Ratios: Free Response
5 questions in parts, 66 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. A shelf described two ways . Foundational, 13 points. Question 1 of 5.
A library shelf holds hardcover books and paperback books, and nothing else stands on it. A shelf like this can be described by comparing the two kinds of book with each other, or by comparing one kind with the shelf as a whole, and those are different descriptions.
- Part A.
Write the ratio of hardcover books to paperback books on this shelf in lowest terms. Then write the ratio of paperback books to hardcover books, also in lowest terms.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
Find how many books the shelf holds altogether. Then write the ratio of hardcover books to all the books on the shelf in lowest terms, and give the fraction of the shelf that is hardcover.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
The next shelf along holds hardcover books and paperback books. Decide whether the two shelves compare hardcover with paperback in the same way, and support the decision instead of asserting it.
Justify your claim State the claim, then give the reason it has to be true. 4 points
- Part D.
The lowest-terms ratio you found for the first shelf contains neither nor . Say what such a ratio still records about a shelf and what it no longer records, and say what changes about the claim if the two kinds of book are named in the other order.
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 4
Two moves settle every part of this question: divide both counts by a factor they share, or add them together to build the whole.
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Hint 2 of 4 · Part B
Before one kind of book can be measured against the shelf, the shelf has to be counted, and nothing stands on it beyond the two kinds. Notice that the number you end up dividing by is not the count of the other kind.
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Hint 3 of 4 · Part C
Setting against proves nothing on its own, since the shelves are not the same size. Reduce each shelf to its smallest whole-number form and then see whether anything is left to decide.
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Hint 4 of 4 · Part D
Ask what would have to change about a shelf before its reduced ratio changed, and what could change freely without disturbing it. Then ask the same of the order in which the two kinds are named.
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
Hardcover to paperback is , and paperback to hardcover is .
Part B
The shelf holds books. Hardcover to all is , so the hardcovers are of the shelf.
Part C
They do. The second shelf gives , the same lowest terms as the first, so both carry the same comparison even though one holds books and the other .
Part D
It records the comparison, four paperbacks alongside every three hardcovers, and no longer records the size of the shelf, so many different shelves fit it. Naming the kinds the other way round turns the claim into , and a pair of numbers with no stated order is not a claim about the shelf at all.
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
Lowest terms means dividing both parts by their greatest common factor. Break the two counts down: and , so the largest factor they share is .
Divide both parts by it, never one of them alone:
The parts and share no factor beyond , so this is as far as it reduces.
For the second ratio nothing about the shelf has changed, only which kind of book is named first. The same factor of comes out:
So the shelf is hardcover to paperback and paperback to hardcover. Both statements are true of it, and neither may be written in the other's place: the pair of numbers carries no meaning until the order of the two kinds is fixed.
Part B
Nothing else stands on the shelf, so the whole is the sum of the two parts:
Now compare one kind with that whole. The greatest common factor of and is , since :
A part-to-whole ratio written as a fraction puts the part on top and the whole underneath, so the hardcovers are of the shelf.
Watch what the denominator is doing. In part A the second number was the other kind of book; here it is the two kinds added together, and is where the comes from. The check is that the two part-to-whole fractions account for the shelf exactly once: the paperbacks are , and
Part C
Comparing with decides nothing, because the shelves are different sizes. Put the second shelf into lowest terms first. Here and , so the greatest common factor is :
The first shelf reduced to as well. Two ratios are equivalent exactly when they reduce to the same lowest terms, so the two shelves do compare their books in the same way.
Reading the same fact upwards makes it concrete. Start from and scale both parts by and you get the first shelf; scale both parts by and you get the second:
Each shelf is a batch of the same pattern, four paperbacks alongside every three hardcovers, taken times over on one shelf and times over on the other. The totals differ, books against , and that difference is invisible to the ratio, because a ratio was never a record of how much there is.
Part D
The step from to divided both counts by , and dividing both parts by the same number leaves the comparison untouched. So the comparison is exactly what survives: on this shelf there are four paperbacks alongside every three hardcovers.
What does not survive is the size. The two shelves in this question reduce to the same thing:
yet one holds books and the other . So cannot tell them apart, and it makes no claim that any shelf holds three hardcovers. It says how the two kinds compare and stops there. To pin the counts down you need one more piece of information, either a total or one of the two counts, and then the scale factor recovers the rest.
Order is the other thing the notation carries, and it is carried entirely by the naming. The pairs and are built from the same two numbers, and both are true of this shelf, but of different questions about it. Written down with no statement of which kind comes first, the pair says nothing: read as paperbacks to hardcovers, would describe a shelf holding more hardcover books than paperback books, and on this shelf the hardcovers are the smaller group.
In one line
The shelf is hardcover to paperback, and the other way round. It holds books, of which the hardcovers are , that is of the shelf. The next shelf reduces to as well, so both shelves carry the same comparison while holding books and books. A lowest-terms ratio records the comparison and not the size, and it records it in the order the two kinds are named.
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
Divides both parts by their greatest common factor, so that the result is genuinely in lowest terms. . Worth 2 points.
Reports both ratios, each with its two numbers in the order that its own wording names them. . Worth 1 point.
Part B 3 points
Builds the whole by adding the two counts, rather than reaching for a number already in the question. . Worth 1 point.
Reduces the part-to-whole ratio to lowest terms. . Worth 1 point.
States the fraction of the shelf that is hardcover, with a denominator that matches what the fraction is a fraction of. . Worth 1 point.
Part C 4 points
Puts both shelves into lowest terms before comparing anything, rather than comparing the raw counts. . Worth 2 points.
Gives a verdict and supports it by what the two reduced forms show, or by exhibiting the scaling that produces each shelf. . Worth 2 points. needs an explanation, not just an answer
Part D 3 points
States what the reduced ratio still tells you about the shelf and what it no longer pins down, rather than restating the arithmetic that produced it. . Worth 2 points. needs an explanation, not just an answer
Says what naming the two kinds in the other order does to the claim, treating the order as part of what is being asserted. . Worth 1 point. 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 shelf holds hardcover books and paperback books and nothing else. Write the ratio of hardcover to paperback books in lowest terms, find how many books the shelf holds and what fraction of them are hardcover, and decide whether a shelf holding hardcover and paperback books compares its books in the same way.
The answer
. The shelf holds books and the hardcovers are of them, that is . The other shelf gives , the same lowest terms, so the two shelves do compare their books in the same way.
The greatest common factor of and is , so
The whole is the sum of the parts, books, and the greatest common factor of and is as well:
so the hardcovers are of the shelf. The denominator is , the total number of parts, not the that counts paperbacks.
For the second shelf, the greatest common factor of and is :
Same lowest terms, so the two shelves compare their books in the same way, even though one holds books and the other .
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2. One delivery, three halls . Application, 15 points. Question 2 of 5.
A school takes delivery of chairs and divides them between three halls in the ratio , with the halls named in that order. Every chair goes to one of the three halls, and no hall has chairs from anywhere else.
- Part A.
Work out how many chairs each of the three halls receives, and give a check that the three counts are consistent with the delivery.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part B.
The third hall's share can be described without knowing how many chairs it holds. Give the fraction of the delivery it receives, and write the ratio of its share to the whole delivery in lowest terms.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
A parent looks only at the first two halls and says: "Those two stand in the ratio , so the first of them takes of the chairs the two receive between them." Separate the sound step from the faulty one, correct the faulty step, and give a check that exposes the error without using any chair counts.
Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 4 points
- Part D.
A second school orders chairs and divides them between its own three halls in the ratio . Work out the three counts, then explain why the halls at both schools stand in that same ratio even though the two deliveries are different sizes.
Explain why it works A sentence or two. Reasons, not steps. 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 4
The three numbers in a split are parts, not chairs. Everything here follows from two quantities: how many parts the delivery is cut into altogether, and what a single part is worth.
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Hint 2 of 4 · Part B
A hall's share of the whole is decided by how many parts it holds out of all of them, so this one can be written down before any chair has been counted. Guard the denominator: it belongs to the whole, not to a neighbouring hall.
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Hint 3 of 4 · Part C
Test the parent's rule by asking what it leaves for the other hall. If two shares are meant to compare in a stated way, then the two fractions the rule hands out must compare that way too, and if they do not, the rule has refuted itself.
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Hint 4 of 4 · Part D
Do not work the second school out from scratch and then compare answers as though the agreement were a surprise. Ask instead what happens to a comparison between two numbers when both of them are multiplied by one and the same factor.
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 ratio makes parts, so one part is chairs. The halls receive , and chairs, and those add back to .
Part B
The third hall holds of the parts, so it receives of the delivery, and its share stands to the whole delivery in the ratio .
Part C
The comparison is sound; the fraction is not. Between them the two halls hold parts, so the first takes of their chairs. If it took , the second would be left with , putting the pair at rather than .
Part D
One part is now chairs, so the halls receive , and . Both schools built their counts by multiplying the same three numbers by a single factor, at one school and at the other, and scaling every part by one number changes each count without changing how the counts compare.
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 three numbers in the ratio are parts, not chairs. Count them first:
The delivery is cut into that many equal parts, so a single part is worth
Now give each hall its own number of parts, at chairs a part:
The check is to add the three shares:
which is the whole delivery with nothing left over and nothing invented. It is worth doing every time, because it catches the commonest slip in a three-way split, dividing by the number of halls instead of by the number of parts. Dividing by would have given chairs each, a split in the ratio rather than the one that was agreed.
Part B
The parts are all the same size, so a hall's share of the delivery is settled by how many parts it holds out of all of them. The third hall holds , and the delivery is parts in all:
The denominator is the total number of parts. It is not , which counts another hall's parts, and the difference between those two denominators is the difference between a part-to-part comparison and a part-to-whole one.
The same answer comes out of the counts, which is the check. The third hall takes chairs out of , and the greatest common factor of and is :
So the fraction and the reduced part-to-whole ratio carry the same information written two ways, and of is , as it must be.
Part C
One half of the parent's statement is right and the other half is a different kind of comparison wearing the same numbers.
Sound: the first two halls really do stand in the ratio . Every hall's share is its own number of parts, and all the parts are the same size, so the first two compare as parts against parts. Ignoring the third hall does not disturb that, because dropping a hall changes what the whole is without changing how any two shares compare with each other.
Faulty: is part-to-part. Turning it into a fraction of what the pair receives needs the whole that the pair makes, and that whole is the sum of their parts:
so the first hall's share of the pair's chairs is , not .
The error can be exposed without counting a single chair. Suppose the first hall did take of the pair's chairs. Then the second would take what is left, , and the two would stand in the ratio
which contradicts the the parent started from. A rule that destroys its own premise is wrong wherever the numbers came from.
The counts confirm it. The first two halls hold chairs, and
which is the first hall exactly, while of is , a number no hall in this school receives.
Part D
Same method, larger delivery. The ratio still makes
and at the second school a part is worth
so the three halls receive , and chairs, which add to .
Now put the two schools side by side. Reduce each set of counts by the factor its own school used:
Both return to the same three numbers, because both were built from those three numbers in the first place. That is the whole reason: multiplying every part by the same factor scales each count but leaves each comparison between counts alone, since the factor sits in both sides of every comparison and cancels out of it. The size of a delivery and the ratio it is split in are independent pieces of information, and only the second is what the ratio records.
It is worth being clear about what this does not say. The halls are not receiving equal treatment across the two schools in any other sense: the smallest hall at the second school takes chairs, more than the middle hall at the first school takes. The ratio is untroubled by that, because it never spoke about how many chairs there are.
In one line
The halls receive , and chairs, since the ratio makes parts and chairs a part. The third hall takes of the delivery, and . The parent's is right but the fraction is not: those two halls make parts between them, so the first takes , and would leave the pair standing at . At the second school a part is worth chairs, giving , and , which reduce to again.
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
Adds the three numbers of the ratio to find how many parts the delivery is cut into, rather than counting the halls. . Worth 1 point.
Finds what one part is worth and scales each hall's share from it. . Worth 2 points.
States all three counts in chairs and checks them against the size of the delivery. . Worth 1 point.
Part B 3 points
Counts the parts the hall holds and the parts in the whole delivery, and forms the fraction from those two counts. . Worth 1 point.
Gives a denominator that matches what the share is being compared with, and writes the part-to-whole ratio in lowest terms. . Worth 2 points.
Part C 4 points
Separates the part of the statement that holds from the part that does not, instead of accepting or rejecting the whole of it. . Worth 2 points.
Corrects the faulty step rather than only naming it, and rebuilds it on a whole that matches what the share is being compared with. . Worth 1 point.
Offers a check that settles the matter from the stated ratio alone, with no chair counts in it. . Worth 1 point. needs an explanation, not just an answer
Part D 4 points
Recounts the parts for the new delivery and scales all three shares from what one part is now worth. . Worth 2 points.
Gives a general reason that covers both deliveries, rather than a check that the two sets of counts happened to agree. . 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 sports club shares medals between three teams in the ratio . Find how many medals each team receives and what fraction of them go to the largest share, then find the three numbers for a second club that shares medals in the same ratio.
The answer
The teams receive , and medals, and the largest share is of the total. The second club's teams receive , and medals, which reduce to the same .
Count the parts first:
so one part is worth medals and the teams receive
which add to . The largest share holds of the parts, so it takes of the medals, and reduces by to , as it should.
For the second club the parts still number , and medals a part, so the teams receive , and medals, adding to . Dividing those three counts by returns .
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3. Which grey is the darker . Reasoning, 12 points. Question 3 of 5.
Two batches of grey paint are stirred from the same two tins. Batch A mixes cups of black paint into cups of white paint. Batch B mixes cups of black paint into cups of white paint. A batch counts as darker when it carries more black for the same amount of white.
- Part A.
Write each batch as a ratio of black to white and then as a fraction. Rebuild the two fractions over a common denominator, and say which batch is the darker.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part B.
Instead of matching the white, match the black. Scale each batch so that both carry cups of black paint, and say what the two amounts of white then show.
Justify your claim State the claim, then give the reason it has to be true. 4 points
- Part C.
A student proposes a shortcut: subtract to find how much more white than black a batch holds, and call the batch with the smaller gap the darker one. Decide whether that shortcut can be trusted in general, and settle the matter with worked mixes rather than with an opinion.
Justify your claim State the claim, then give the reason it has to be true. 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 4
Two comparisons cannot be read against each other while both of their sides differ. Every part of this question works by holding one of the two sides level and letting the other side deliver the verdict.
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Hint 2 of 4 · Part A
Look for a number that both and divide into, and remember that whatever a denominator is multiplied by, its numerator takes the same factor, or the batch has quietly been changed.
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Hint 3 of 4 · Part B
Sixty-three is the first number both black amounts divide into, so each batch has one factor it needs. Once the black is level, ask which mix has had to spread it through more white.
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Hint 4 of 4 · Part C
A rule that measures shade must give one reading to two mixes of the same shade. Manufacture such a pair before you judge the rule, and then look for a pair it ranks outright wrongly.
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
Batch A is and batch B is . Since , batch A is the darker.
Part B
Batch A scales by to and batch B by to . With the black matched, batch B carries more cups of white, so it is the more diluted mix and batch A is again the darker.
Part C
It cannot be trusted. Doubling batch A gives , which is the same grey, yet its gap is where the original's is . A quantity that moves while the shade stands still cannot be measuring shade, and the shortcut also ranks above , which is the wrong way round.
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 comparison as black over white:
The denominators differ, so the two cannot be read against each other as they stand. A number that both and divide into is , since and . Rebuild each fraction over it, scaling top and bottom by the same factor so that the value is untouched:
Now the two fractions are cut into pieces of one size, so the numerators decide:
and batch A is the darker of the two, by one part in .
That margin is the point of doing the work. Batch B holds more black paint than batch A, cups against , and is still the lighter mix, because it holds so much more white to go with it. A ratio is a comparison, and the size of one of its parts settles nothing on its own.
Part B
The batches hold and cups of black, and is a multiple of both, since and . Scale each batch by whatever its own black needs, and scale the white by the same factor, or the mix would change:
Neither step changed a shade. Multiplying both parts of a ratio by the same number gives an equivalent ratio, so is the same grey as , and is the same grey as . There is simply more of each.
With the black amounts level, the white amounts decide, and now they can be read directly. Batch B spreads its cups of black through cups of white; batch A spreads the same cups through only , four cups fewer:
Less white for the same black is the darker mix, so batch A is darker, agreeing with the fractions.
The two routes are one idea. Two comparisons cannot be read against each other while both sides differ, so you level one side and let the other speak. Matching the white does it by scaling the denominators together; matching the black does it by scaling the numerators together.
Part C
The shortcut reports a gap, so test the gap on a mix whose shade is known not to have changed. Double batch A, multiplying both parts by :
Both parts were scaled by the same number, so is the same grey as , just twice as much of it. The gaps, though, are
One shade, two different readings. The shortcut would call the darker of the pair, and there is nothing there to be darker than.
It fails for a reason worth keeping. A ratio compares by division, and division survives scaling: compared with and compared with are the same comparison, because the factor cancels out of it. Subtraction does not survive scaling, because doubling both parts doubles their difference. Any honest test of shade has to be built from the operation the ratio itself is built from.
The shortcut can also give a plainly wrong ranking, not merely an unstable one. Compare with . The gaps are and , so the shortcut picks as the darker, while the fractions over a common denominator say otherwise:
Here is very much the darker mix, and the shortcut has it backwards.
In one line
Batch A is and batch B is , so batch A is the darker mix even though it holds less black paint. Matching the black instead gives against , and the four extra cups of white in batch B confirm the same verdict. The subtraction shortcut is unsound: doubling batch A to leaves the shade alone while the gap grows from to , and the rule ranks above when the fractions and say the reverse.
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 each batch as a fraction with the two quantities the same way up in both. . Worth 1 point.
Finds a denominator both fractions can be written over and scales top and bottom of each by the same factor. . Worth 2 points.
Names the darker batch, tying the verdict to the comparison just carried out. . Worth 1 point.
Part B 4 points
Chooses for each batch the factor its own black amount needs, and applies that factor to both parts of the batch. . Worth 1 point.
Produces both scaled batches correctly. . Worth 1 point.
Reads a verdict off the two amounts of white and says why levelling one side is what makes the other side comparable. . Worth 2 points. needs an explanation, not just an answer
Part C 4 points
Tests the proposed rule on worked mixes rather than judging it by how it sounds. . Worth 2 points.
Reaches a verdict on the rule and grounds it in what the worked mixes show, rather than in how the rule reads. . 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.
Batch C mixes cups of black paint into cups of white, and batch D mixes cups of black into cups of white. Decide which batch is darker, first by rebuilding the two fractions over a common denominator and then by scaling both batches to the same amount of black. Say also why comparing the two amounts of white alone settles nothing.
The answer
Batch C is the darker. Over the denominator the batches are and , and scaled to the same black they are against . The amounts of white alone settle nothing, because the two batches do not hold equal amounts of black.
As fractions of black over white the batches are and . A number both and divide into is :
so batch C is the darker, by one part in .
Matching the black instead, is a multiple of both and :
With the black level, batch C spreads it through cups of white and batch D through , so batch C is again the darker.
The white amounts on their own, against , decide nothing, because the batches do not hold the same black. More white makes a mix lighter only when the black it is diluting stays the same, and here it does not.
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4. Two partners and one profit . Application, 15 points. Question 4 of 5.
Two people set up a market stall together. One of them puts in $150 and the other puts in $250, and they agree that every profit the stall makes will be shared between them in the same ratio as the money they put in.
- Part A.
Write the ratio of the first person's contribution to the second person's contribution in lowest terms.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
The stall makes a profit of $96. Work out what each person receives, and check the two shares in two different ways.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
On a later day the profit is shared the same way and the first person receives $81. Find what the second person receives and how large that day's profit was, working from the agreed ratio rather than from any earlier figure.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part D.
The second person argues that because she put in $100 more than the first, she should receive $100 more of every profit. Decide whether sharing in the agreed ratio does that, and find any profit for which the two shares do differ by $100.
Justify your claim State the claim, then give the reason it has to be true. 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 4
The comparison between the two contributions is what governs every profit the stall shares out, so reduce it to its smallest whole-number form first and let each new profit change only what a single part is worth.
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Hint 2 of 4 · Part B
A profit is cut into as many equal parts as the two sides of the ratio have between them, and that count is what you divide by. It is not the number of people, which here happens to divide as well.
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Hint 3 of 4 · Part C
One share is known, and so is the number of parts standing behind it, which is enough for a single division to give the worth of one part. Both the other share and the whole follow from that one number.
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Hint 4 of 4 · Part D
Write the difference between the two shares in parts instead of in dollars, and then ask whether a quantity measured in parts can stay put while the worth of a part changes.
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
, since the greatest common factor of and is .
Part B
The ratio makes parts of dollars, so the first person receives $36 and the second $60. Both checks hold: , and .
Part C
One part is worth dollars, so the second person receives dollars and the profit shared was dollars.
Part D
It does not, in general. The gap between the shares is always of the parts, which is a quarter of the profit, so it moves as the profit moves. It comes to dollars on a profit of dollars, and on no other.
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 greatest common factor of and is , because and , and and share no factor beyond .
The agreement is now easy to state and easy to use: out of every dollars of profit, follow the first contribution and follow the second. Note what the reduced ratio has dropped. It no longer records how much either person actually put in, only how the two contributions compare, and comparison is the only thing an agreement about sharing needs.
Part B
A profit is cut into as many equal parts as the ratio has between its two sides:
So one part of this profit is worth
and each person takes their own number of parts:
The shares are dollars and dollars.
Check them twice, because the two checks catch different faults. First add: , the whole profit, so nothing has been created or lost. Second, reduce the shares and compare with the agreement:
which is the agreed ratio. A split can add up correctly and still be in the wrong ratio, as and would be, and it can be in the right ratio and not add up, as and would be, so neither check on its own is enough.
Part C
Whatever the profit, the first person takes of the parts, so on this day those parts are worth dollars between them. That fixes a single part:
The scale factor from the agreed ratio to this day's shares is therefore . Multiply both parts of the ratio by it:
so the second person receives dollars. The profit is the whole, which is all eight parts:
and confirms it.
Nothing from the earlier day was needed, and that is the useful part. The agreement fixes the ratio, not the profit, so each new day brings a new scale factor while stays put. Find the factor from whichever amount you are given, and the rest of the day follows from it.
Part D
The agreement fixes a ratio, and a ratio compares by division. The second person's argument is about subtraction, so ask what the difference between the shares actually is.
Out of every parts she takes and he takes , so she is ahead by
and two parts out of eight is a quarter. The gap between the shares is therefore a quarter of whatever the stall makes, which is not a fixed amount at all. On the dollar profit the shares were and , a gap of , and is a quarter of . On the dollar profit they were and , a gap of , and is a quarter of . Her argument needs that gap to sit at dollars every time, and it does not sit anywhere.
There is exactly one profit that gives her what she asks for. Two parts must be worth dollars, so one part is worth
and the profit is all eight parts:
The shares are then and , which do differ by . Those two figures are the two contributions themselves, and that is no accident: the contributions stand in the ratio and add to , so splitting in that ratio has to hand each person back exactly what they put in.
The general point is the one the agreement was chosen for. An equal ratio holds the comparison between the shares fixed while the shares themselves grow and shrink, and the difference between them is free to move, and does.
In one line
The contributions stand at . A profit of $96 makes parts of dollars, so the shares are $36 and $60, which add back to $96 and reduce to . When the first person receives $81, a part is worth dollars, so the second receives $135 and the profit was $216. The second person's claim fails in general: the gap is of the parts, a quarter of the profit, so it equals $100 on a profit of $400 and on no other, where the shares come to $150 and $250.
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
Divides both contributions by their greatest common factor to reach lowest terms. . Worth 2 points.
Writes the two numbers in the order the two people are named in the question. . Worth 1 point.
Part B 4 points
Counts the parts the profit is cut into before dividing anything. . Worth 1 point.
Finds what one part is worth and multiplies each person's number of parts by it. . Worth 2 points.
States both shares as amounts of money and checks them against the size of the profit and against the agreed ratio. . Worth 1 point.
Part C 4 points
Identifies how many parts the known share stands for and divides to find the worth of one part. . Worth 1 point.
Scales both parts of the ratio by that factor and builds the whole from the parts. . Worth 2 points.
Reports the other share and the profit as amounts of money, and checks that the two shares account for the profit. . Worth 1 point.
Part D 4 points
Settles the argument for every profit at once, rather than by trying a profit or two and generalising from them. . Worth 2 points.
Gives a verdict on the argument and supports it by what an agreed ratio does and does not hold fixed as the profit changes. . Worth 1 point. needs an explanation, not just an answer
Finds a profit at which the difference between the shares reaches the amount claimed. . Worth 1 point.
Try a similar problem (Optional)
Same idea, different numbers. Work it on paper, then check yourself the same way.
Two people put $210 and $280 into a stall and agree to share every profit in the same ratio. Write that ratio in lowest terms, share a profit of $154 between them, and find the profit on a day when the second person receives $100.
The answer
. A profit of $154 splits into $66 and $88. When the second person receives $100 a part is worth $25, so the first receives $75 and the profit was $175.
The greatest common factor of and is , so
That makes parts. A profit of dollars gives
so the shares are dollars and dollars, adding to .
On the later day the second person's parts are worth dollars, so one part is worth dollars. The first person receives dollars, and the profit is all seven parts, dollars, which confirms.
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5. Three comparisons, one question . Reasoning, 11 points. Question 5 of 5.
Three comparisons are written down: , and . Nothing is said about what is being compared. Each is simply a pair of counts of the same kind of thing, and the question is which of them, if any, say the same thing about their own situations.
- Part A.
Reduce and to lowest terms, and state whether the two say the same thing.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
Decide whether says the same thing as . If it does not, say which of the two is the stronger comparison, meaning the one with more of the first quantity for the same amount of the second.
Justify your claim State the claim, then give the reason it has to be true. 4 points
- Part C.
A student proposes this test: two ratios are equivalent exactly when one of them can be reached from the other by multiplying both parts by a whole number other than zero. Examine the two halves of that claim separately, using the pairs above wherever they help, and give a verdict on the test as a whole.
Justify your claim State the claim, then give the reason it has to be true. 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
Nothing here can be settled by looking at the numbers as written, and two of the three pairs are close enough to make guessing costly. Put every pair into its smallest whole-number form first, and only then ask what is left to decide.
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Hint 2 of 3 · Part B
Two reduced forms whose second numbers differ cannot be the same comparison. To rank them, turn each into a fraction and find a number that both of the small denominators divide into.
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Hint 3 of 3 · Part C
Read the claim in each direction and ask separately what each direction promises. For the harder direction, take two ratios you already know to be equivalent and try to climb from one to the other in whole-number steps.
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
, dividing by , and , dividing by . The same lowest terms, so the two are equivalent.
Part B
They differ: reduces to , not . Over the denominator they stand as against , so is the stronger of the two.
Part C
One half holds: multiplying both parts by a whole number other than zero always produces an equivalent ratio. The other fails, because and are equivalent while neither is a whole-number multiple of the other. What is true instead is that both are whole-number multiples of one lowest-terms ratio.
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
Take each pair on its own. The greatest common factor of and is , since and :
The greatest common factor of and is , since and :
Both land on . Two ratios are equivalent exactly when they reduce to the same lowest terms, so these two say the same thing.
Read upwards it is just as clear. Starting from and multiplying both parts by gives the first pair, and multiplying both parts by gives the second, so both are batches of one pattern, taken times over and times over.
Part B
Reduce the new pair first. The greatest common factor of and is :
That is not , so the two pairs do not reduce to the same lowest terms and are not equivalent. Notice how close they are, which is exactly why the eye is no help here.
To rank them, write each reduced form as a fraction and rebuild both over one denominator. A number that both and divide into is :
Since , the comparison is the stronger, by one part in . Reducing before comparing was worth the trouble: run the same comparison on against untouched and the common denominator needed is rather than .
Part C
A claim of the form "exactly when" makes two promises, and each has to be tested on its own.
The first promise: if one ratio is reached from another by multiplying both parts by a whole number other than zero, are the two equivalent? Yes. Writing the ratio as and scaling both parts by gives , and the factor sits in both the top and the bottom, so it cancels:
That cancelling is where the exclusion of zero earns its keep. Taking would collapse both parts to , leaving no factor to cancel and no comparison of any kind, which is why the scaling rule has always been stated for a nonzero number. With zero ruled out, this half of the test is sound, and it is the rule the whole idea of an equivalent ratio rests on.
The second promise: if two ratios are equivalent, must one be reachable from the other in that way? Here the test breaks, and the pairs already in front of you break it. The pairs and are equivalent, since both reduce to . But
and neither is a whole number, so neither pair can be reached from the other by multiplying both parts by a whole number, and excluding zero does nothing to rescue it.
The lowest terms show what is going on. Both pairs are built from , one by scaling by and the other by scaling by , and and are not multiples of each other. The student's test looks for a ladder running from one ratio straight to the other; equivalence asks only that the two stand on the same ladder, and they can do that at rungs neither of which is above the other.
So the verdict is that the test holds one way and fails the other, which means it is not a test of equivalence. The repair is the method used in part A: reduce both and see whether the lowest terms agree. That one does work in both directions, which is why simplifying alone was enough to settle part A.
In one line
and both reduce to , so they say the same thing. reduces to , which is different, and over the denominator the two stand as against , so is the stronger comparison. The student's test is sound one way and unsound the other: and are equivalent, yet is not a whole number. Equivalence requires a shared lowest-terms form, here , reached by scaling by and by .
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
Reduces each pair by its own greatest common factor, dividing both parts each time. . Worth 2 points.
Compares the two reduced forms and states a verdict on whether the pairs say the same thing. . Worth 1 point.
Part B 4 points
Reduces the new pair before setting it against the other, rather than comparing the pairs as written. . Worth 1 point.
Writes each reduced form as a fraction and rebuilds both over one denominator, scaling top and bottom together. . Worth 2 points.
If the two pairs differ, names the stronger comparison and says what the shared denominator made it possible to read off. . Worth 1 point. needs an explanation, not just an answer
Part C 4 points
Treats the claim as two separate promises and examines each one on its own rather than judging the test as a single statement. . Worth 2 points.
Supports each of the two verdicts with worked ratios rather than assertion, and closes by stating the condition under which two ratios are equivalent. . 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.
Decide which of , and say the same thing, rank the odd one against the others, and say whether either member of the matching pair is a whole-number multiple of the other.
The answer
and both reduce to and say the same thing; reduces to and does not. Over the denominator they stand as against , so is the stronger. Neither member of the matching pair is a whole-number multiple of the other, since is not a whole number.
Reduce all three. The greatest common factors are , and :
So and say the same thing and does not. To rank the odd one, write the two reduced forms as fractions over a common denominator of :
so is the stronger comparison of the two.
As for the matching pair, and , neither of them whole, so neither pair is a whole-number multiple of the other. They are equivalent all the same, because both are built from , one scaled by and the other by .
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