| 3 cm | 2 cm | 10 cm | 6 cm |
| 6 cm | 4 cm | 20 cm | 24 cm |
| 9 cm | 6 cm | 30 cm | 54 cm |
| 15 cm | 10 cm | 50 cm | 150 cm |
(b) 2 twice more; 3 times more;
5 times more than first rectangle
(c) 16 times
4.2.1 – 4.2.4 Check learner’s effort.
3. LET US COMPARE SIZES!
The following rectangle has been enlarged first two times, then three times and then five times.
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All the rectangles have the same ratio for length to breadth: 3:2.
a) Look again at the rectangles above. Suppose that each block is 1 cm by 1 cm. Complete the table.
| Rectangle | Length | Breadth | Perimeter | Area |
| 1 | __________ | __________ | __________ | __________ |
| 2 | __________ | __________ | __________ | __________ |
| 3 | __________ | __________ | __________ | __________ |
| 4 | __________ | __________ | __________ | __________ |
b) What happens to the perimeter each time the rectangle is enlarged?
_____________________________________________________________________
_____________________________________________________________________
c) How many times larger is the area if the rectangle is enlarged four times?
_____________________________________________________________________
4.1 Did you know?
The ratio to scale is always written in a specific way:
The first number refers to the drawing/plan.
The second number refers to reality.
A scale of 1:5 means that the length is 5 times smaller than in reality.
A scale of 5:1 means that the length is 5 times bigger than in reality.
4.2.1 Use the graph paper and enlarge the sketch on a scale of 4:1.
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4.2.2 Enlarge this drawing on a scale of 1:2.
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4.2.3 Reduce this sketch on a scale of 2:1.
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4.2.4 BRAINTEASER!
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Learning Outcome 3:The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions.
Assessment Standard 3.8:We know this when the learner locates positions on co-ordinate systems (ordered grids) and maps
Learning Outcome 4:The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts.
Assessment Standard 4.2:We know this when the learner solves problems.