2. a. express one value as a fraction of another given ratio
and vice versa;
LEARNING TARGET:
b. find how many times one value is as large as another
given their ratio and vice versa;
c. define and illustrate the meaning of ratio using
concrete or pictorial models;
11. When forming a ratio,
it is important to
consider the order of
two numbers.
12. Part : Part
Consonants to Vowels
7 4
A ratio may be written in three forms:
colon form:
fraction form:
We read :
word form: 7 to 4
7 : 4
7
4
seven to four
13. Part : Whole
Consonants to Total letters
7 11
A ratio may be written in three forms:
colon form:
fraction form:
We read :
word form: 7 to 11
7 : 11
7
11
seven to eleven
14. Whole : Part
Total letters to vowels
11 4
A ratio may be written in three forms:
colon form:
fraction form:
We read :
word form: 11 to 4
11:4
11
4
Eleven to four
15.
16. How many are boys?
How many are girls?
How many learners
are in this class?
24. The value of the ratio is the quotient
If two ratios are equivalent, they have the same value.
25. b. find the rate by expressing one quantity
per unit of another quality; and
LEARNING TARGET:
c. determine unit rate.
a. compare and contrast ratio and rate;
27. is a special ratio that
compares two measurements
with different units
28. Example:
There are 4 boys to
every 6 girls in this
math class.
Example:
This car burns 20 L
of gas for every
200 km travelled.
Both
can be
written
as
fraction
s
Miles per Hour
Apples to oranges
Both can
be
reduce
to
lowest
term
compares
similar units
compares
different
units