Why do this problem?
needs a systematic approach. It is useful when learners are studying the area of right-angled triangles. It is important to remember that it is only the two
shorter sides of the triangles that are being considered in the problem, not all three sides.
Most learners will need to draw some right-angled triangles on squared paper to get a feel for the problem.
Where is a good place to start?
Have you looked at some of the examples given in the problem?
Do you need to draw all possible triangles to see if any meet the requirements?
If you double the length of the sides how does the area change?
Learners could consider fractional measures or look for triangles where the sum of the three
sides is numerically equal to the area.
Suggest drawing some right-angled triangles on squared paper and counting the squares to find the area.