Lesson 22 of 46 · Arithmetic
Ratios and proportions
Turn a ratio into parts with one multiplier, link ratios through a shared term, and solve proportions and changing-ratio problems cleanly.
About 20 minutes
In this lesson
- Write the quantities in a ratio as multiples of one unknown and find them from a total or a difference.
- Tell part-to-part from part-to-whole ratios and convert between them.
- Combine two ratios that share a term into one three-way ratio.
- Solve proportions, including problems where amounts are added and the ratio changes.
The idea
A ratio compares, it does not count
"The ratio of red to blue marbles is " says that for every 4 red marbles there are 5 blue ones. It does not say there are 4 red marbles. There could be 8 and 10, or 40 and 50. A ratio fixes the shape of a group, not its size.
So give the size a name. If red : blue , write
for some positive number , the multiplier. Every ratio problem becomes a one-unknown equation once you do this. Any one actual figure, whether a total, a difference or one of the parts, pins down .
Part to part, and part to whole
With red : blue , the whole is . So red marbles are of the total, not . The ratio is part to part; the fraction is part to whole. Read which one a question gives and which one it asks for. "The ratio of red marbles to all marbles" is .
Ratios behave like fractions
A ratio can be written and simplified the same way: . Multiplying or dividing both terms by the same number keeps the ratio. Adding the same number to both terms does not: becomes if you add 1 to each, and . Adding the same positive amount to both terms always pulls the ratio towards .
Three-way ratios through a shared term
If and , the two ratios mention with different numbers, 3 and 4. Rescale both so that gets the same number, their least common multiple, 12:
Now . Writing , by simply dropping the middle numbers, is the classic error; it ignores that the two values were measured on different scales.
Proportions
A proportion says two ratios are equal: . Cross-multiply to solve: . If 3 kg of flour make 40 loaves, then kg make 100 loaves where , so .
Quantities are directly proportional when their ratio is constant: double one and the other doubles (). They are inversely proportional when their product is constant: double one and the other halves (). Workers and time to finish a fixed job are the standard inverse pair. Ask before you set up the equation: should the answer go up or down?
When the ratio changes
Problems where items are added or removed are ratio problems in two stages. Write the "before" quantities with a multiplier, apply the change to the actual amounts, and set the new ratio equal to the "after" ratio. The multiplier belongs to the original group; never apply the change to the ratio numbers themselves.
Ratios in comparison questions
A ratio on its own never tells you an actual amount. If the only information is "the ratio of to is ", then the size of or of cannot be determined; even which of and is larger can flip if negatives are allowed. Ask whether the stem gives a real figure that fixes . If not, look for what the ratio does fix, such as or the fraction of the total.
A quick check
When you have the parts, divide them back out: they should simplify to the given ratio, and they should add up to any given total. The check takes seconds and catches a misread part-to-whole.
Worked examples
Example 1: Splitting a total
A bag holds 63 marbles, red and blue only, in the ratio red : blue . How many of each colour are there?
Name the multiplier: red , blue .
The total is , so .
Red and blue .
Check: , and . Second route: red is of 63, which is 28.
Answer
28 red and 35 blue. Taking red as of 63 (50.4) confuses the part-to-part ratio with a fraction of the whole.
Example 2: Linking two ratios
If and , what is ?
appears as 3 in one ratio and 4 in the other. Rescale both to give the value .
(multiply by 4), and (multiply by 3).
So and .
Check by multiplying fractions: .
Answer
. Dropping the middle term, , is the tempting wrong answer.
Example 3: New students join
In a class the ratio of boys to girls is . Six more boys join, and the ratio becomes . How many girls are in the class?
Before: boys , girls .
After: boys , girls still . Set the new ratio: .
Cross-multiply: , so and .
Girls . Check: boys go from 24 to 30, and .
Answer
There are 40 girls. Adding the 6 to the ratio numbers instead of to the actual number of boys, as in , leads nowhere: the change applies to people, not to ratio terms.
Common traps
Part to part read as part to whole
With boys : girls , boys are of the class, not . Add the ratio terms to get the whole before you form any fraction of the total.
Linking ratios without a common term
From and you cannot read . Rescale until has one value in both, or multiply .
Expecting a ratio to survive addition
Adding the same amount to both terms changes a ratio (unless it is ). Multiplying both by the same amount does not. Ages are the usual test: two people whose ages are in the ratio today will not be in that ratio in ten years.
Reading an amount into a ratio
"" does not mean . In a comparison question with no other figure, an actual size such as or cannot be determined.
Check yourself
Answer each question before you open its answer.
Question 1: Splitting a fund three ways
Ratio
A fund is divided among three people in the ratio . The largest share is $1,500 more than the smallest share. What is the total amount of the fund?
- A.$600
- B.$2,100
- C.$3,600
- D.$7,500
- E.$18,000
Show the answer
Answer: C. $3,600
Working
Write the shares as , and . The difference between the largest and smallest is , so . The total is . Check: the shares are $600, $900 and $2,100; they add to $3,600, and .
Why the other options are wrong
- A. This is the smallest share, , not the whole fund.
- B. This is the largest share, , not the total.
- D. This multiplies $1,500 by the 5-part difference instead of dividing by it to find one part.
- E. This treats $1,500 as the value of one part and multiplies by all 12 parts; $1,500 is the value of 5 parts.
What carries over
Express every share as a multiple of one unknown, and use the given figure to find that unknown first.
Question 2: Adding 5 to both terms
Quantitative Comparison
and are positive numbers, and the ratio of to is .
| Quantity A | Quantity B |
|---|---|
- A.Quantity A is greater.
- B.Quantity B is greater.
- C.The two quantities are equal.
- D.The relationship cannot be determined from the information given.
Show the answer
Answer: A. Quantity A is greater.
Working
Write and with . Compare with by cross-multiplying (both denominators are positive): and . Since , Quantity A is greater for every . Check: , gives ; , gives ; both exceed 0.75.
Why the other options are wrong
- B. This assumes that adding to both terms shrinks the ratio. For a ratio below 1, adding the same positive amount moves it up, towards 1.
- C. This assumes adding the same number to both terms keeps the ratio; only multiplying both terms does that.
- D. Quantity A does change with , but for every positive it stays above .
What carries over
Adding the same positive amount to both terms pulls a ratio towards 1.
Question 3: Students to aides
Ratio
At a school, the ratio of teachers to classroom aides is , and the ratio of students to teachers is . What is the ratio of students to classroom aides?
- A.
- B.
- C.
- D.
- E.
Show the answer
Answer: D.
Working
Make the teacher term match: students : teachers , and teachers : aides . So students : teachers : aides , and students : aides . Check by multiplying fractions: .
Why the other options are wrong
- A. This sets 12 students against 2 aides, as if there were one teacher; the teacher term must first be scaled to 5.
- B. This copies the students-to-teachers ratio and ignores the aides.
- C. This multiplies 12 by the aides' term, 2, instead of combining the ratios through the shared teacher term.
- E. This finds 60 students for 5 teachers but compares them with one aide instead of the two that go with 5 teachers.
What carries over
To link two ratios, scale them until the shared quantity has the same number in both.
Key points
Write a ratio as and ; any one real figure fixes .
In , the first part is of the whole.
Link two ratios by scaling the shared term to one value.
Multiplying both terms keeps a ratio; adding to both changes it.
A ratio alone never fixes an actual amount.
All questions here are original and written for UniExamer; none comes from the test maker.
Written by the UniExamer team with AI assistance. Every worked example and check question was re-solved by an independent checker before publication. No subject expert has reviewed this lesson yet. If you find a mistake, write to support@uniexamer.com.