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| 10 Theory slides |
| 10 Exercises - Grade E - A |
| Each lesson is meant to take 1-2 classroom sessions |
Here is a recommended reading to go over before getting started with this lesson.
A ratio is a comparison of two quantities that describes how much of one thing there is compared to another. Ratios are commonly represented using colon notation or as fractions. They are read as the ratio of a to b,
where b is a non-zero number.
The ratio a:b means that for every a units of one quantity, there are b units of another quantity. Ratios can be part-to-part or part-to-whole.
Part-To-Part | Part-To-Whole | |
---|---|---|
Explanation | Describes how two different groups are related | Describes the relationship between a specific group to a whole |
Example 1 | The number of sophomores to freshmen on the basketball team is 7:15. | The number of sophomores to all basketball team members is 7:22. |
Example 2 | The number of mangoes to jackfruits the vendor has is 10:20. | The number of mangoes to all fruits the vendor has is 10:42. |
Fraction Form | Greatest Common Factor | Rewrite | Simplify | |
---|---|---|---|---|
Tearrik | 1527 | GCF(27,15)=3 | 5⋅39⋅3 | 59 |
Zain | 2545 | GCF(45,25)=5 | 5⋅59⋅5 | 59 |
The applet shows different ratios using colon notation. Write the simplest form of the indicated ratio. Consider that some ratios might already be in their simplest form.
It’s a beautiful Friday. Zain and their mother are celebrating their other parent's return home tonight after a week-long work trip. Zain's mother asks them for help to make homemade pizzas for dinner.
Their recipe is strict and claims that for every six olives on the pizza, two mushrooms must be added. If Zain plans to put 30 olives on the pizza, how many mushrooms must the pizza have?Write the ratio of the number of olives to the number of mushrooms. Write an equivalent ratio to the original ratio where the numerator of the new ratio is 30. What number multiplied by 6 gives 30? Multiply 2 by the number found previously to find the number of mushrooms needed.
The two pizzas Zain and their mother made are still in the oven, smelling amazing. They decide to pass time by planning another weekend project — paint their house the color of an orange poppy flower! They want it to be a specific shade of orange. This shade is a result of a mixture of red and yellow in a ratio of 5:4.
Find the total amount described by the given ratio. Use this total amount to write a part-to-whole ratio for each color. Write an equivalent ratio for one of the part-to-whole ratios. The denominator of this equivalent ratio is 18. What number multiplied by 9 gives 18? Find the numerator of the equivalent ratio
Part-To-Whole Ratios | |
---|---|
Red Paint | Yellow Paint |
95 | 94 |
Scenario | Rate | Unit Rate |
---|---|---|
Kriz finds 20 Pokémon every 10 days. | 20 Pokémon per 10 days, 10 Pokémon per 5 days |
2 Pokémon per 1 day, 730 Pokémon per 1 year |
At a party, 42 candies were eaten by 6 kids. | 42 candies per 6 kids, 21 candies per 3 kids |
7 candies per 1 kid |
The two pizzas Zain and their mother prepared earlier were a such a great success. Now they are thinking to prepare more pizzas for a local charity.
Write the rate for this situation. Divide the numerator and denominator of the rate by its denominator to find the unit rate. Multiply the unit rate by the number of pizzas that are needed. Divide the result by 60 to get the number of hours of prep time.
Zain realizes that their parent is so late arriving home. Zain calls. "Where are you?" The parent picks up and says, "Hey, Zain! I am 160 miles away. I will be home in 2 hours."
Think about going shopping at the market. There are tons of different brands, and the same brand usually offers the same product packaged in different sizes. Deciding what to buy can be overwhelming.
People tend to think larger packages have a lower price per unit. Actually, that is true only sometimes. Comparing the unit rate will help decide whether buying more smaller packages or one large package offers a better deal. The unit rate describes the cost per pound, quart, kilogram, or other corresponding unit of measure.
Compare unit prices to find the best value for money. |
Consider the following advertisement. Delicious standard-sized and giant-sized chocolate bars are on sale.
Is the giant-size bar a better option? Write the rates as fractions. That will help to find the unit rate for each bar later.
Standard-Size | Giant-Size | |
---|---|---|
Rate | $1.191.55 oz | $8.597 oz |
Divide the numerator and denominator of the standard size rate by 1.19 to get its unit rate. Similarly, divide the numerator and denominator of the giant size ratio by 8.59.
Standard-Size | Giant-Size | |
---|---|---|
Rate | $1.191.55 oz | $8.597 oz |
Unit Rate | $11.30 oz | $10.81 oz |
We want to know how many more cards Ignacio had initially than Izabella. We are told that Izabella had four cards for every ten cards Ignacio had. Let's write the ratio of Ignacio's cards to Izabella's cards. 10: 4 We can graph this ratio using squares arranged horizontally. Ten squares for Ingacio and four squares for Izabella.
Next, Ignacio gives half of his cards to Izabella. We can display this information in our diagram by moving five of the ten squares Ignacio has and adding them to the squares Izabella has.
Note that Izabella now has four extra squares than Ignacio. These four squares represent the 20 more cards Izabella has than Ignacio. Let's divide 20 by 4 to find how many cards each square represents. 20÷ 4 = 5cards In the first diagram representing the initial ratio, Ignacio had 6 squares more than Izabella. Each of these squares represents 5 cards. Let's multiply 6 by 5 to find how many more cards Ignacio had than Izabella initially. 6* 5=30cards This means initially Ignacio had 30 more cards than Izabella.
Consider the ratio of boys to girls in the art class. ccc Ratio &&Fraction Form 7: 5 &&7/5 We are told that today 7 boys joined the class. The number of girls that need to join the class to keep the ratio of 7: 5 is required. We can find this amount using an equivalent ratio to this ratio. The numerator of this equivalent ratio is given by adding the number of boys that joined the class today and the previous number of boys in the class. 7+ 7/ ⇔ 14/ The denominator of this new ratio is missing. We can determine this missing value by first finding what number times the numerator of the first ratio is 14. 7* 2= 14 This means that the missing value of the equivalent ratio is given by multiplying 5 by 2. 7* 2/5* 2 ⇔ 14/10 The number of girls in the class must be 10 to keep the ratio of 7: 5, given that 7 boys joined today. However, because there were previously 5 girls, we subtract this amount to get the number of girls that need to be joined. 10- 5=5girls This means that 5 girls need to join the class to keep the ratio of boys to girls.
Maya's family is traveling by car to her relatives' house. Maya's father drives 120 miles in 2 hours.
We will identify which statement is true about Maya's family trip. Recall that Maya's father drives 120 miles in 2 hours. We can represent this situation as a rate. The rate of the distance traveled to the time it takes. Ratio of Distance to Time: 120Miles: 2 Hours We can now divide both units by 2. That will give us the unit rate because we will have 1 hour. Ratio of Distance to Time: 120/2Miles:2/2 Hours ⇕ 60Miles: 1 Hour This unit rate means that Maya's father drives 60 miles in 1 hour. Let's multiply this unit rate by 8 to see how far the family is after driving for 8 hours. 60* 8Miles: 1* 8 Hours ⇕ 480Miles:8 Hours Maya's relatives' house is 500 miles away. This means that if Maya's father keeps the same driving rate, the family has not arrived at their destination, yet. We can find how many miles are left to drive by subtracting 480 from 500. 500-480= 20Miles Maya's family still has 20 miles more to drive before reaching their destination.
In practices Zosia can run 2 kilometers in 28 minutes. Zain can run 3 kilometers in 36 minutes.
We need to determine the faster runner between Zosia and Zain. Let's first write the rate of time to distance traveled for each runner. In doing so, we can find the unit rates of each runner. Let's do it!
Rate | |
---|---|
Zosia | 28min:2km |
Zain | 36min:3km |
We can now divide both units of Zosia's rate by 2. This way, we can get Zosia's unit rate. On the other hand, we can divide Zain's rate by 3.
Rate | Division | Unit Rate | |
---|---|---|---|
Zosia | 28min:2km | 28/2min:2/2km | 14min:1km |
Zain | 36min:3km | 36/3min:3/3km | 12min:1km |
This means it takes Zosia 14 minutes to run 1 kilometer. Conversely, Zain is faster because they run 1 kilometer in 12 minutes.
We now multiply the unit rate of each runner by 5 to find how much it will take each to run the five-kilometer race. We can do this by using the fraction form of the rate. Let's first calculate the time for Zosia. 14 min/1 km* 5km=70min It will take Zosia 70 minutes to run the five-kilometer race. Now, let's calculate the time for Zain. 12 min/1 km* 5km=60min It will take Zain 10 minutes less than Zosia because he will run that distance in 60 minutes.