# Math Help - Math Chronicles: Part 1

1. ## Math Chronicles: Part 1

I bet my catchy title got you ha? Anyways I need some help with a question me and my friends haven't been able to figure out, hoping you guys can help, by the way, I don't really think this is a fair question for an algebra student. It all seems more like geometry to me! OK, onto the question...

Draw a diagram to solve each exercise.

3. P(1, 3) and R(5, 5) are the endpoints of a diagonal of the rectangle PQRS.
Which sides of the rectangle are parallel to the x-axis? To the y-axis? What is
the perimeter of the rectangle?

Hope you guys can help a math student in need!

2. Originally Posted by jasonexher
Draw a diagram to solve each exercise.

3. P(1, 3) and R(5, 5) are the endpoints of a diagonal of the rectangle PQRS.
Which sides of the rectangle are parallel to the x-axis? To the y-axis? What is
the perimeter of the rectangle?
Hello,

1. With only the diagonal given you'll get an unlimited amount of rectangles. The vertices must be placed on the circle with the diagonal as diameter.

2. I've attached a sketch of the situation. The rectangle with it's sides parallel to the axes is drawn with thick perimeter. You can pick all the values you need from this sketch.

3. Thanks for the help Earboth! You gave me just enough info to help me out while leaving a bit for me to figure out, which helped me understand it better.

4. Hello, jasonexher!

Draw a diagram to solve each exercise. . . . . Did you do that?

3. $P(1, 3)$ and $R(5, 5)$ are the endpoints of a diagonal of the rectangle $PQRS.$

Which sides of the rectangle are parallel to the x-axis? To the y-axis?
What is the perimeter of the rectangle?
Code:
      |       Q               R
|       o - - - - - - - *(5,5)
|       :               :
|       :               :
|       :               :
|  (1,3)* - - - - - - - o
|       P               S
|
|
- + - - - + - - - - - - - + - - -
|       1               5

Can you guess where vertices $Q\text{ and }S$ are?

If you can do that, you can finish the problem . . .