• Are all the sides still equal? Yes.
• Are all the angles still 90°? Yes.

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Rotating a square does not change its

lengths and angles.
Therefore, this rotated figure satisfies both
the properties of a square and so, it is a square.
By the same reasoning, a rotated rectangle
is still a rectangle.

Figure it Out
1. Draw the rectangle and four squares configuration (shown in
Fig. 8.3) on a dot paper.
What did you do to recreate this figure so that the four squares
are placed symmetrically around the rectangle? Discuss with
your classmates.
2. Identify if there are any squares in this collection.
Use measurements if needed.

A B C D

 hink: Is it possible to reason out if the sides are equal or

T
not, and if the angles are right or not without using any
measuring instruments in the above figure? Can we do this
by only looking at the position of corners in the dot grid?

3. Draw at least 3 rotated squares and rectangles on a dot grid. Draw

them such that their corners are on the dots. Verify if the squares
and rectangles that you have drawn satisfy their respective
properties.

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8.3 Constructing Squares and Rectangles

Now, let us start constructing squares and rectangles. How would
you construct a square with a side of 6 cm?
For help, you can see the following figures. A square PQRS of side
length 6 cm is constructed.

Step 1 Step 2

P 6 cm Q
P 6 cm Q

Mark a point to draw a

perpendicular to PQ through P.

Step 3
Method 1

Mark S on the perpendicular such that

PS = 6 cm using a ruler.
6 cm

90°

P 6 cm Q

Method 2
This can also be done using a compass.

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6 cm

P 6 cm Q
Can you see why PS should be
6 cm long?

Step 4 Step 5
Draw a perpendicular to line If we had used the compass, then the next
segment PQ through Q. point can easily be marked using it!

R
R
S

P Q
6 cm P Q

Step 6
R S

6 cm 6 cm How long is the side RS and what

are the measures of ∠R and ∠S?
90º 90º

P 6 cm Q

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Construct
1. Draw a rectangle with sides of length 4 cm and 6 cm. After
drawing, check if it satisfies both the rectangle properties.
2. Draw a rectangle of sides 2 cm and 10 cm. After drawing, check if
it satisfies both the rectangle properties.
3. Is it possible to construct a 4-sided figure in which—
Try
•• all the angles are equal to 90º but
This
•• opposite sides are not equal?

8.4 An Exploration in Rectangles

Construct a rectangle ABCD with AB = 7 cm and BC = 4 cm.
Imagine X to be a point that can be moved anywhere along
the side AD. Similarly, imagine Y to be a point that can be moved
anywhere along the side BC. Note that X can also be placed
on the end point A or D. Similarly, Y can also be placed on the
end point B or C.

A B A B
5 mm
1 cm
X 2 cm
X

Y
Y
1 cm
D C D C

A B=Y A=X B=Y

4 cm

D=X C D C

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At which positions will the points X and Y be at their closest?

When do you think they will be the farthest? What does your Math
Talk
intuition say? Discuss with your classmates.
Now, verify your guesses by placing the points X and Y on the
sides and measure how near or far they are.
The distance between X and Y can be obtained by measuring the
length of the line XY.
How does the minimum distance between the points X and Y
compare to the length of AB?
Change the positions of X and Y to check if there are other
positions where they are at their nearest or farthest. You could
construct multiple copies of the rectangle and try out various
positions of X and Y.
How will you keep track of the lengths XY for different positions
of X and Y?
Here is one way of doing it. Suppose here are some of the positions
of X and Y that you have considered:
• When X is 5 mm away from A and Y is 3 cm away from B,
XY = ___ cm __ mm
• When X is 1 cm away from A and Y is 1 cm away from B,
XY = ___ cm ___ mm
•
When X is 2 cm away from A and Y is 4 cm away from B,
XY = ___ cm ___ mm and so on.
Is there a shorthand way of writing it down? In all the sentences,
only the position of X, Y and the length XY changes. So we could
write this as:

Distance of X from A Distance of Y from B Length of XY

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Have you checked what happens to the length XY when X and Y

are placed at the same distance away from A and B, respectively?
For example, as in the cases like these:

Distance of X Distance of Y Length of XY

from A from B
5 mm 5 mm
1 cm 1 cm
1 cm 5 mm 1 cm 5 mm

and so on.

I n each of these cases, observe

1. how the length XY compares to that of AB and
2. the shape of the 4-sided figure ABYX.
How does the farthest distance between X and Y compare with
the length of AC? BD?

Construct
Breaking Rectangles
Construct a rectangle
that can be divided into 3
identical squares as shown
in the figure.

Solution
If this seem difficult, let us simplify the problem.

Explore
What about constructing a rectangle that can be divided into
two identical squares? Can you try it?
I t is wise to first plan and then construct. But how do we plan?
Can you think of a way?

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One way is to visualise the final figure by drawing a rough

diagram of it.
A B C

F E D

What can we infer from this figure?

Can you identify the equal sides?
Since, the two squares are identical,
AB = BC and FE = ED
Since ABEF and BCDE are squares, all the sides in each of the
squares are equal. This is written as —
AF = AB = BE = FE
BE = BC = CD = ED
So, all the shorter lines are equal!
A convention is followed to represent equal sides. It is done by
putting a ‘|’ on the line. Refer to the rough figure.
Using this analysis, can you try constructing it? Remember, all
that was asked for is a rectangle that can be divided into two
identical squares and with no measurements imposed.
To draw the rectangle ACDF, one could assign any length to AF. For
example, if we assign AF = 4 cm, then what must the length of AC be?

Explore: Can the rectangle now be completed?

In fact, one could proceed by drawing AF without even

measuring its length using a ruler. We could then construct a
line perpendicular to AF that is long enough to contain the other
side. As, AB = AF, we need to somehow transfer the length of AF

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 Playing with Constructions

to get the point B. How do we do it without a ruler? Can it be

done using a compass?
Observe, how the length of AF is measured using a compass.

A A B

F F

Use it to mark out the points B and C, and complete the rectangle.

With this idea, try constructing a rectangle that can be divided

into three identical squares.

 Give the lengths of the sides of a rectangle that cannot be

divided into —
• two identical squares;
• three identical squares.

Construct
1. A Square within a Rectangle
Construct a rectangle of sides 8 cm and 4 cm. How will you
construct a square inside, as shown in the figure, such that the
centre of the square is the same as the centre of the rectangle?

8 cm
4 cm

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Hint: Draw a rough figure. What will be the sidelength of the

square? What will be the distance between the corners of
the square and the outer rectangle?

2. Falling Squares
4 cm

Make sure that the

4 cm
squares are aligned
Each is a the way they are
Square of shown.
4 cm side 4 cm

Now, try this.

Square of
side 3 cm

Square of
side 5 cm

Square of
side 7 cm

3. Shadings
Construct this. Choose measurements of your
choice. Note that the larger 4-sided figure is
a square and so are the smaller ones.

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 Playing with Constructions

4. Square with a Hole

Observe that the circular

hole is the same as the
centre of the square.

Hint: Think where the centre of the circle should be.

5. Square with more Holes

6. Square with Curves

Try
This is a square with 8 cm sidelengths. This
Hint: Think where the tip of the compass
can be placed to get all the 4 arcs
to bulge uniformly from each of
the sides. Try it out!

8.5 Exploring Diagonals of Rectangles and Squares

Consider a rectangle PQRS. Join PR and QS. P Q
These two lines are called the diagonals d e
c f
of the rectangle.
Compare the lengths of the diagonals.
First predict the answer. Then construct a b g
a h
S R

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rectangle marking the points as shown and measure the diagonals.

In rectangle PQRS, the right angles at P and R are referred to as
opposite angles. The other pair of opposite angles are the right
angles at Q and S.
Observe that a diagonal divides each of the pair of opposite
angles into two smaller angles. In the figure, the diagonal PR divides
angle R into two smaller angles which we simply call g and h. The
diagonal also divides angle P into c and d. Are g and h equal? Are
c and d equal?
First predict the answers, and then measure the angles. What do
you observe? Identify pairs of angles that are equal.

Explore
How should the rectangle be constructed so that the diagonal divides
the opposite angles into equal parts?
How will you record your observations? First, identify the
parameters that need to be tracked. They are the sides of the rectangle
and the 8 angles formed by the two diagonals. Are there any other
measurements that you would want to keep track of?

Sides A B C D E F G H

In your experimentation, did you consider the case when all four
sides of the rectangle are equal? That is, did you consider the case of
a square? See what happens in this special case!

  What general laws did you observe with respect to the

angles and sides? Try to frame and discuss them with Math
Talk
your classmates.
How can one be sure if the laws that you have observed
will always be true?

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Construct
1. Construct a rectangle in which one of the diagonals divides
the opposite angles into 60° and 30°.

Solution
Let us start with a rough diagram.
D C

A B

In what order should its parts be drawn?

We will briefly sketch a possible order of construction.

Step 1

A B A B

AB is drawn with an arbitrary length. What is the next point that

can be located?

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Step 2

60o
A B

Step 3
We know the line on which D lies. Draw a line through A
perpendicular to AB.

60o
A B

Now ∠A is divided into two angles. One measures 60°. Check

what the other angle is.

There are at least two ways of finding the point D —

•  ne uses the fact that all the angles of a rectangle are right
O
angles.
• The other uses the fact that opposite sides are equal.

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 Playing with Constructions

Step 4
Method 1

D C

30o

60o
A B

Draw a line perpendicular to BC at C to get the point D.

Method 2

D C
C

60o 60o
A B A B

Using a compass, mark the point D such that AD = BC.

Join CD to get the required rectangle.
We have seen how to construct rectangles when their sides are
given. But what do we do if a side and a diagonal is given?

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2. Construct a rectangle where one of its sides is 5 cm and the

length of a diagonal is 7 cm.

Solution
A B
Let us draw a rough diagram.
Let us decide the steps of construction. m
7c
Which line can be drawn first?
D 5 cm C

Step 1
The base CD measuring length 5 cm can be easily constructed.

D 5 cm C

Next?

Step 2
Draw a perpendicular to line DC at the point C. Let us call this line l.

D 5 cm C

This is easy as we know that this line is perpendicular to the

base. The point B should be somewhere on this line l.

How do we spot it? What else do we know about the position of B?

We know that it is at a distance of 7 cm from the point D.

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 Playing with Constructions

One of the ways of marking B is by taking a ruler and trying

to move it around to get a point on line l that is 7 cm from point D.
However, this requires trial and error. There is another efficient
method which doesn’t involve trial and error.
For this, instead of trying to get that one required point of distance
7 cm from D, let us explore a way of getting all the points of
distance 7 cm from D.
We know what this shape is!

Step 3
Method 1

D C

Construct a circle of radius 7 cm with point D as the centre.

Can you spot the point B here? Remember that it is 7 cm
away from point D and on the line l.
Consider the point at which the circle and the line intersect.
What is its distance from point D? If needed, check your figure.
What do you observe?
The point where the circle intersects the line l is the required
point B.

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Method 2
To locate the point B, was it necessary to draw the
entire circle? We can see that only the arc near the line l is needed.
So, the third step can also be done as shown in the figure below.

D C

Having marked the three points of the rectangle, we only need

to complete it. Recall that we were in a similar situation in the
previous problem also. We saw two methods of completing the
rectangle from here. We could follow any one of those methods.

Step 4

A B

90°

90°

D C

Construct perpendiculars to DC and BC passing through D and B,

respectively. The point where these lines intersect is the fourth
point A.

Check if ABCD is indeed a rectangle satisfying properties R1

and R2.

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Construct
1. Construct a rectangle in which one of the diagonals divides the
opposite angles into 50° and 40°.
2. Construct a rectangle in which one of the diagonals divides the
opposite angles into 45° and 45°. What do you observe about the
sides?
3. Construct a rectangle one of whose sides is 4 cm and the diagonal
is of length 8 cm.
4. Construct a rectangle one of whose sides is 3 cm and the diagonal
is of length 7 cm.

8.6 Points Equidistant from Two Given Points

Construct A

House
5 cm 5 cm
Recreate this figure.
Note that all the lines forming the
border of the house are of length 5 cm. B C

Solution
5 cm 5 cm
The first task is to identify in what 1 cm
sequence the lines and curve will
2 cm

have to be drawn.
D E
5 cm

Step 1

B C

5 cm 5 cm
1 cm
2 cm

D E
5 cm

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Can you complete the figure? Try!

We need to locate the point A that is of distance 5 cm from
the points B and C. You might have realised that this can be done
using a ruler. However, this leads to a lot of trial and error. This
construction can be further simplified. How?
If you have guessed that this can be done by the use of
compass, you are right! Go ahead and explore how the point A
can be located without trial and error.
There is a similarity between the problem of finding point
A in this problem and point B at step 3 of the second solved
example of the previous section (see page 209).

Step 2

B C

5 cm 5 cm
1 cm
2 cm

D E

5 cm

Draw a curve that has all its points of 5 cm from the point B; the
circle centred at B should be with 5 cm radius.
Does this help in spotting the point A? Construct and explore
in the figure.
The point A can be located by finding the correct point on the
circle that is of distance 5 cm from the point C. Again, this can be
done using a ruler. But can we use a compass for this?

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Step 3
Method 1
Take a radius of 5 cm in the compass and with C as the centre,
draw a circle.

B C

5 cm 5 cm
1 cm
2 cm

D E

5 cm

Are you able to spot the point A? Check the figure in your
notebook. What do you observe?
See the point at which both the circles intersect. How far is
it from the point B?
How far is it from C?
Thus, this is the point A!
Think
Was it necessary to draw two full circles to get the point A? We
only needed part of both the circles.

Method 2
So the point A could have been obtained just by drawing arcs of
radius 5 cm from points B and C.

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B C

5 cm 5 cm
1 cm

2 cm
D E

5 cm

Join A to B and A to C by straight lines.

 Having obtained point A, what remains is the construction

of the remaining arc. How do we do it?
Can we use the fact that A is of distance 5 cm from both B and C?

Step 4
Take 5 cm radius in the compass and from A, draw the arc
touching B and C as shown in the figure.

5 cm 5 cm

B C

5 cm 5 cm
1 cm
2 cm

D E
5 cm
The house is ready!

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Construct
1. Construct a bigger house in which all the sides are of length 7 cm.
2. Try to recreate ‘A Person’, ‘Wavy Wave’, and ‘Eyes’ from the section
‘Artworkʼ, using ideas involved in the ‘House’ construction.
3. Is there a 4-sided figure in which all the sides are equal in length
but is not a square? If such a figure exists, can you construct it?
Hints
A) Eyes (from 8.1 Artwork and Construct above (page no. 215).
Part of the construction is shown earlier. Observe it carefully. You will
see two horizontal lines drawn lightly. In geometric constructions, one
often constructs supporting curves or figures that are not part of the given
figure but help in constructing it.
A

The technique to draw the upper and the lower curves of the eye is the
same as that used in the figure, ‘A Personʼ. Points A and B are the locations
where the tip of the compass is placed when drawing the curves of the
eye. Note that the upper curve and the lower curve should together form
a symmetrical figure. For this to happen, where should these points A and
B be placed? Make a good estimate.

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Try to get the eyes as symmetrical and identical as possible. This might
need many trials.

B) (From Construct above (page no. 211).

 or the purpose of construction, let us take the side lengths to be of 5 cm.
F
Consider this figure.
B

m
5c

A C
5 cm

We need to identify only one more point to make this a 4-sided

figure. That point, let us call it D, should be 5 cm from both B and C.
How can such a point be found?
Can any of the ideas used in the ‘House’ problem be used here?

Summary
 All the points of a circle are at the same distance from its centre. This
distance is called the radius of the circle.
 A compass can be used to construct circles and their parts.
 A rough diagram can be useful in planning how to construct a given
figure.
 A rectangle can be constructed given the lengths of its sides or that of
one of its sides and a diagonal.

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 CHAPTER 8 — SOLUTIONS
Playing with Constructions

Page no. 188

Section 8.1
Think: Imagine marking all the points of 4 cm distance from the point P. How would
they look?

Ans.
On joining, they are forming a circle.
4 cm

Page no. 191

Section 8.1
Figure it out
Q.1. What radius should be taken in the compass to get this half circle? What should be
the length of AX?
Ans. 2 cm. AX = 4 cm.

Q.2. Take a central line of a different length and try to draw the wave on it.
Ans.

Q.3. Try to recreate the figure where the waves are smaller than a half circle (as
appearing in the neck of the figure ‘A Person’). The challenge here is to get both the
waves to be identical. This may be tricky!
Ans.

Page no. 193

Section 8.2

Q. Which of the following is not a name for this square?

1. PQSR
2. SPQR

[1]
 3. RSPQ
4. QRSP
Ans. PQSR is not a name for the given square.

Page no. 194

Section 8.2
Figure it out
Draw a rectangle & then leave one dot distance diagonally to place the four smaller squares.
Q.2. Identify if there are any squares in this collection. Use measurements if needed.
Ans. A is a square.

Think: Is it possible to reason out if the sides are equal or not, and if the angles are
right or not without using any measuring instruments in the above figure? Can we
do this by only looking at the position of corners in the dot grid?
Ans. Yes, In the above figure without measuring one can reason out for equal sides & right
angles.
Yes, the position of the points on the grid paper makes it possible
Q.3. Draw at least 3 rotated squares and rectangles on a dot grid. Draw them such that
their corners are on the dots. Verify if the squares and rectangles that you have
drawn satisfy their respective properties.
Ans.

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Page no. 197
Section 8.3
Construct
Q.1. Draw a rectangle with sides of length 4 cm and 6 cm. After drawing, check if it
satisfies both the rectangle properties.
Ans. A = B = C = D = 90
AB = CD = 4 cm & AD = BC = 6 cm.

Q.2. Draw a rectangle of sides 2 cm and 10 cm. After drawing, check if it satisfies both
the rectangle properties.
Ans.
P = Q = R = S = 90
PQ = SR = 10 cm & PS = QR = 2 cm

Q.3. Is it possible to construct a 4-sided figure in which—

• all the angles are equal to 90º but
• opposite sides are not equal?
Ans. No.

Page no. 198

Section 8.4

Q. Is there a shorthand way of writing it down? In all the sentences, only the
position of X, Y and the length XY changes. So we could write this as:
Distance of X from A Distance of Y from B Length of XY

Ans.
Distance of X from A Distance of Y from B Length of XY
5 mm 3 cm 7.4 cm
1 cm 1 cm 7 cm
2 cm 4 cm 7.3 cm

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Page No. 199

Q. Have you checked what happens to the length XY when X and Y are placed at
the same distance away from A and B, respectively? For example, as in the cases
like these:
Distance of X from A Distance of Y from B Length of XY
5 mm 5 cm
1 cm 1 cm
1 cm 5 mm 4 cm
And so on.
Ans.
Distance of X from A Distance of Y from B Length of XY
5 mm 5 mm 7 cm
1 cm 1 cm 7 cm
1 cm 5 mm 1 cm 5 mm 7 cm

Page no. 199

Q. In each of these cases, observe
i. how the length XY compares to that of AB and
ii. the shape of the 4-sided figure ABYX.
Ans. i. XY = AB
ii. ABYX is a rectangle

Q. How does the farthest distance between X and Y compare with the length of AC?
BD?
Ans. The farthest distance between X and Y is equal to AC or BD.

Construct
Q. Construct a rectangle that can be divided into 3 identical squares as shown in the
figure.
Ans. Hint: Take the length of the rectangle three times its breadth.

Page no. 201

Give the lengths of the sides of a rectangle that cannot be divided into —
• two identical squares;
• three identical squares
Ans.
• Lengths of sides of a rectangle that cannot be divided into two identical squares:
Length = 4 cm and Breadth = 2.5cm (Try for more!)
• Length of sides of a rectangle that cannot be divided into three identical squares:
Length = 7cm and Breadth = 2cm
(Try for other possibilities.)

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Page no. 201
Q.4. Square with a Hole
Ans. The centre of the circle should be at the meeting point of two line segments connecting
opposite vertices.

Page no. 204

Section 8.5
Explore
Q. How should the rectangle be constructed so that the diagonal divides the opposite
angles into equal parts?
Ans. The rectangle should be constructed in such a manner that the two adjacent sides are
equal i.e. the rectangle becomes a square.

Page no. 211

Construct
Q.1. Construct a rectangle in which one of the diagonals divides the opposite angles into
50°and 40°.
Ans.

Q.2. Construct a rectangle in which one of the diagonals divides the opposite angles into
45° and 45°. What do you observe about the sides?
Ans.

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Q.3. Construct a rectangle one of whose sides is 4 cm and the diagonal is of length 8 cm.
Ans.

Q.4. Construct a rectangle one of whose sides is 3 cm and the diagonal is of length 7 cm.
Ans.

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Page no. 215
Construct
Q.1. Construct a bigger house in which all the sides are of length 7 cm.
Ans.

[7]
Q.2. Try to recreate ‘A Person’, ‘Wavy Wave’ and ‘Eyes’ from the section Artwork,
using ideas involved in the ‘House’ construction.
Ans.

Q.3. Is there a 4-sided figure in which all the sides are equal in length but is not a
square? If such a figure exists, can you construct it?
Ans.

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