Republic of the Philippines

Province of Cebu
City of Talisay
TALISAY CITY COLLEGE
Poblacion, Talisay City, Cebu
1st Semester, Academic Year 2021-2022

MATH 1: FUNDAMENTALS OF MATHEMATICS

Course Material Writer
HERMENEGILDA O. ROSINTO Department General Education
and Reviewer

Course Facilitator Contact No.

Program & Year Credit Units 3
This is a developmental course reviewing arithmetical principles and computations
designed to help the student’s mathematical proficiency for selected curriculum entrance.
This course involves introduction to whole numbers, addition and subtraction of whole
numbers, multiplication and division of whole numbers, least common multiple, greatest
Course Description common factor, introduction to fraction, writing equivalent, addition and subtraction of
fractions, multiplication and division of fractions, introduction to decimal, comparing and
converting fractions and decimals, addition and subtraction of decimal, multiplication and
division of decimal, introduction to percent, percent equation, ratio, rates and proportion.
A variety of applications in solving real-life problems are likewise incorporated.
Acquire enough knowledge to solve variety of arithmetic problems applied to their area of
Culminating Outcome
concentration.
Final Unit Outcome Solve variety of real-life arithmetic problems applied to their area of concentration.

Student’s Name Curricular Yr.& Sec.

Contact No. Time Allotment 9 hours
Residence Inclusive Date/s

Course
RATIOS, RATES AND PROPORTIONS
Material 5
CONTENT LEARNING OBJECTIVES
 RATIOS, RATES, and PROPORTIONS At the end of this course material, you will…
- Ratios,  differentiate ratios, rates and proportions.
- Rates and  write the ratios and rates of two quantities in simplest form.
- Proportions  solve problems involving ratios, rates and proportions.
ENGAGE
Math is everywhere and is present in our world all the time--in
the workplace, in our homes, and in life in general. When you buy a car,
follow a recipe, or decorate your home, you're using math principles.
In mathematics, a ratio is a word derived from the Latin verb
‘reri’ which means to think, estimate or calculate. It was used in the
middle ages to mean computation. Ratios occur frequently in daily life
and help to simplify many of our interactions by putting numbers into
perspective.
A rate is a very important type of ratio between two related
quantities in different units. It is used in many everyday problems,
such as grocery shopping, traveling, medicine-in fact, almost every
activity involves some type of rate.
In the real world, ratios and proportions are used on a daily basis.
Ratios and proportions are also used in business when dealing with
money. The idea of ratio occurs naturally and ideas such as ‘twice as
big’ and ‘half as long’, which are ideas of ratio would have been
considered at a very early stage of human history.

THIS MATERIAL IS FOR EDUCATIONAL USE ONLY AND NOT FOR SALE. Page 1 of 10
 Before you will start exploring the different applications
of ratio, rates and proportions,

YOU TRY THIS!

1) What is the ratio of the 2) What is the ratio of the shaded area
shaded area to the unshaded to the unshaded area in its simplest
area in its simplest form? form?

a) _________ b) ________

The quality of a person's life is in direct

proportion to their commitment to
excellence, regardless of their chosen
field of endeavor.
Vince Lombardi Jr.

EXPLORE
 RATIO, RATE and PROPORTION
 What is RATIO?
A ratio is a comparison between two quantities or two numbers by division with
8:17 8 to 17
𝟖 the same units. If the numbers have different units, it is important to convert the units
𝟏𝟕 to be the same before doing any calculations. It can be written in three different ways:
1) As two numbers separated by a colon. Example: 8:17
2) As two numbers separated by the word to. Example: 8 to 17
8
3) As two numbers separated by a fraction bar: Example: .
17
 What is a RATE?
A rate, like a ratio, is also a comparison between two numbers or measurements,
but the two numbers in a rate have different units. The word "per" can be replaced by
the fraction bar, "/" and is always a clue that you are dealing with a rate.

Example 1: 110 miles in 2 hours can be written as;

110 miles
or 55 miles per hour or 55 mph.
2 hours
Example 2: One bus for every forty students, can be written as;
1bus
or 1 bus: 40 students
40 students

THIS MATERIAL IS FOR EDUCATIONAL USE ONLY AND NOT FOR SALE. Page 2 of 10
 To convert a rate to a unit rate, you divide the numerator by the denominator.
A unit rate compares a quantity to one unit of measure. Unit rates have a denominator of 1.

 Example 1: Fifty students for every classroom, can be written as;

50 students per classroom

 Example 2: Eight hundred pesos for one day.

P 800 per day

 What is a PROPORTION?

A proportion is a statement in which two ratios or rates are equal. It can be written in two ways: as
a c,
two equal fractions = , where b and d are not equal to zero, or using a colon, a : b = c : d or ad = bc, read
b d
as “ a is to b as c is to d.” In the proportion a : b = c : d, the outer numbers a and d are called the extremes
and the inner numbers b and c are called the means. That is:
means

a : b::c : d where ad = bc

extremes
In a proportion, the product of the means is equal to the product of the extremes. This principle is
very useful in problem solving as shown in the succeeding examples.

 Example 1: 300 pesos is to 5 hours as 600 pesos is to 10 hours, can be written as;
P300 P600
=
5hr 10hr
 Example 2: Twenty is to twenty-five as four is to five.
20 4
=
25 5

In order to become skilled in mathematics you need to practice!

Try a workout of 10 problems. If you get at least 8 correct
on your first attempt, then you are ready to move on.
If not, review "In Depth" and try again.
Math.com

 RATIO and RATES in SIMPLEST FORM

Both rates and ratios are a comparison of two numbers. A rate is simply a specific type of ratio. The
difference is that a rate is a comparison of two numbers with different units, whereas a ratio compares two
numbers with the same unit. Both ratio and rates can be written using a fraction bar, using a colon and using a
word “to.”

THIS MATERIAL IS FOR EDUCATIONAL USE ONLY AND NOT FOR SALE. Page 3 of 10
  WRITE THE RATIO OF TWO QUANTITIES IN SIMPLEST FORM
Writing the simplest form of a ratio means writing it so that the two numbers have no common factor
other than 1. Quantities such as 8 feet, 17 cents, and 5 miles are number quantities written in units. The
feet, cents, and miles are examples of units.

Example: The ratio of the lengths of two boards, one 8 feet long and the other
10 feet long, can be written as:
8 feet 8 4
= = using a fraction bar (---);
10 feet 10 5

8 feet : 10 feet = 8:10 = 4:5 using a colon (:);

8 feet to 10 feet = 8 to 10 = 4 to 5 using the word to.

 Key Points to Remember:

o The ratio should exist between the quantities of the same kind
o The ratio doesn’t have measurement units, because the units cancel out.
o While comparing two things, the units should be similar
o There should be significant order of terms
o The comparison of two ratios can be performed, if the ratios are equivalent
like the fractions.

 WRITE THE RATES OF TWO QUANTITIES IN SIMPLEST FORM

Writing the simplest form of a rate means writing it so that the two numbers that form the rate have
no common factor other than 1. It is important that you know which quantities are being compared. Since
rates compare two quantities measured in different units of measurement, they must include their units.

Example 1: Covida rides her bike 18 blocks in 20 minutes.

18 blocks 9 blocks
= 10 minutes - Dividing both the numerator and denominator by 2,
20 minutes
the correct answer is in its simplest form.
Example 2: A car traveled 344 miles on 16 gallons of gasoline.
344 miles
= 21.5 miles/gallon - To find the miles per gallon (unit rate), divide the
16 gallons
numerator by the denominator of the rate.

THIS MATERIAL IS FOR EDUCATIONAL USE ONLY AND NOT FOR SALE. Page 4 of 10
  Key Points to Remember:
o The rate can be written using the word "per" can be replaced by the
fraction bar, "/".
o Rates can be written using a colon, or as a fraction.
o The rate has no common factor other than 1.
o The rate can be expressed in simplest form by simplifying the fraction.

YOU TRY
THIS!

 TO WRITE THE RATES OF TWO QUANTITIES IN SIMPLEST FORM:

 Write each phrase as a rate in simplest form.

1) 10 feet in 4 seconds - _______________

2) 816 miles in 6 days - _______________

 PROPORTION INVOLVING RATIOS and RATES

Proportion is an equation which defines that the two given ratios or rates are equivalent to each other.
In other words, the proportion states the equality of the two fractions or the ratios. Sometimes one of the
numbers in a proportion is unknown. In this case it is necessary to solve the proportion.
To solve a proportion, find the number to replace the unknown so that the proportion is true.

𝟗 𝟑
Example 1 : Given the proportion = , find the value of n and check.
𝟔 𝐧
(Hint: Use cross products: the product of the means = the product of the
extremes.)
9 3
=n can be written as 9 : 6 = 3 : n
6
DECIMAL
where 9 and n are the extremes, 6 and 3 are the means.
Solution: 9xn = 6x3
9 x n = 18 Check: 9 x n = 6 x 3
𝟏𝟖
n = 9x2=6x3
𝟗
n=2 18 = 18

THIS MATERIAL IS FOR EDUCATIONAL USE ONLY AND NOT FOR SALE. Page 5 of 10
 𝐧 𝟏
Example 2 : Solve = and check.
𝟏𝟒 𝟗

Solution: n x 9 = 14 x 1 (Use cross products, then solve for n)

n x 9 = 14 Check: n x 9 = 14 x 1
𝟏𝟒 𝟏𝟒
n = x 9 = 14
𝟗 𝟗
14 = 14

Example 3 : Find the unknown value of this proportion.

𝟒 cups of water 𝐧 cups of water
=
𝟑 cups of rice 𝟏𝟐 𝐜𝐮𝐩𝐬 𝐨𝐟 𝐫𝐢𝐜𝐞

Solution: 3 cups of water x n cups of water = 4 cups of water x 12 cups of rice

n cups of water = 4 cups of water x 12 cups of rice
3 cups of rice
𝟒 𝐱 𝟏𝟐 𝟒𝟖
n = =
𝟑 𝟑
n = 16 cups of water
Example 4 : If a man was able to travel 250 kilometers in 5 hours driving, how many
kilometers would he cover in 9 hours at the same rate of speed?
Solution: 250 kilometers = n kilometers
5 hours 9 hours (cross multiply to solve for n)
250 x 9 = 5 x n or 250 : 9 = 5 : n
5 x n = 250 x 9
n = 2250
5
n = 450 kilometers or 450 km

YOU TRY THIS!

LEARNING CHECK:

Use cross multiplication to solve the following proportions.

Humm! 𝟑 𝟐𝟏
mm 1) = , n = _______
𝟓 𝐧

𝟕 𝟐
2) = , n = _______
𝐧 𝟔

3) If a : c = 3 : 5 and a : b = 4 : 5, find b : c _________________

THIS MATERIAL IS FOR EDUCATIONAL USE ONLY AND NOT FOR SALE. Page 6 of 10
 The results you achieve will be in direct
proportion to the effort you apply.
– Denis Waitley -

KNOWLEDGE-BUILDING
Assessment Task 1 CONCEPTS OF RATIOS, RATES AND PROPORTIONS
Read and understand each of the statement and apply your previous knowledge in the
concepts of ratios, rates and proportions, shown in this course material. Use a separate
Instructions:
clean long bondpaper for this Activity. Copy the expressions and show your solutions/steps
neatly.
Test A, is 3 points each number;
Basis for Rating: Your Rating/Total Points 45
Test B, is 5 points each.

ARE YOU READY ??

CHECK YOURSELF!

A. Determine whether a proportion is true or not true.

1) 3/4 = 9/12 ___________

2) 4/5 = 5/4 ___________

3) 39/48 = 13/16 ___________

ASSESS

4) 27 : 8 = 9 : 4 ___________

5) 1 ½ : 5 = 10 : 2 ¾ ___________

6) 1/2 : 3/4 = 5/10 : 9/12 ___________

7) 50 miles : 2 gallons = 25 miles : 1 gallon ___________

8) 16 feet / 10 seconds = 24 feet / 15 seconds ___________

9) P 870 / 3 days = P 426 / 2 days ___________

10) 270 trees / 6 acres = 90 / 2 acres ___________

B. Solve for the unknown in the following proportions:

𝟑 𝐧
1) =𝟖, n = ________
𝟒

𝟕 𝟐
2) =𝟔, n = ________
𝐧
𝟕 𝟐𝟖
3) = , n = ________
𝟖 𝐧

THIS MATERIAL IS FOR EDUCATIONAL USE ONLY AND NOT FOR SALE. Page 7 of 10
 CRITICAL THINKING
Assessment Task 2 WRITING THE RATIOS AND RATES OF TWO QUANTITIES IN SIMPLEST FORM.
Read and understand each of the statement and apply your previous knowledge in the
concepts of writing the ratios and rates of two quantities in simplest form, shown in this
Instructions:
course material. Use a separate clean long bondpaper for this Activity. Copy the expressions
and show your solutions/steps neatly.
Basis for Rating: Test items 1 and 3 is 20 points each. Your Rating/Total Points 60
UNDERSTANDING
MATHEMATICS
Ooops!
 What is asked for?

This challenges me much! But let me try this!  Is there enough

information to
answer the
question?

 Is information
given that is not
needed?
CHALLENGE YOURSELF:

In each of the following problems, answer the following questions:

a) What information of facts are given?

b) Is it a one-step or multi-step problem?

c) Can the computation be done mentally or with paper and pencil?

d) How does the answer appear in a sentence?

e) Was the question in the problem answered?

1) The two glasses are in proportion. What is the width of the larger glass?

2) A recipe calls for 3 cups of orange juice for every 4 cups of fruit punch. If a person makes a large
batch of this recipe, how many cups of fruit punch will be needed if 12 cups of orange juice are
used?

3) If a man was able to travel 250 kilometers in 5hours driving, how many kilometres would he
cover in 9 hours at the same rate of speed?

THIS MATERIAL IS FOR EDUCATIONAL USE ONLY AND NOT FOR SALE. Page 8 of 10
 CREATING
Assessment Task 3 SOLVE PROBLEMS INVOLVING RATIO, RATES AND PROPORTION
Read and understand each of the statement and apply the concepts of ratio, rates and
Instructions: proportion in solving problems. Copy the problems and follow the steps in solving
problems. Use a separate clean long bondpaper for this Activity, and neatly show solutions.
MATH PROBLEM SOLVING RUBRIC
Rubric:
0 1 2 3 4 WEIGHT
Understanding You didn’t Your strategy Your strategy Your strategy Your strategy
& seem to showed that showed you showed you showed you
Strategies know where you did not understood understood understood 7
Did you use a to begin. understand part of the most of the how to solve
plan and apply the problem. problem. problem. the entire
an appropriate problem.
strategy?
Explanation You gave no Your Your Your You clearly
& explanation explanation is explanation is explanation is explained
Reasoning for your unorganized understandable understandable your process
Were you able work. and hard to but incomplete and complete, using correct
to explain follow. because it but may mathematical
what you did describes only contain some terms and 5
and why, using part(s) of the errors in math symbols, and
words and problem or terms or explained
other solution. symbols. why you
approaches? chose those
steps.
Computations You did not Your math Your math Your math Your math
& show any computations computations computations computations
Procedures computations are not have errors contain small are complete
Were you able accurate that affected error(s), but and accurate,
to carry out and/or did the answer, or still answer resulting in a
your plan not result in a you left out most of the solution that 3
accurately and solution that important important answers the
completely? answered the parts. parts of the problem.
Does your problem. problem.
answer make
sense?
SCORE 0 15 30 45 60

WHAT SHOULD YOU DO?

1) A farmer employed a helper in harvesting his corn. For every 4 sacks of corn
harvested, the helper’s share was 1 sack. What is the ratio of the farmer’s share
to the helper’s share? How many sacks did the farmer get if the helper shared
15 sacks?

2) Mrs. Liz O. Rah has a monthly income of P 36,000 and the following expenses
per month: Food ..... P 14,200
Clothing . . . . . P 3,500
Travel . . . . . P 8,600
Savings . . . . . P 5,000
Miscellaneous . . . . . P 4,700

Express the following ratios in simplest form:

a) Expenses for food to total income. ____________
b) Amount for other expenses to expenses for food. ____________
c) Expenses for clothing to savings. ____________
d) Savings to total income. ____________

3) A survey of 1000 registered voters revealed that 450 people would vote for
candidate A in an upcoming election. If 220,000 people vote in the election, how
many votes would the survey takers predict candidate A should receive?

THIS MATERIAL IS FOR EDUCATIONAL USE ONLY AND NOT FOR SALE. Page 9 of 10
 The only true measure of success is the
ratio between what we might have done
and what we might have been on the
one hand, and the thing we have made
and the things we have made of
ourselves on the other. H. G. Wells
YES! I AM DONE!

REFERENCES AND SUGGESTED READINGS

AMSI(2010). Rates and Ratio. http://www.amsi.org.au/teacher_modules/rates_and_ratio.html
Aufmann, Richard N. and Lockwood, Joanne S.(2011). Basic College Mathematics. An Applied Approach. Brooks/Cole
Benigno, Gloria D. (2006). Basic Mathematics for College Students. Rex Publishing.
Byjus (2020). Basic College Mathematics: An Applied Approach. https://byjus.com/maths/fractions
COURSE MATERIAL ENGAGEMENT CHECKLIST
Your feedback matters to us. The following are statements about the course material. Please indicate the point to
which each statement characterizes your assessment on course material by checking the appropriate box.

YES NO
 The course material is easy to understand.
 The given instructions are clear.
 The given tasks are doable.
 The given information is complete.
 The teacher seeks ongoing feedback.

What is your personal thought on the course material?

__________________________________________________________
_________________________________________________________________________________________________

ACADEMIC HONESTY STATEMENT

I confirm that I have read and fully understood the policies of Talisay City College with regards to Academic
Dishonesty, and that I am fully aware of its possible legal and disciplinary consequences.
Student’s
Signature Over Checked by
Printed Name
E-mail Address E-mail Address
Date Submitted Date Received

THIS MATERIAL IS FOR EDUCATIONAL USE ONLY AND NOT FOR SALE. Page 10 of 10