29 Ratio
Prior knowledge
In previous learning, students have had experience working with ratios. They will know that a ratio
compares parts with parts and that proportion is about comparing parts to a whole. They will
understand direct proportion and will be able to find equivalent ratios.
Objectives overview
Objective Student’s Workbook Teacher’s Online
Learning objective code Book pages pages Guide pages resources
Understand and use the unitary 7Nf.09 230–236 89–91 132–134 Flashcards
method to solve problems Unit 29
involving ratio and direct
Knowledge
proportion in a range of contexts.
test Unit 29
Use knowledge of equivalence to 7Nf.10 230–236 89–91 132–134
simplify and compare ratios (same
units).
Understand how ratios are used 7Nf.11 230–236 89–91 132–134
to compare quantities to divide an
amount into a given ratio with two
parts.
Background information
In this unit, students use equivalent fractions as a precursor to finding equivalent fractions. Ratios
are frequently used in everyday situations, thus in this unit students have the opportunity to study
and answer questions using such situations. Students will then use and apply their understanding of
ratios to those of direct proportion.
In Unit 29, students explore the use of ratio and how the different ratios of a mixture affect its
characteristics.
Terminology
A ratio shows how two or more quantities are related to each other. Ratios, like fractions, can also
be simplified. To write a ratio in its simplest form, simply divide by the highest common factor of
the numbers involved. The term direct proportion means that two (or more) quantities increase or
decrease in the same ratio.
132
9781398300729.indb 132 24/02/21 8:54 PM
29 Ratio
Lesson ideas
The unit compares equivalent fractions and equivalent ratios as revision. The worked example
reinforces these ideas. There is further explanation before two exercises. Direct proportion is
introduced next with a worked example. The examples, exercises and Workbook cover this topic fully.
Students could complete practical activities such as recipe adjustments for larger and smaller
servings or paint mixing to make new shades in different quantities to demonstrate this concept.
Starter activity
Logos
Jack and Chloe are designing a logo for the school newspaper.
Here are their designs.
Jack Chloe
a For each design find:
i how many squares are dark grey, light grey or white
ii what fraction of each shape is dark grey, light grey or white.
b For each design, copy and complete this statement.
You should use whole numbers which are as small as possible.
For every __ black squares there are __ grey squares and __ white squares.
c Jack produces a design that uses only black and white squares.
For every 1 black square there are 2 white squares.
What fraction of Jack’s design is black?
Answers
a i Jack’s design: 2 dark grey, 6 light grey, 8 white
Chloe’s design: 14 dark grey, 6 light grey, 16 white
2 1 6 3 8 1
ii Jack’s design: = dark grey, = light grey, = white
16 8 16 8 16 2
14 7 6 1 16 4
Chloe’s design: = dark grey, = light grey, = white
36 18 36 6 36 9
b Jack’s design: For every 1 dark grey square there are 3 light grey squares and 4 white squares.
Chloe’s design: For every 7 dark grey squares there are 3 light grey squares and 8 white squares.
1
c
3
133
9781398300729.indb 133 24/02/21 8:54 PM
SECTION 3
Student’s Book answers
Exercise 29.1 (page 231) Exercise 29.3 (page 234)
1 4 : 5 = 8 : 10 = 40 : 50 = 12 : 15 1 9 units
2 7 : 2 = 14 : 4 = 35 : 10 = 49 : 14 2 24 000
3 8 : 5 = 80 : 50 = 32 : 20 = 4 : 2.5 3 6000
4 a 1250 minutes (or 20 hours and
Exercise 29.2 (page 232) 50 minutes)
1 1 : 24 b 384 m
2 1 : 14 5 a 325 g of plain flour, 125 g of sugar, 50 g
3 a 4:7 of cocoa powder, 250 g of unsalted
b 1 : 75 butter
4 120 g b 9 biscuits
5 1:4:5 c i No, she has not got enough unsalted
6 a i 5 : 19 butter. She would need 700 g.
ii 1 :3.8 ii 39
b 10
c 455 Exercise 29.4 (page 236)
7 a 2:3:4 1 15 boys
b 480 blue tiles and 640 red tiles 2 60 kg
c 282 yellow tiles and 564 red tiles 3 22 litres
8 10 weeks after the start 4 36
9 122 5 20, 60, 100
6 x = 48, y = 192, z = 2
Workbook answers
Exercises 29.1–29.2 (page 89) Exercise 29.3 (page 90)
1 a 1:4 b 3:7 1 $105 2 $157.50
c 6 : 25 d 1:3 3 a 3 hours and 45 minutes
2 a 1:5 b 1 : 4.5 b 2 km
c 1 : 6.5 4 No, if you had 1.5 kg of sugar from the
3 7:8 smaller bags it would cost $3.
4 300 ml
5 8:7:9 Exercise 29.4 (page 91)
6 a 2:1:1 b 12 1 20
c 24 circular, 12 triangular and 12 square 2 4.2 kg
7 a 0.7 m b 5.6 m 3 Right-angled triangle as the angles are 30°,
60° and 90°.
134
9781398300729.indb 134 24/02/21 8:54 PM
