Ratio Problems: Free Response
5 questions in parts, 48 points in total. Work each one out on paper, taking a hint if you get stuck. When you have an answer, reveal the answer to check it, and the full solution only if you still want it. The rubric is there so you can mark your own work.
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1. Three snacks, one multiplier . Foundational, 8 points. Question 1 of 5.
A trail mix recipe combines cashews, almonds, and pretzels in the ratio . A batch made for a hiking club contains pieces in all.
- Part A.
Write the number of cashews, almonds, and pretzels as multiples of one part , using the ratio . Then use the total of pieces to find , and report how many of each snack the batch contains.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part B.
Check your three counts two ways: that they add to the stated total, and that they still reduce to the ratio . Then explain in one sentence why every term of the ratio has to share the SAME multiplier , rather than each getting its own.
Carry your own answer forward Use the three counts you found in part A, whatever they came out to, for both checks below.
Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 4 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 2
Every snack in this mix is some number of equal-sized parts, one count for cashews, one for almonds, one for pretzels, all built from parts of the same size. Name that one part and use the stated total to pin its size down before you report any count.
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Hint 2 of 2 · Part B
A correct total does not by itself prove the ratio survived, and a correct ratio does not by itself prove the total is right. Run both checks on your three counts, then ask what would happen to the ratio if one count had come from a different multiplier than the other two.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
: the batch has cashews, almonds, and pretzels.
Part B
The counts match the total, and reduces to by dividing every term by . The same must scale every term because a ratio states how the quantities compare to EACH OTHER, not their separate sizes.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Write each count with the shared multiplier: cashews are , almonds are , and pretzels are . The extra fact is the total, so add the three expressions and set the sum equal to :
Combine the like terms and solve:
Each part is worth pieces. Multiply back through each term:
So the batch has cashews, almonds, and pretzels.
Part B
Add the three counts to check the total:
which matches. Divide every count by to check the ratio:
Both checks pass. The reason one shared is required, rather than a separate multiplier for each term, is that the ratio is a statement about how the three quantities compare to one another. If cashews were scaled by one number and almonds by a different one, the new counts would no longer stand in the ratio at all, so the very thing the problem asserted about them would stop being true.
In one line
The batch has cashews, almonds, and pretzels (), and both checks, the sum to and the reduced ratio , confirm it. The three terms must share one multiplier because the ratio compares them to each other, not three separate sizes.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 4 points
Writes the three counts as , , and , sharing the one multiplier. . Worth 2 points.
Combines the like terms into and solves for correctly. . Worth 1 point.
Reports all three counts in pieces, not merely the value of . . Worth 1 point.
Part B 4 points
Verifies BOTH that the three counts sum to and that they reduce back to . . Worth 2 points.
Explains why every term must share the same multiplier , rather than merely asserting that it does. . Worth 2 points. needs an explanation, not just an answer
Try a similar problem (Optional)
Same idea, different numbers. Work it on paper, then check yourself the same way.
A fruit basket mixes apples, bananas, and oranges in the ratio . The basket holds pieces of fruit in total. Find the number of each fruit, then check your answer.
The answer
: the basket has apples, bananas, and oranges; the counts sum to and reduce to .
Write the counts as , , and , and set their sum equal to the total:
Multiply back: apples, bananas, oranges. Check: , and reduces to by dividing every term by .
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2. When three does not mean three . Foundational, 7 points. Question 2 of 5.
Claim: for a ratio together with a stated total, the two actual amounts are simply the numbers and themselves, whatever the total happens to be.
- Part A.
Test the claim on a specific case. Two numbers are in the ratio and their total is . Use the common-multiplier method to find the two actual amounts.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part B.
Using the numbers from part A, refute the claim. State the specific counterexample plainly, and say exactly what it does, and does not, show.
Carry your own answer forward Use the specific pair of numbers you computed in part A as your counterexample, whatever they came out to be.
Construct a counterexample Give one specific case, and show it breaks the claim. 3 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 2
A claim that is supposed to hold for every ratio and every total needs only one case where it fails. Pick a ratio, pick a total that genuinely calls for the multiplier method, and see what the two actual amounts turn out to be.
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Hint 2 of 2 · Part B
Line up what the claim predicted against what your own arithmetic in part A produced, number by number, and say which of the two, the ratio itself or the general claim about amounts, actually survives the comparison.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
: the two amounts are and .
Part B
The pair and refutes the claim: with ratio and total , the actual amounts are and , not and . This shows the general claim is false; it does not show the ratio is wrong, since still reduces to it.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Write the two numbers as and , and set their sum equal to the total:
Combine and solve:
Multiply back through each term:
So the two actual amounts are and , and checks.
Part B
One breaking case is enough to refute a claim about EVERY total. Part A supplies it: with ratio and total ,
so the actual amounts are and , while the claim asserted they would be and . Since and , the claim fails on this case, and one failing case is all a universal claim needs to be refuted.
Be precise about the scope. The counterexample kills the claim that the ratio numbers ARE the amounts; it does not touch the ratio itself, since still reduces to by dividing both by . The only total for which the claim would hold is itself, the one case where .
In one line
With ratio and total , the multiplier method gives and actual amounts and , not and , so the pair refutes the claim. The ratio itself is untouched, since still reduces to ; only the claim that the ratio's own numbers ARE the amounts is false, and it fails for every total except .
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 4 points
Writes the two numbers as and and sets their sum equal to the total. . Worth 2 points.
Combines the like terms into and solves for correctly. . Worth 1 point.
States both actual amounts, distinct from the bare ratio numbers and . . Worth 1 point.
Part B 3 points
Produces a specific pair of numbers, from a stated ratio and total, on which the claim fails. . Worth 2 points.
States precisely what the counterexample refutes (the general claim) and what it leaves standing (the ratio itself), rather than declaring the claim simply wrong. . Worth 1 point.
Try a similar problem (Optional)
Same idea, different numbers. Work it on paper, then check yourself the same way.
Two numbers are in the ratio and their total is . Find the two actual amounts, and say whether they equal the ratio's own numbers and .
The answer
: the amounts are and , not and .
Write the numbers as and :
Multiply back: and . These are not and , though still reduces to .
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3. Splitting a trivia prize by seniority . Application, 10 points. Question 3 of 5.
A trivia contest team splits its winnings between its two members in the ratio , senior member to junior member. The senior member's share is dollars more than the junior member's.
- Part A.
Let one part be . Write each member's share in terms of , and write one equation using the dollar difference between the two shares.
Model the situation Name your unknown first, then write every other quantity in terms of that one letter. 3 points
- Part B.
Solve for , and report both shares in dollars.
Carry your own answer forward Solve the equation you wrote in part A, whatever it turned out to be.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
Add your two shares from part B to find the total winnings the team split. Then check that dividing that same total in the ratio reproduces the two shares you found.
Carry your own answer forward Add the two shares you found in part B, whatever they came out to be, before splitting the total fresh.
Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 3 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 2
Two shares that are not equal to each other can still both be written as multiples of the same one part; the ratio tells you how many parts each person gets, and the extra fact here is how far apart the two amounts are, not how big either one is.
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Hint 2 of 2 · Part C
Once you know both individual shares, adding them gives you a number the problem never stated outright. Use it to run the whole ratio split forward again, as a check on the difference-based answer.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
Senior share is dollars, junior share is dollars, and the equation is .
Part B
: the senior member gets dollars and the junior member gets dollars.
Part C
The total winnings are dollars. Splitting dollars in the ratio gives equal parts of dollars each, so parts is and parts is , matching part B exactly.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Write both shares with the one multiplier: the senior member gets dollars and the junior member gets dollars. The extra fact is the difference of dollars, and the senior share is the larger one, so
Part B
Combine the like terms and solve:
Multiply back through each term:
So the senior member gets dollars and the junior member gets dollars, and checks.
Part C
Add the two shares:
Now split dollars fresh, in the ratio : the parts number , so
giving and . These are the same two shares found from the difference alone, which is expected: a ratio together with either its total or the difference between two of its terms pins down the same single multiplier , so either extra fact leads to the same amounts.
In one line
With one part, gives , so the senior member gets dollars and the junior member gets dollars. Their total, dollars, split fresh in the ratio reproduces the same two shares, since a ratio together with either a total or a difference pins down the same multiplier.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Writes the two shares as and dollars, sharing the one multiplier. . Worth 2 points.
Writes an equation setting the difference of the two shares equal to . . Worth 1 point.
Part B 4 points
Combines the like terms into and solves for correctly. . Worth 2 points.
Reports both shares, not only the one the equation was written around. . Worth 1 point.
Gives both shares in dollars. . Worth 1 point.
Part C 3 points
Adds the two shares correctly to get the total winnings. . Worth 1 point.
Verifies the reproduced shares match part B, and connects this to a total and a difference each pinning down the same multiplier. . Worth 2 points.
Try a similar problem (Optional)
Same idea, different numbers. Work it on paper, then check yourself the same way.
Two coworkers split a bonus in the ratio . The one with the larger share receives dollars more than the other. Find both shares, then find the total bonus and check that it splits back into the same two shares.
The answer
: the shares are dollars and dollars, totaling dollars, which splits back into the same two shares.
Let one part be : the shares are and dollars.
So the shares are and dollars, totaling dollars. Splitting dollars fresh in the ratio : parts of dollars each gives and , the same two shares.
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4. Merging a playlist's ratios . Reasoning, 11 points. Question 4 of 5.
A radio station catalogs its playlist as pop, rock, and jazz songs. The ratio of pop songs to rock songs is , and the ratio of rock songs to jazz songs is .
- Part A.
Combine the two ratios into one three-term ratio pop : rock : jazz. Scale each ratio so that rock agrees in both, and show the scaling you used.
Write the expression An equation or an expression is enough here. Show how you built it. 4 points
- Part B.
The station has songs in total across these three categories. How many are jazz songs?
Carry your own answer forward Use the combined ratio you found in part A, whatever its three numbers came out to be, to find how many songs one part is worth.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
Redo the merge a second way: scale the two original ratios so that rock becomes instead of the common multiple you used in part A. Compare the resulting three-term ratio to the one from part A, and say what your comparison shows about which common multiple you were allowed to pick.
Compare the two methods Say what each one costs you, and when you would reach for it. 4 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 3
Two ratios can only be spliced into one three-term ratio once they agree on the number attached to the quantity they share. If they do not agree yet, scale each ratio, on both of its own terms, until that shared number matches.
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Hint 2 of 3 · Part B
The three scaled numbers are literally how many equal-sized parts each category gets. Add them to find how many songs one part is worth, then multiply back through the one term the question actually asks about.
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Hint 3 of 3 · Part C
Run the same scaling idea from part A again, but aim the shared term at instead of . Once you have the new three-term ratio, look for a common factor you can divide out of all three terms.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
Pop : rock : jazz .
Part B
: there are jazz songs (and pop, rock).
Part C
Scaling to rock gives , which reduces to by dividing every term by , exactly the ratio from part A. So the least common multiple was not required; a bigger common multiple gives the same underlying ratio, just written in bulkier numbers.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
The shared quantity is rock, appearing as in the first ratio and in the second, so scale each ratio until rock reaches their least common multiple, .
Scale the first ratio, pop to rock, by :
Scale the second ratio, rock to jazz, by :
Both now agree that rock is , so line them up:
Part B
The three scaled terms make parts, and the total is songs:
Multiply back through the jazz term:
So there are jazz songs, alongside pop songs and rock songs, and checks.
Part C
To make rock read , scale the first ratio (pop to rock ) by and the second (rock to jazz ) by :
Lined up, this gives pop : rock : jazz . Divide every term by :
the same ratio part A found using . The two merges do not disagree, they agree once reduced, so the least common multiple was a convenient choice for keeping the numbers small, not a requirement for the merge to work.
In one line
Scaling to make rock agree at gives pop : rock : jazz ; with songs total, and there are jazz songs. Scaling instead to rock gives , which reduces to the same , so the least common multiple was convenient but not required.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 4 points
Makes the shared rock term agree in both ratios, using any common multiple of its two values with a valid scale factor for each, and reduces the combined result to lowest terms. . Worth 2 points.
Produces the correctly scaled combined ratio, with all three terms consistent. . Worth 2 points.
Part B 3 points
Combines the three scaled terms and solves correctly. . Worth 1 point.
Reports the jazz count labeled in songs. . Worth 1 point.
Also reports the pop and rock counts, not only the one asked for. . Worth 1 point.
Part C 4 points
Redoes the scaling correctly with rock as the shared term, and reports the resulting three-term ratio. . Worth 2 points.
Reduces the new ratio, compares it to part A's, and states what the agreement shows about picking a common multiple that is not the smallest. . Worth 2 points.
Try a similar problem (Optional)
Same idea, different numbers. Work it on paper, then check yourself the same way.
A bakery's ratio of croissants to muffins is , and its ratio of muffins to scones is . Combine these into one ratio croissants : muffins : scones, then find how many scones the bakery has if it makes items in total across the three.
The answer
Combined ratio croissants : muffins : scones ; with items total, and there are scones.
The shared quantity, muffins, is in the first ratio and in the second, and their least common multiple is . Scale the first ratio by : croissants : muffins . The second ratio already reads muffins as , so combined: croissants : muffins : scones .
The parts total , so
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5. A parking lot after some cars leave . Reasoning, 12 points. Question 5 of 5.
A parking lot holds cars and motorcycles in the ratio . After cars leave and no motorcycles arrive or leave, the ratio becomes .
- Part A.
Let one part of the ORIGINAL ratio be . Write the original numbers of cars and motorcycles, write the number of cars once leave, and set up one equation using the new ratio .
Model the situation Name your unknown first, then write every other quantity in terms of that one letter. 4 points
- Part B.
Clear the fraction and solve for . Report how many cars and how many motorcycles are in the lot after the cars leave, and how many cars there were originally.
Carry your own answer forward Solve the proportion you set up in part A, whatever it turned out to be.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
A friend suggests that if enough MORE cars kept leaving, the cars-to-motorcycles ratio could eventually climb back up to . Using the actual numbers in this lot (the motorcycle count is fixed and the car count can only fall further from the value you found in part B), decide whether that is possible, and describe what happens to the ratio as more cars leave.
Carry your own answer forward Start from the after-departure car and motorcycle counts you found in part B, whatever they came out to be.
Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 4 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 2
Two facts pin this problem down completely: the ORIGINAL ratio, before anything leaves, and the NEW ratio, after only the cars change. Write both car counts, before and after, using the same original , and let the new ratio turn into one equation.
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Hint 2 of 2 · Part C
Think of the ratio as a single number, cars divided by motorcycles, rather than as two separate counts. Ask what happens to that single number when its top shrinks and its bottom stays exactly the same.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
Original cars are and motorcycles are (unchanged); after cars leave there are cars, so the equation is .
Part B
: after the departure there are cars and motorcycles; there were originally cars.
Part C
It is not possible. With motorcycles fixed at , the ratio is the car count divided by , and cars can only go DOWN from as more leave, so the ratio can only fall further below , toward values like or . It can never climb up to .
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Motorcycles never change, so they stay throughout. Cars start at and drop by , becoming . The new ratio of cars to motorcycles is stated as , which as a proportion says
Part B
Cross-multiply to clear the fraction:
Expand and solve:
So originally there were cars and motorcycles. After cars leave, the lot holds cars and still motorcycles, and reduces to as stated.
Part C
The ratio right now is cars divided by the fixed motorcycles: . If, say, more cars left, the ratio would become ; if more left, . Every additional departure lowers the numerator while the denominator, , never changes, so the value of the ratio only ever falls from here.
Climbing to would need the ratio to more than double from its current , and nothing in this situation can raise it: cars never increase and motorcycles never move. So the friend's suggestion is impossible; more departures push the ratio further down, not up.
In one line
With one original part, gives : originally cars and motorcycles, and after cars leave, cars and motorcycles, matching . Since removing cars while motorcycles stay fixed can only push the ratio below its after-departure value of , a claimed rise to could never happen this way.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 4 points
Writes the original cars and motorcycles as and , with motorcycles unchanged after the departure. . Worth 2 points.
Forms the proportion with the adjusted cars term set against the new ratio . . Worth 2 points.
Part B 4 points
Cross-multiplies and solves for correctly. . Worth 2 points.
Reports the after-departure cars and motorcycles with correct labels. . Worth 1 point.
Also reports the original number of cars, distinguishing it from the after-departure count. . Worth 1 point.
Part C 4 points
Computes the ratio's value after one or more further departures (using the lot's own numbers), rather than asserting the trend without checking it. . Worth 2 points.
States why the ratio can never rise (cars only fall, motorcycles never move), and uses that to rule out the specific claim of reaching . . Worth 2 points. needs an explanation, not just an answer
Try a similar problem (Optional)
Same idea, different numbers. Work it on paper, then check yourself the same way.
A theater has adults and children in the ratio at the start of a show. After adults leave at intermission and no children leave, the ratio becomes . Find the original number of adults and children, and the numbers left after intermission.
The answer
: originally adults and children; after intermission, adults and children.
Let one original part be : adults are , children are (unchanged). After adults leave, adults are , and the new ratio is :
Originally there were adults and children. After intermission there are adults and still children, matching .
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