E3621IM L6 Proportional Reasoning

MMU3612
Proportional Reasoning
Understand and use simple ratio
Proportional Reasoning
• Proportional reasoning is the ability to understand

situations of comparisons.
• Is the cornerstone of elementary mathematics; begins
with the ability to understand multiplicative
relationships distinguishing them from relations that
are additive.
• Proportional thinking is developed through activities

involving comparing and determining the equivalence
of ratios and solving proportions in a wide variety of
ways.
• Proportional reasoning is indeed the cornerstone of

essential topics at secondary school e.g. algebra,
fractions, percents, geometry, statistics and probability.
• RATIO is a comparison of two numbers or quantities
measured in the same units.
• Ratio is a multiplicative comparison of two quantities
or measures .
• Ratios and proportions involve multiplicative rather
than additive comparisons.
• Equal ratios result from multiplication or division and
not from addition or subtraction.
• Note: In order to promote proportional reasoning, it is
useful for learners to have a good idea of what
constitutes a ratio and a proportion .
Types of Ratio
• Ratios appear in a variety of different contexts and
part of proportional reasoning is the ability to
recognise ratios in these various settings.
We have three types of ratios

• (a) Part-to- Whole Ratios
• (b) Part-to- part Ratios
• (c) Rates as Ratios
• (a) Part-to- whole ratios. Ratios can be compared as
part to whole e.g. the ratio of the number of boys to
the total number of learners in a class. Since
fractions are also part – to whole ratios, it follows
that every fraction is also a ratio
• (b) Part –to Part Ratios. A ratio can relate one part
of a whole to another part of the same whole. E.g.
The number of girls in a class can be compared to
number of boys in the same class.
• Rates as Ratios : Both the above examples
compare the two measures of the same thing. A
ratio can be a rate. A rate is a comparison of the
measure of two different things or quantities .
• Comparison of 5 similar buses carrying 60
passengers.
Ratio of passengers to buses is 60:5 which can
be written as 60/5=12/1 .
The rate is 12 passengers per bus. Think of the
rates of speed as ratios because they compare
distance to time e.g. driving at 60km/hr.
How to develop proportional reasoning among the
learners ( Van de Walle, 2010).
 Provide ratio and proportion tasks in a wide range
of contexts, including situations involving
measurements, rates, prices etc.
Encourage the learners to experiment and compare
ratios. Help the learners to distinguish between
proportional and non proportional comparisons by
providing examples.
Help the learners to relate proportional reasoning
to everyday experiences.
DIFFERENT RATIOS
 An understanding of proportional situations include

being able to compare two ratios as well as to
identify equivalent ratios
The ratio can be used a strategy for solving

proportion.
Within and Between Ratios
• When examining two ratios it is important to think of them
as being within ratios or between ratios.
 A ratio of two measures in the same setting is a within

ratio. E.g. Comparing the ratio of width to the length for
any one rectangle is a within ratio because it is “ within”
the context of that rectangle.
A between ratio is a ratio of two corresponding measures

in different situations. In the case of similar rectangles , the
ratio of the length of one rectangle to the length of
another is a between ratio; that is between two rectangles.
DIRECT PROPORTION
Two quantities are in direct proportion if their ratio stays
the same as the quantities increase or decrease.
1. A packet of 3 pens costs N$36. Find the cost of a) 1 pen b) 5
pens
2. Seven pencils cost N$6.30. How much will 12 pencils cost?
3. A car uses 8 litres of petrol to travel 124km.
a) What is the fuel consumption (km/l)?
b) How far can the car travel on a full tank of 60 litres?
4. Material costs N$24 for 4 metres.
a) How much does 1 metre cost.?
b) How much does 8 metres cost?
5. A 5 kg bag of potatoes cost N$15,15.
a) How much is this per kg?
b) How much does 8kg cost?
INVERSE PROPORTION
Two quantities are in a reverse proportion if... ?
1. If 9 children eat sweets in 4 minutes. How long will it take 6 children to eat
the same amount of sweets at the same rate?
2. If 10 cows eat a bale of feed in 50mins.
(a) How long will it take 8 cows to eat a bale?
(b) How many cows take 1hr 40mins to eat a bale?
3. If 8 men on an expedition have enough supplies to last 14 days. Before
departure one man becomes ill. How long will the supplies last for the
remaining 7?
4. If 10 men take 4 days to mend the road.
a) How long will it take 8 men to mend the road working at the
same rate?
b) How many men are needed to complete the road in 5 days?
5. If 8 men take 6 hours to dig a hole.
(a) How long will it take 6 men working at the same rate?
(b) How many are needed to dig the hole in 2 hours?
RATIO
• DEFINITION?????
• Express in it simplest form. a) 49:21 b) 25cm: 2m
DIVIDING A QUANTITY IN A GIVEN RATIO

1. Share N$72 in the ratio 2:3:4
2. Noreen and Eunice get N$24 to share for work they have
done. Noreen has worked 7 hours and Eunice 5 hours.
They split in the ratio 7:5. How much does each get?
3. A sum of money is shared between Alli and Betty in the
ratio 3:2. Alli gets N$24. How much does Betty get?
4. The ratio of boys to girls is 4:3. There are 35 learners in the
class. How many boys are there?
FINDING AN UNKNOWN QUANTITY WHEN A RATIO IS GIVEN
1. The ratio of boys to girls in a class is 4:5. There 16 boys,
how many girls are there? How many learners are there
in the class?
2. Mortar is made of 5 parts sand and 1 part cement. How
much sand will be needed to mix with 8400kg of cement?
3. The height of two buildings is in the ratio 5:8. The taller

building is 16m high. How high is the other building?
4. The ratio of boys to girls in a class is 3:2. There are 14
girls. How many boys are there? How many learners are
there in the class?
5. The ratio of red to blue marbles in a bag is 4:5. There are
20 blue marbles. How many marbles are there in the
bag?
Increasing or decreasing a quantity in a given ratio
1. Increase
Amount Ratio
45 4:5
75 3:2
32 3:5
2. Decrease
600 1:4
48 2:1
36 7:2
SCALES
1. A scale drawing of the school is in the ratio 1:100.
On the drawing rooms are 7cm × 7cm. What is the
actual size of the room in metres?
2. A scale model of a car is made in the ratio 1:5. The
car has length 2m. What is the length of the model
in cm?
3. A map has scale 1:50000. How many kilometres on
the ground are represented by 8cm on the map?
4. A map has scale 1:250000. How many centimetres
on the map are represented by 50km?
5. A scale drawing of a house is in the ratio 1:25. The
actual length of the house is 10m. What is its length
on the diagram in centimetres?

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MMU3612

• Proportional reasoning is the ability to understand

• Proportional thinking is developed through activities

• Proportional reasoning is indeed the cornerstone of

We have three types of ratios

 An understanding of proportional situations include

The ratio can be used a strategy for solving

 A ratio of two measures in the same setting is a within

A between ratio is a ratio of two corresponding measures

DIVIDING A QUANTITY IN A GIVEN RATIO

3. The height of two buildings is in the ratio 5:8. The taller

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