There are lots of nice and simple and very visual derivations of the area of a trapezoid. Those are the ones I hope my students hang on to and rely on when they are thinking about how to find and calculate its area. (We’ve already talked about my reservations with simply memorizing area formulas, and the problems that can arise from rote memorization).

However, in my geometry classes, I like to present this algebraic derivation of the area formula for a trapezoid. This is about the point in the year where students have forgotten a lot of their algebra skills from last year, and even cycling through some of those skills in classwork and homework only does so much. Playing around with some ideas, including thinking about a trapezoid as a decapitated triangle (because that’s clearly what it is, right?) led me to this derivation. I won’t claim that I’m the first to come up with it, and searching around online I’ve found some similar derivations, but I really like this one because of all the ideas it touches on: similar triangles, somewhat complicated proportional relationships, distribution and factoring of algebraic expressions, manipulating fractions, and more. Even though a few eyes start to glaze over when I first tell students I’m going to lead them through a derivation filled with lots of algebra, they start to get interested when they see that there are places where those algebra skills can really help make sense of a situation.

Here’s the derivation:

**Deriving the Area of a Trapezoid (With Lots of Algebra Review)**

Suppose we have trapezoid with an altitude of length *h* drawn through points *F* on and *G* on . Let and let .

Extend the legs until they intersect at point *A*, creating and . Since , we know that . Also, label the intersection of and the line perpendicular to through *A* as *G*, and label the intersection of and as *F*. Then is the altitude of trapezoid , and the altitude of is .

Since we have similar triangles, we can write the following proportion: . Also, since , we can subtract to find the area of the trapezoid: . The areas of the triangles can be calculated: and . When we substitute the area calculations, we find that:

At this point, we have the area of the trapezoid in terms of the measurements of its two bases (*b*_{1} and *b*_{2}), the measurement of its height (*h*), and the measurement of the height of , *h*_{2}. We can use the proportion we found, , and solve it for *h*_{2} to find . Substituting this in the equation above gets an expression for the area of trapezoid in terms of the two bases and the height of the trapezoid.

Factoring out and simplifying the fractions:

Then multiply by to make all the terms inside the parentheses have the same denominator:

Now distribute and place everything inside the parentheses into one fraction and simplify:

Factoring out the leaves:

Then factoring the difference of squares gives:

Now divide out the and rearrange to get our familiar area formula:

There are a lot of things I like about this approach, but the engagement of students as I lead them through this proof is a lot of fun. I rarely stand up and lecture or give students almost everything in a proof, but there are times when lecturing is effective and shouldn’t be summarily abandoned. Plus, this also gives me a chance, as we go through each step, to walk around and see which students may need more help with fractions or factoring as we continue through the year, and I can give them some additional help and resources. It’s also an opportunity to talk with the Algebra 2 teacher about the upcoming class and their current skill levels with important concepts.