Ratios and Proportions Content Module

May 2013
Table of Contents
Ratios and Proportions: Skills covered in the module ..................................................... 3
Plot the Course ............................................................................................................... 4
Time for Take Off ............................................................................................................ 5
Floating on Air ................................................................................................................. 7
Finding Unit Rates ........................................................... Error! Bookmark not defined.
Solving Ratios without Algorithms ................................... Error! Bookmark not defined.
Solving Proportions ......................................................... Error! Bookmark not defined.
Dilations .......................................................................... Error! Bookmark not defined.
Sharing the Sky ............................................................................................................. 38
Prepare for Landing....................................................................................................... 41
General Education Math Lesson Plan ........................................................................... 44
Ratios and Scale Lesson Plan ...................................................................................... 45

Ratios and Proportions Content Module, May 2013 2

Ratios and Proportions: Skills covered in the module
 MAFS.6.RP.1.AP.3c Solve one-step real-world measurement problems involving
whole number unit rates when given the unit rate (“Three inches of snow falls per
hour, how much falls in six hours?”).
 MAFS.6.RP.1.AP.1b Describe the ratio relationship between two quantities for a
given situation using visual representations.
 MAFS.6.EE.3.AP.9a Write an equation using variables to represent two
quantities where one variable represents the dependent variable and the second
represents the independent variable. Essential Understandings
 MAFS.6.RP.1.AP.2a Determine the unit rate in a variety of contextual situations.
 MAFS.6.RP.1.AP.3a Use ratios and reasoning to solve real-world mathematical
problems (e.g., by reasoning about tables of equivalent ratios, tape diagrams,
double number line diagrams, or equations).
 MAFS.7.G.1.AP.1a Draw pairs of proportional polygons on graph paper.
 MAFS.7.RP.1.AP.1a Solve one-step problems involving unit rates associated
with ratios of fractions.
 MAFS.7.RP.1.AP.2a Identify the rate of change/proportional relationship of a
linear equation that has been plotted as a line on a coordinate plane.
 MAFS.7.RP.1.AP.3a Solve word problems involving ratios.
 MAFS.7.G.1.AP.1b Draw a scale drawing of a real-world two-dimensional
polygon on graph paper.
 MAFS.7.RP.1.AP.3b Find percentages in real-world contexts.
 MAFS.7.EE.2.AP.3a Solve real-world, multi-step problems using positive and
negative rational numbers (whole numbers, fractions, and decimals).
 MAFS.7.EE.2.AP.4a Set up equations with one variable based on real-world
problems.
 MAFS.8.EE.2.AP.5a Define rise/run (slope) for linear equations plotted on a
coordinate plane.
 MAFS.912.G-SRT.1.AP.1a Given a center and a scale factor, verify
experimentally that when dilating a figure in a coordinate plane, a segment of the
pre-image that does not pass through the center of the dilation, is parallel to its
image when the dilation is performed. However, a segment that passes through
the center remains unchanged.

Ratios and Proportions Content Module, May 2013 3

Plot the Course

http://www.worthwhilesmile.com/air-balloons-kaleidoscope/

The rationale
Everyday people use ratios and proportions to problem solve in their life. Whether you
are trying to determine how many gallons of paint to buy to cover a large space or
estimate how many tanks of gas you might need for a long journey, the process for
determining these variables uses the principles of ratio and proportion. In addition to
everyday activities, there are many jobs that require a firm understanding of ratios and
proportions such as construction, landscaping, and culinary skills.

Module Goal
The goal of this module is to provide detailed instruction on the more difficult concepts
using proportions and ratios to teachers of students with disabilities at the middle and
high school level. This module promotes a mathematical understanding of these
concepts so that a teacher can begin to plan how to teach the concepts to students.
Additionally, this module will provide instructors with potential adaptations and
modifications to consider when designing materials and instruction for students with
severe disabilities.

Module Objectives
After viewing the content module, teachers will:

1. Set up ratios and proportions within real-life contexts

2. Solve ratios and proportions with and without algorithms
3. Find unit rate
4. Identify similar figures and their properties
5. Identify and create dilations of figures

Ratios and Proportions Content Module, May 2013 4

Time for Take Off

Understanding the vocabulary used within ratios and

proportions is important for both teachers and students in planning and implementing
math lessons. As a teacher, knowing and using the mathematical terms not only
ensures your instruction stays true to the math content, but also will help with
collaborating with other math teachers or content experts. When choosing which
vocabulary to teach, it is most important that the teacher selects the most salient,
important, or most frequently used vocabulary for each lesson.

Below you will find a list of vocabulary included within this module. It may or may not be
necessary to provide instruction for all terms as students may have learned them
previously. Expressions are mostly covered in middle school so vocabulary for this
content module has been combined. If you are a high school teacher and are not
confident your students know some of these vocabulary terms, you may want to review
and teach some unknown terms in the focus and review part of your lesson plan.

While providing vocabulary instruction, you may consider including pictures or objects to
make the instruction more concrete for students with disabilities (See Ideas to support
vocabulary learning below).

Vocabulary
2 4
 Proportion- an equation stating that two ratios are equal (3 = 6)
 Ratio- a comparison of two quantities, can be written in a variety of forms (11 to
11
20, 11:20 or 20)
1 2
 Equivalent ratios- two ratios that are the same in their simplest form (e.g., 3 = 6)
 Common denominator- a common multiple of the denominators
 Least common denominator- the smallest common multiple of denominators
 Cross products- product of numbers multiplied diagonally when comparing ratios

2 4
(3 = 6)
 Similar figures- figures with the same shape but are not the same size
 Corresponding sides- matching sides of polygons
 Corresponding angles- angles in the same position in polygons
 Dilation- enlargement or reduction of a figure
 Scale factor- a ratio used to reduce or enlarge a figure

Ratios and Proportions Content Module, May 2013 5

Ideas to support vocabulary learning
 Use visual representations

Dilation example:

If students need to
compare ratios to
symbols that are very
different from a ratio,
teachers can use
shapes or other
 Have students distinguish between a ratio and not a ratio mathematical symbols
(e.g., star, equal sign)
to teach the
11 discrimination
11 to 20 11:20 7 8.5
20

ratio ratio ratio Not a ratio Not a ratio

 Have students identify corresponding angles and sides when comparing two
polygons

In this example,
37° corresponding
37°
° angles are color
°
53° coded
°

53°
°

 Review similar and not similar figures

similar similar
Ratios and Proportions Content Module, May 2013 Not similar 6
Floating on Air

Before you can begin teaching solving problems using

ratios and proportions, you need a deep understanding
of these mathematical concepts. Some of these
concepts may be familiar to you. Below is a list of skills
that should be covered at each grade level. For
concepts that you need more information about, please
view the accompanying PowerPoint presentations that will walk you through an example
as well as make some suggestions for instruction.

Middle and High School

In middle school skills include:

 MAFS.6.RP.1.AP.3c Solve one-step real-world measurement problems involving

whole number unit rates when given the unit rate (“Three inches of snow falls per
hour, how much falls in six hours?”).

https://onedrive.live.com/view.aspx?cid=8CCFD53B6E28BB4C&resid=8CCFD53
B6E28BB4C!290&app=PowerPoint%7C
 MAFS.6.RP.1.AP.1b Describe the ratio relationship between two quantities for a
given situation using visual representations.
 MAFS.6.EE.3.AP.9a Write an equation using variables to represent two
quantities where one variable represents the dependent variable and the second
represents the independent variable. Essential Understandings
 MAFS.6.RP.1.AP.2a Determine the unit rate in a variety of contextual situations.
 MAFS.6.RP.1.AP.3a Use ratios and reasoning to solve real-world mathematical
problems (e.g., by reasoning about tables of equivalent ratios, tape diagrams,
double number line diagrams, or equations).
 MAFS.7.G.1.AP.1a Draw pairs of proportional polygons on graph paper.

https://onedrive.live.com/view.aspx?cid=8CCFD53B6E28BB4C&resid=8CCFD53
B6E28BB4C!291&app=PowerPoint%7C
 MAFS.7.RP.1.AP.1a Solve one-step problems involving unit rates associated
with ratios of fractions.
 MAFS.7.RP.1.AP.2a Identify the rate of change/proportional relationship of a
linear equation that has been plotted as a line on a coordinate plane.
 MAFS.7.RP.1.AP.3a Solve word problems involving ratios.
 MAFS.7.G.1.AP.1b Draw a scale drawing of a real-world two-dimensional
polygon on graph paper.
 MAFS.7.RP.1.AP.3b Find percentages in real-world contexts.
 MAFS.7.EE.2.AP.3a Solve real-world, multi-step problems using positive and
negative rational numbers (whole numbers, fractions, and decimals).

Ratios and Proportions Content Module, May 2013 7

https://onedrive.live.com/view.aspx?cid=8CCFD53B6E28BB4C&resid=8CCFD53
B6E28BB4C!291&app=PowerPoint%7C
 MAFS.7.EE.2.AP.4a Set up equations with one variable based on real-world
problems.

 MAFS.8.EE.2.AP.5a Define rise/run (slope) for linear equations plotted on a

coordinate plane

In high school skills include:

 MAFS.912.G-SRT.1.AP.1a Given a center and a scale factor, verify

experimentally that when dilating a figure in a coordinate plane, a segment of the
pre-image that does not pass through the center of the dilation, is parallel to its
image when the dilation is performed. However, a segment that passes through
the center remains unchanged.

https://onedrive.live.com/view.aspx?cid=8CCFD53B6E28BB4C&resid=8CCFD53B6E28
BB4C!292&app=PowerPoint%7C

Great! Now that you have viewed the PowerPoint presentations most useful to you, the
next section will provide some ideas to consider when planning for Universal Design for
Learning.

Ratios and Proportions Content Module, May 2013 8

Sharing the Sky
UNIVERSAL DESIGN FOR LEARNING
Some examples of options for teaching ratios and proportions to students who may
present instructional challenges due to:

Sensory Differences such as Physical Disability or Motor Extremely limited evidence of Lack of or extremely limited
Blindness, Visual Differences (such as experience/ skill or use of speech
Impairment, Deafness, or weakness or motor planning motivation/ attention
Deaf/Blindness difficulty)
Provide auditory options: Reduce Physical Effort: Illustrate through multiple Provide customized display
 Talking calculator  Place materials on slant media: of information:
 Text-to-speech software or board or eye gaze array  Utilize interactive  Consistent model by
voice recordings to read  Display flip chart, whiteboard utilizing modes of
aloud story problems interactive white board or  Incorporate interactive communication used by
 Single message sequence other teaching materials at websites that provide students (point to symbols
voice–output devices to student eye level nonlinguistic tools for representing concepts,
count aloud  Student can scan an array exploring math concepts: operations)
 Captioning software that of possible options and use  Teacher model competent
presents auditory a switch to select the Illuminations use of AAC during
information visually answer http://illuminations.nctm.org/Acti instruction
 Use computer vitySearch.aspx
Provide tactile options: representation of figures
 Object cues, using that can be manipulated Math Open Reference
miniature objects or other with switch http://www.mathopenref.com/
tangible symbols to assist  Demonstrating ratios
with problem verbally (e.g., 4: 3 can be There are many resources
comprehension and demonstrated by saying listed here:
operations beep beep beep beep: http://www.udlcenter.org/imple
 Create numbers and bam bam bam) mentation/examples
Options for Representation

symbols out of tactile

materials
 When demonstrating  Use a talking calculator
graphical linear
representations of ratios,
raise the grid by using glue
over grid, puffy paint, or
wiki sticks to represent
proportional relationship
(Students will need the grid
raised to count x- and y-
axis and another texture or
height for the line
representing the
proportional relationship).

Provide visual and

manipulative options to
scaffold representation of
concepts:
 Color code problems and
corresponding parts of
calculator to support
students correctly entering
information
 Have students physically
demonstrate ratios using
manipulatives or concrete
objects (e.g., pencils to
students).

Ratios and Proportions Content Module, May 2013 38

Sensory Differences such as Physical Disability or Motor Extremely limited evidence of Lack of or extremely limited
Blindness, Visual Differences (such as experience/ skill or use of speech.
Impairment, Deafness, or weakness or motor planning motivation/ attention.
Deaf/Blindness difficulty)
Vary the methods for Provide options for Provide multimedia options Provide options for modes of
response by: responses/expression: for responses/expression: communication:
 Student states answer or  Student selects numbers  Allow the student to make  Incorporate responses into
scans raised numbers to versus writing them selections by pointing to, student’s AAC device or
select correct answer; use  Selection of correct answer gazing at, or selecting eye gaze array
voice output devices for is done after a model answers on the interactive  Phrase questions so that
student to select the  Ratios can be recognized white board they require a “yes/no”
correct answer without counting. Display  Utilize a switch or adapted response, these can easily
 Provide manipulatives for ratios that are the same computer mouse be answered using an eye
student to respond or and one not the same and  Have student write gaze, head turn, two
contribute to interaction use the example/non answers with novel pencil switches, etc.
Options for Expression

 Student states answer by example script to help or use a tablet computer  Choose response by
selecting picture or symbol students identify similar  Students can demonstrate pointing to or selecting
 Students can use talking ratios. understanding of ratios by object or item
calculator to assist with  Rather than indicating eye gazing to proportional  Use a blink response
counting number of items ratios by number, with ratios, using technology to select answer
in each ratio unit simple ratios, have create ratios (computer
 Give students a ratio with students indicate games or lessons that can
two different types of proportional relations by be completed using a
counters/ manipulatives for stating same or not same. switch)
each ratio unit (i.e., 2:4
would be represented with Optimize access to tools/
2 pennies and 4 bear alternatives for responding:
counters). Have students  Provide symbols, objects,
create the same ratio with manipulatives, and pictures
two different types of for matching/ student
counters (i.e., 2 paper clips responses
and 4 pencils). Provide  Use computer/interactive
student with response whiteboard to show ratios
options or AAC device. so student can interact
using a switch or eye gaze.

Ratios and Proportions Content Module, May 2013 39

Sensory Differences such as Physical Disability or Motor Extremely limited evidence of Lack of or extremely limited
Blindness, Visual Impairment, Differences (such as experience/ skill or use of speech.
Deafness, or Deaf/Blindness weakness or motor planning motivation/ attention.
difficulty)
Recruit interest by providing Recruit interest by increasing Recruit interest by providing Recruit interest with modes
choices: personal relevance: choices: of communication:
 Digital/talking  Ensure that engaging and  Digital/talking  Allow students to choose
representations, videos, high preference content is representations, videos, items or subjects that are
talking calculators visible and accessible to talking calculators relevant to them via AAC
 Interactive websites student devices, symbols, or eye
 Use figures that are large Provide options for gaze array
Increase personal relevance: enough to accommodate sustaining effort and
 Use items that are familiar the movements that the persistence:
and reinforcing to students student is able to make  Break tasks down to
 Incorporate high  Pair student with another maximize student attention
preference items into story student without a physical  Use high interest items that
problems, as well as impairment and have them demonstrate a constant
student names complete hands on ratio such as a favorite car
Options for Engagement

activities together (1 car 4 wheels), robot (1

Provide tactile options for  Use items of high interest robot two extending arms),
engagement: when demonstrating ratios or DVD (1 DVD to one hole
 Use concrete items of  Have student do a in the center of the disk)
interest to demonstrate scavenger hunt with  Vary demands and
ratios and try to incorporate favorite items to locate materials to maintain
tactile surfaces for students constant ratios (e.g., if interest
with visual impairment student enjoys Legos, have
her collect several Lego Increase personal relevance:
bricks that have the same  Use items that are familiar
number of studs). and reinforcing to students
 Incorporate high
preference items into story
problems, as well as
1 brick : 8 studs student names
 Use personally relevant
items. Consider a tangible
token economy system
which follows a ratio (e.g.,
for every 3 tokens, Johnny
earns five minutes of
listening to Bob Dylan; use
CD’s to represent minutes).

Ratios and Proportions Content Module, May 2013 40

Prepare for Landing

Below you will find ideas for linking ratios and

proportions to real-world applications, the college
and career readiness skills addressed by teaching these concepts, module
assessments for teachers, sample general education lesson plans incorporating the
Universal Design for Learning framework, blog for teachers to share their ideas, and a
place to upload and share lesson plans from teachers who completed this module.

One way to help assist in a special educator’s development within this curricular area is
through collaboration with other teachers in your building. Often these skills are
practiced outside of a math classroom in other curricular areas as well as during
everyday tasks like grocery shopping. Some activities with real world connection
include:

 Make a scale model

 Find the best price during shopping (unit rate)
 Painting a house
 Cooking

In addition to the real-world applications of these measurement concepts, skills taught

within this content module also promote the following college and career readiness
skills.

Communicative competence:
Students will increase their vocabulary to include concepts related to “ratios and
proportions” In addition, they will be learning concepts such as: “enlarge”, “reduce”, and
“scale”.

Fluency in reading, writing, and math:

Students will have an opportunity to increase their numeracy and sight word fluency
while participating in problem solving related to “ratios and proportions” such as number
recognition, counting, one-to-one correspondence, and reading concepts that include
the use and understanding of descriptors related to size.

Age appropriate social skills:

Students will engage in peer groups to solve problems related to “ratio and proportions”
that will provide practice on increasing reciprocal communication and age appropriate
social interactions. For example, students might work together with their peers to create
a scale model of a building.

Ratios and Proportions Content Module, May 2013 41

Independent work behaviors:
By solving real life problems related to “ratio and proportions” students will improve work
behaviors that could lead to employment such as landscaping, culinary skills,
construction, and other agricultural professions. When providing opportunities for real
life problems leave some materials out and prompt/teach the students to determine who
they should ask and what they should ask for to be able to solve the problem.

Skills in accessing support systems:

At times, students will need to ask for assistance to complete activities related to “ratios
and proportions” which will give them practice in accessing supports. Students will gain
practice asking for tools such as talking calculators, a digital tape measure, or other
manipulatives. They can ask a peer to complete the physical movements of the tasks
they are not about to do themselves. Be sure to teach students to ask versus having
items or supports automatically given to them.

In addition to collaborating with other educational professionals in your building, the

following list of resources may also help provide special educators with ideas for
activities or support a more thorough understanding of the mathematical concepts
presented in this content module

Additional Resources
 http://www.homeschoolmath.net/teaching/proportions.php - this website provides
explanations and real-world examples of how to apply ratios and proportions
across different settings and situations
 http://www.ncpublicschools.org/acre/standards/common-core-tools/ - this website
provides an “unpacking document” for the Mathematics Common Core State
Standards that helps teachers identify what is most important and the essential
skills for each standard
 http://www.xpmath.com/careers/topicsresult.php?subjectID=1&topicID=3 - not
only does this website provide additional teacher support for teaching ratio and
proportions, but this website also provides a link to why these skills are important
to different professions and jobs
 http://www.cumbavac.org/Math.htm - provides a variety of activities, work sheets,
and web quests to use in your classroom
 http://www.mathforum.com/ - website specifically for teachers that provides a
variety of ideas and activities to use in your classroom
 www.teachertube.com - Youtube for teachers! Simply search for your content
area and this websites provides a variety of videos including videos of math
experts working through math problems step by step (free registration
required)

Ratios and Proportions Content Module, May 2013 42

 http://www.k8accesscenter.org/training_resources/math.asp#webinar - this
website not only provides some ideas and activities to use in your classroom, but
also includes presentations and webinars from the North Carolina Department of
Public Instruction about research-based strategies that have proven effective in
teaching math for students with varying level of disability
 http://exchange.smarttech.com/search.html?subject=Mathematics - this SMART
board exchange has developed lessons by classroom teachers differentiated by
grade level. You can also search by skill and/or state standards.
 http://www.google.com/url?q=http://www.ksde.org/LinkClick.aspx%3Ffileticket%3
DVq9AjrFFWzE%253D%26tabid%3D3763%26mid%3D11170&sa=U&ei=8lB3Try
4CJOltwfmq5DfDA&ved=0CBIQFjAA&usg=AFQjCNE_DzuxI_rhYkU0H1qpjuqm
M9sjng - this website provides a webinar about how to adapt materials for
students who have visual impairment

Ratios and Proportions Content Module, May 2013 43

General Education Math Lesson Plan
Ratios and Proportions: Dimensional Analysis
Source: Bennett, J.M., Burger, E. B., Chard, D. J., Hall, E., Kennedy, P. A…Waits, B. W. (2011).
Mathematics. Austin, TX: Holt McDougal

Standards: 6.PRF.1c1 Describe the ratio relationship between two quantities for a given situation
6.PRF.2b4 Determine the unit rate in a variety of contextual situations
6.PRF.2b5 Use ratios and reasoning to solve real-world mathematical problems

Learning Outcome: Students will use ratios to convert from customary and metric units

Materials:

Activities:

 Focus and Review: Review common conversions (e.g., ___ inches in 1 ft; ____ centimeters in
1 meter)
 Lecture: Teacher works through a variety of problems using conversion factors explaining how
to choose the correct factors when setting up ratios (e.g., 40 mph=
40 𝑚𝑖𝑙𝑒𝑠
. Once students are successful setting up ratios, teacher demonstrates how to use the
1 ℎ𝑜𝑢𝑟
ratios to solve word problems (e.g., How many seconds in an hour).
 Guided Practice: Students work in pairs to complete five word problems from their math
textbooks
 Independent Practice: Students work five word problems using real-world application. Students
are expected to pull essential facts from the story to create the ratio and solve.
Activity: Create a universally designed version of the above lesson

UDL Planning My ideas

Representation- adaptations in materials (e.g., Visual models of ratios; use a table and
adapt for sensory impairments) reasoning to solve problems instead of ratios;
use a talking calculator to complete operations;
color code ratio to indicate first, next, last; color
code word problem to indicate where each fact
should go when setting up the ratios
Expression- how will student show learning Use a calculator or manipulative; student uses
(e.g., use of assistive technology; alternative AT to scan possible answers; student indicates
project) correct set up of ratio but is not responsible for
completing the calculations
Engagement- how will student participate in Student can work in a pair during independent
the activity practice; alter word problems to make
personally relevant (e.g., add student’s name,
change the context to be something familiar)

Ratios and Proportions Content Module, May 2013 44

Ratios and Scale Lesson Plan1
Concept/principle to be demonstrated:
In nearly every construction occupation, ratio is used to determine scale, capacity, and
usage. Ratio is critical to safety on the worksite, and in the finished product. A ratio is a
comparison of two or more quantities, and can be expressed in several forms.
Understanding is demonstrated by solving a variety of construction-related problems.

Lesson objectives/Evidence of learning:

 Identify and express ratios in several forms and in simplest terms.
 Use different ratios to show the same scale/proportion of an object.
 Compare and contract how different mathematical procedures could be used to
complete a particular task.
 Transfer mathematical vocabulary, concepts, and procedures to other disciplinary
contexts and the real world.
 Recognize and explain the meaning of information presented using mathematics.
 Solve a variety of construction related problems.

How this math connects to construction jobs:

Ratios provide an easy way to compare two quantities. When a builder reviews
blueprints prepared by architects, she or he checks the scale of the drawing (usually in
a key, similar to a geography map) to determine the ratio to which the blueprint was
drawn. This lesson will help students comprehend how ratios and proportions are used
in construction.

 Architects use ratios to draw blueprints to a scale that is easy for builders to
interpret.
 Engineers use ratios to test structural and mechanical systems for capacity and
safety issues.
 Painters use ratios to mix pigments to get a desired color.
 Millwrights use ratios to solve pulley rotation and gear problems.
 Operating Engineers apply ratios to ensure the correct equipment is used to safely
move heavy materials such as steel on worksites.

Teacher used training aids:

 Set of blueprints or other documents that show proportioned scale (i.e., road map)

1Construction Center of Excellence (2013). Construction math toolbox - ratios & scale. Retrieved from
http://www.constructioncenterofexcellence.com/wp-content/uploads/2013/05/MathToolbox8.pdf

Ratios and Proportions Content Module, May 2013 45

 Architecture scale (optional)

Additional online aid:

 Reference to www.constructmyfuture.com website – Top 10 Construction Projects of
the 20th Century pages (optional)

Materials needed per student:

 Calculator with √ key & memory +/- functions
 Ratios and Scale Worksheet
 Rulers (optional)
 Graph paper for each student

Lesson Introduction:
Ratios are used in construction to design buildings to the desired scale; to communicate
the scope of a project from an architect’s desk to a worksite; and to accurately use and
manage products. In today’s lesson, we will first look at concrete mix as an example. It
may not sound glamorous, but it’s important a cement mason gets the ratio of concrete
mix to water just right – too much water can reduce the strength of a foundation, which
could lead to cracking and other serious structural safety issues. Other types of
materials that construction workers regularly mix on the job site include paints, glues
and adhesives, and gasoline.

Ratios are used when an operating engineer calculates how much product can be
hoisted in the air above a worksite. He or she must use the correct cabling and
equipment to safely move materials, such as steel, in areas where other people are
working.

Lesson Components:
1. Look at structures listed in the Top 10 Construction Projects of the 20th Century
webpage on www.constructmyfuture.com; in reading the descriptions of building
these famous structures, (World Trade Center, Hoover Dam, etc.) ask students in
what steps of the building project do they think ratio would be important to know, and
why.

Note: It is helpful to ask if any students have been to these famous structures, and what
they observed. For example: Since 1937, 1.6 billion cars have crossed the Golden Gate
Bridge in San Francisco – what decisions do you think designers of this bridge made to
ensure the bridge would be safe? How does would ratio relate to these decisions?

2. A ratio is a comparison of two like quantities that are expressed in the same units of
measure. A ratio takes on the form of a fraction; however, the final form of a ratio is
not left as a fraction. It is written as a statement of the ratio relationship (this to that).

Ratios and Proportions Content Module, May 2013 46

Examples to write on the board:
3 inches/5 inches (any ratio can be expressed as a fraction)
3 inches/5 inches = 3/5 (whenever possible, cancel identical units)
3 : 5 (read aloud “the ratio of three to five”)

3. A ratio written in either form can be reduced like a fraction.

5 : 10 5 can be divided into both numbers (numerator & denominator)

5 : 10 = 1 Complete the math
5 5 2
1:2 This is the simplified ratio in the referred format.

4. Order of the ratio is established by the problem statement. Placement of the

numbers in the numerator and denominator is critical.

Examples to write on the board:

What is the ratio of 16 quarts to 5 gallons?

16 qt : 5 gal Write the ratio.

4 gal : 5 gal Change to the same units
4 gal : 5 gal Cancel identical units
4 : 5 Ratio is now in lowest terms. This could be used to measure 4 cups to 5 cups, or 4
quarts to 5 quarts.

5. Concrete mix is an example of how ratios can show the relationship of more than
two quantities. Cement, sand and crushed stone are mixed in the ratio of 1 : 2 : 5 by
weight. For every pound of cement used, two pounds of sand and five pounds of
crushed rock are used. How much of each component are needed for 4000 pounds
of concrete?

1 + 2 + 5 = 8 There are 8 parts to the mix (denominator)

1/8 There is one part of cement in the mix
2/8 or 1/4 There are 2 parts of sand in the mix.
5/8 This is the portion of the ratio that is crushed rock
1/8 x 4000 = 500 lbs cement
1/4 x 4000 = 1000 lbs sand
5/8 x 4000 = 2500 lbs crushed rock
500lbs cement + 1000 lbs sand + 2500lbs crushed rock = 4000 lbs total mixture

6. Show students the blueprint drawings and/or road map. Point out the key features of
the blueprint or map, asking what these features are called (such as a map legend).
Invite a student to review the blueprint or map, and tell the class the scale of the
document. Explain this is a ratio used to make it possible to precisely draw and
convey actual measurements in a usable document.

7. Architects and engineers use ratio in technical drawings and blueprints. By the way,
blueprints are not always the color blue – before computer aided drafting, copies of

Ratios and Proportions Content Module, May 2013 47

building specifications were drawn using blue lines (hence the name which is still
used, “blueprint”). Nowadays, most technical drawings and blueprints are
reproduced in black and white.

8. Pass out 8 1/2” x 11” graph paper to students, asking them to orient the paper in
landscape (11” sides being the top and bottom of the page). Have students draw a
“legend” in the bottom right hand corner on each side of the paper, with these
different scales:

Side One: 1/4” = 1’0” (most graph paper boxes equal 1/4”)
Side Two: 1/4” = 5’0”

Tell the students they will draw a basic, one story house “shell” plan (exterior walls only)
to these different scales/ratios, with the final shell dimensions matching in both drawings
(square footage, placement of windows and doors, etc.). When two ratios can be set
equal to each other, a proportion is formed.

Explain how this activity will help them understand the relationship between ratios and
proportion as a way to communicate information and make decisions. Students can
determine the overall square footage and shape they want for their house, but need to
use these perimeters:

Front door opening = 36”

At least five windows = 28”
A bay window = 24”x42”x24” (may need to draw this on the board)
A sliding glass door = 6’ in width
A two-car attached garage with one or two doors

For extra credit or homework, students can take home their drawings, and add interior
rooms and features, such as fireplaces, sunken tubs, and other fun and creative
additions.

9. Use Ratios and Scale Worksheet in class or as homework.

Ratios and Proportions Content Module, May 2013 48

Ratios and Scale Worksheet

Name ______________________________

Solve the following problems and reduce answers to simplest terms without units:

Problem #1

3 feet : 6 inches

Problem #2

25 / 80

Problem #3

25 lb cement : 50 lb sand : 75 lb crushed rock

Problem #4

3 rejections to 24 good welding joints

Problem #5

The blueprint for a building is drawn to a scale of 1/4” = 1 ft. If the dimensions measure
6 1/2 inches by 11 inches on the print, what are the building dimensions?

Problem #6

Two gears have 64 and 40 teeth. What is their ratio?

Problem #7

What is the ratio of 3 yards to 12 inches?

Ratios and Proportions Content Module, May 2013 49

Ratios and Scale Worksheet: KEY
Solve the following problems and reduce answers to simplest terms without units:

Problem #1

3 feet : 6 inches 36 : 6 6:1

Problem #2

25 / 80 25 : 80 5 : 16
5 5

Problem #3

25 lb cement : 50 lb sand : 75 lb crushed rock 25 : 50 : 75 1:2:3

25 25 25

Problem #4

3 rejections to 24 good welding joints 3 : 24 1:8

3 3

Problem #5

The blueprint for a building is drawn to a scale of 1/4” = 1 ft. If the dimensions measure
6 1/2 inches by 11 inches on the print, what are the building dimensions?

26’ x 44’ 1/4 : 6 1/2 (X4) 1: 26

1/4 : 11 (X4) 1: 44

Problem #6

Two gears have 64 and 40 teeth. What is their ratio? 64 : 40 8:5

8 8

Problem #7

What is the ratio of 3 yards to 12 inches? 9 : 1

Ratios and Proportions Content Module, May 2013 50

Activity: Create a universally designed version of the above lesson

UDL Planning My ideas

Representation- adaptations in materials
(e.g., adapt for sensory impairments)

Expression- how will student show

learning (e.g., use of assistive
technology; alternative project)
Engagement- how will student participate
in the activity

Ratios and Proportions Content Module, May 2013 51