Y8 – Autumn – Block 1 – Step 1 – Understand the meaning and representation of ratio Answers

Question Answer
a) For every 2 squares there are 3 triangles.
b) For every 5 circles there is 1 square.
1
For every 1 square there are 5 circles.

✓ ✓
2

✓
Any three diagrams showing twice as much yellow as red. Ensure that students are drawing
3 equal parts.

a) For every 1 pencil there are 2 rubbers.

b) For every 2 tyres there are 3 tennis balls.
c) Any two of:
4 For every 3 tyres there are 9 tennis balls.
For every 2 tyres there are 6 tennis balls.
For every 1 tyre there is 3 tennis balls.

a) 3 should be coloured red and 9 blue.

b) 12 should be coloured green and 18 red.
5
c) 20 squares should be shaded.

Possible answers:
Eva £1, Dexter 50p
Eva £2, Dexter £1
6 Eva £3, Dexter £1.50 etc.

£19.50

This representation will make the darkest purple as it has the highest proportion of blue.
7
Any representation where over half of the parts are shaded blue will make a darker purple.

2 in every 5 people wear glasses means if 2 people do, 3 people don’t.

For every £1 Whitney has, Mo has £1.50 means if Whitney has £2 then Mo has £3
8
For every 225g of flour there are 150g of sugar means for every 2g of sugar there is 3g of
flour.

All are in the ratio 2 : 3

Y8 – Autumn – Block 1 – Step 2 – Understand and use ratio notation Answers

Question Answer
a) The ratio of boys to girls is 3 : 4
The ratio of girls to boys is 4 : 3

b)

The ratio of red to blue is 1 : 5

The ratio of blue to red is 5 : 1

c) For every 2 adults, there are 5 children.

For every 5 children, there are 2 adults.
1 For every 4 adults, there are 10 children.

d) The ratio of blue to orange is 5 : 3

The ratio of orange to blue is 3 : 5
For every 5 blue there are 3 orange.
For every 3 orange there are 5 blue.

e) For every 2 triangles there is 1 square.

For every 1 square there are 2 triangles.
The ratio of squares to triangles is 1 : 2
The ratio of triangles to squares is 2 : 1
The ratio of green shapes to yellow shapes is 2 : 1

Any diagram showing four times as many tyres as cars. Ensure that students are drawing
2 equal parts.

a) 5:3
b) 2:3
c) 2:5
3
d) Any ratio such that the proportion of dark chocolate is increased e.g. 3 : 5 : 3. Children
could go for a ratio e.g. 3 : 5 : 6 so there is more dark chocolate than any other type.

a) 3 : 2 b) 2 : 3 c) 1 : 1 d) 1 : 1
4 Any diagram showing the ratios above. Ensure that students are drawing equal parts.

a) 1 : 3 2 : 2 or 1 : 1 8 : 4 or 2 : 1
b) 1 : 4 2 : 4 or 1 : 2 8 : 4 or 2 : 1
c) Observations relating to the number lines being identical but some of the ratios being
different.
5 d) E F G E G F

Or a reflection of the above diagrams. Diagrams may have multiples of the gaps shown
above.
Y8 – Autumn – Block 1 – Step 3 – Solve problems involving ratios of the form 1 : n (or n : 1)

Question Answer
a) For every 1 tray, there are 6 muffins.
b) The ratio of trays to muffins is 1 : 6
c) For every 6 muffins, there is 1 tray.
d) The ratio of muffins to trays is 6 : 1
1
e) 12
f) 18
g) 5

a) 200 g
b) 100 g
2
c) The amounts of flour and sugar are the same in each question because the ratio is 1 : 1

a) Cordial
Water
b)
20

20 20 20 20 20

120 ml of juice can be made using 20 ml of cordial.

3 c)
4

4 4 4 4 4
24 ml of juice can be made using 20 ml of water.
d) The ratios are the same but in part b 20 ml represented one part and in part c 20 ml
represents 5 parts.

a) Method 1 – Each part should contain 13

Method 2 – Multiply each side of the ratio by 13
Method 3 – Multiply both numbers on the double number line by 13
4 There are 13 adults in the school.
b) Students will need to discuss and justify their reasons verbally. They may comment on
the efficiency of a method and when one method is more suitable than another.

75
5
a) 450
b) 50
6
c) 100

a) The 1 because it is the smaller number in the ratio.

7 b) 25 cm
Y8 – Autumn – Block 1 – Step 4 – Solve problems involving ratios of the form m : n

Question Answer
a) The ratio of apples to oranges is 2 : 3
b) The ratio of oranges to apples is 3 : 2
1 c) If there are 6 oranges, there will be 4 apples.
d) If there are 6 apples, there will be 9 oranges.

True
Not enough information. Discussion point – could potentially be true but not necessarily.
2 True
False

a) 18
b) 32
3 c) 4
d) 3 : 32

a) 400
4 b) 144

a) 98
b) 196
c) 49
5 d) If there are twice as many horses, there are twice as many sheep. If there are half as
many horses there are half as many sheep.
e) 392

16 hours
6
a) The following ratios should be ticked.
100 : 50
2:1
Students may also tick 1 : 2 assuming the ratio Tommy to Annie.
7 b) £1.50 or 150 p
c) £5
d) £6
e) £7.50
Y8 – Autumn – Block 1 – Step 5 – Divide in a given ratio

Question Answer
a) Each bar represents the amount of money each person has. The bracket labelled £50
represents the total amount of money.
1
b) Dora receives £15 and Ron receives £35

a)

2
Could also be set out as two bars..
b) £7
c) £35
d) She will save £5 more per month.

50 ml
3
Mo receives £150
Aisha receives £50
4
Jack receives £200

a) 90 : 60
90 : 60
b) 45 : 30
30 : 45
c) 10 : 15
40 : 60
5
d) In part a the answers are the same because the ratios are equivalent.
In part b the the numbers in the answer are reversed because the numbers in the ratio
are reversed.
In part c each part of the second answer is four times larger because the ratios are the
same and the amount shared was four times larger.

a) Isosceles – The triangle has exactly two angles that are the same.
6 b) 120°

If the mean is 16, the total of the four numbers is 64

This means that one equal part in the ratio is equal to 4
7
Therefore the range is 24

a) 16
b) 36
c) 20
8 d) −20
e) 364
f) −28
Y8 – Autumn – Block 1 – Step 6 – Express ratios in their simplest integer form

Question Answer
a) Any three ratios equivalent to 2 : 3 e.g. 6 : 9, 4 : 6, 2 : 3
b) Discussion about the ratios being equivalent and how they can be seen in the image.
1
c) 2 : 3 as their only common factor is 1

2:5
2
a) For every 18 yellow squares, there are 6 white squares.
For every 9 yellow squares, there are 3 white squares.
For every 6 yellow squares, there are 2 white squares.
3 For every 3 yellow squares, there is 1 white square.
b) The last statement.
c) 3 : 1

For the left hand diagram we can divide each side of the ratio by the highest common factor
which is 3
4
For the right hand diagram we can factorise 15 and 18 to identify a common factor of 3

a) 3:1
b) 3:2
c) 1:4
5 d) 6:7
e) 2:1
f) 3:5:2

7:8
6 8:7

13 : 15 – Mo has added 10 to each number in the ratio.

7 : 9 – Mo has added 4 to each number in the ratio.
7
5 : 3 – Mo has reversed the numbers in the ratio

Jack will need 24 blue cars.

8
a) 5:1
b) 20 : 9
c) 5:9
d) 1:2
9
e) 10 : 3
f) 200 : 130 : 1
g) 3:5
Y8 – Autumn – Block 1 – Step 7 – Express ratios in form 1 : n

Question Answer (accept fractional and decimal equivalents throughout)

a) Any three ratios equivalent to 1 : 4 e.g. 3 : 12, 2 : 8, 1 : 4
b) Students explain verbally. They could group the rows to show this.
1 c) 1 : 4 as the only common factor is 1
d) 1:4

1:2
2
a) For every 12 white squares, there are 18 yellow squares.
For every 6 white squares, there are 9 yellow squares.
For every 2 white squares, there are 3 yellow squares.
3
b) For every 1 white square, there are 1.5 yellow squares.
c) 1 : 1.5

a) 1:3
b) 1:3
c) 1:4
4 d) 1 : 4.5
e) 1 : 2.25
f) 1 : 0.5

a) 4:1
b) 2:1
c) 2:1
5 d) 0.5 : 1
2
e) :1
3
f) 0.25 : 1

For every 1 person who prefers red, 2 people prefer blue.

For every 1 person who prefers red, 3 people prefer green.
For every 1 person who prefers blue, 0.5 people prefer red.
6 2
For every 1 person who prefers green, 3 people prefer blue.

1:n n:1
'
7 men : women 1 : 1.5 "
:1
'
women : men 1:" 1.5 : 1
!
a) 1 : 0.6 "
:1
!
b) 1 : 1.8 #
:1
8 !$ %
c) 1 : % !$
:1
&$ '%
d) 1 : '% &$
:1
Y8 – Autumn – Block 1 – Step 8 – Compare ratios and fractions

Question Answer
!
a) "
b) 3 : 1
#
1 c)
"
d) 1 : 3

1:4
2

3
3
7

a)

4 2
b) 5
3
c)
5

4
a) 11
5 7
b) 11

4:1
7
4:5
8
7
a) 30

9 b) 17 : 6 : 7
c) 6 : 7
Y8 – Autumn – Block 1 – Step 9 – Understand 𝝅 as a ratio

Question Answer
a) 6 cm
b) 24 cm
c) 6 : 24 or 1 : 4
1
d) Yes - for a square.
e) It will be the same for a rhombus as that also has four sides equal in length.

a) 10 cm
b) 20 cm
2 c) 2 mm
d) 4 mm

15 cm – None of the other measurements show either the diameter or the radius.
3

a) 3.14
b) 1 : 3.14
c) 2 : 6.28 = 1 : 3.14
d) 4 : 12.56 = 1 : 3.14
4 e) They are all equivalent.
f) For any circle, the ratio of the diameter : circumference can be written as 1 : 3.14 or, more
accurately, 1 : 𝜋

Multiply both by d
d : 𝜋d
The circumference of a circle is equal to Pi multiplied by the diameter.
5
C = 𝜋d

a) 12𝜋 cm or 37.70 cm to 2 d.p.

b) 24𝜋 cm or 75.40 cm to 2 d.p.
c) 8𝜋 cm or 25.13 cm to 2 d.p.
6
d) 2𝑥𝜋 cm
Y8 – Autumn – Block 1 – Step 10 – Understand gradient as a ratio

Question Answer
a) 1 : 3
1:3
b) 4 : 4
1:1
c) 2 : 4
1:2
d) 4 : 6
1
1 : 1.5
e) 5 : 1
1 : 0.2
f) 12 : 36
1:3
g) The hypotenuse is steeper.

a) For every 1 square across, it goes 3 squares up. The gradient of line A is 3
b) For every 1 square across, it goes 1 square up. The gradient of line B is 1
c) For every 1 square across, it goes 2 squares up. The gradient of line C is 2
2
d) For every 1 square across, it goes 1.5 squares up. The gradient of line D is 1.5
e) For every 1 square across, it goes 0.2 squares up. The gradient of line E is 0.2

Gradient of A = 2
Gradient of B = 1
Gradient of C = 1
3 Gradient of D = 3
Gradient of E = 0.5
1
Gradient of F = 3

For example:

For every 1 square that each line goes across, it goes up 2. The lines are parallel.