Lesson 1: Expressing Ratio as a Fraction and

Vice-Versa

Elicit
1. Sketch three pictures that represent each of the following fractions:
a.
b. 2/3
c. 5/8

Reflect: How well do you know fractions?

Engage
Five pupils are playing. Out of the total number of pupils, how
many are boys? How many are girls?
How do we express in another way the number of boys in the
group? the number of girls in the group?

Illustration:
2 boys and 3
girls playing

Reflect: What do you want to know about ratio?

Explore
Exploration A
Get a piece of paper and fold it over three times. Press it
hard to make a crease and open it. Into how many regions is the
paper now divided into?
The paper is now divided into 8 regions as shown at the
right. If you shade 3 parts of it, what part of the whole is shaded?
What fraction does it represent?
In the fraction 3/8, what does the numerator 3 tell us? How about its denominator 8?
This time, lets separate the shaded regions
from the original regions. Take note that the fraction
represented by the figure is 3/8.Can we also say that
there are 3 shaded regions for the set of 8 unshaded
regions? In relation to the figure, what does the
phrase 3 is to 8 mean? Does 3/8 also mean 3 is to
8?
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Look at the figure, how many boys and girls are there?
What fraction is represented by the figure?
Draw a picture of
Using the phrase is to , how do you relate the
one boy and 2
number of boys to the number of girls? Is the same as 1 is to
girls
2?
If the term ratio indicates the numerical relation between two things or quantities, can we
say that the ratio of the number of boys to the number of girls is 1:2?
What objects are being compared on the right?
Count the number of moon and stars on the right. What is
the ratio of the number of moon to the number of stars? How
many times larger is the number of stars as the number of moon?
How did you get this?
If the ratio of the number of moon and stars is 2:6, how many
times is the number of stars larger as the number of moon?
Given a ratio, how do you find the number of times one value is
large as another?

Explain
Below are the ideas you should have learned in this lesson. Can you explain each one
of them with one of your classmates? Check those you understood well and cross out those
where you need further explanation.
1. Ratio indicates the numerical relation between two things or quantities. In general, a ratio
is written using the symbol of colon (:) written between the numbers of the two quantities
being related.
2. A fraction can be expressed as ratio. For example, the fraction 2/3 can be expressed as
2:3 read as 2 is to 3.
3. A ratio can be expressed as fraction. For example, the ratio 3:4
4. Both ratio and fraction can be represented using a figure. For example, the figure is
expressed as fraction and ratio:

2/3

2:
3

two is to three the ratio of the

number of triangles to the number

circles is 2 is to 3.

5. In a ratio, to find how many times the second value is as large as the first value, we divide
the larger value by the smaller first value. For example, in the ratio: 3:12 12 is 4 times
as large as 3. To get 4, we divide 12 by 3; in the ratio 4:5 5 is 5/4 times as large as 4.

Elaborate
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A. Complete the table.

FRACTION
4/5

RATIO

LANGUAGE

4:1
two is to five
B. Answer the following.
1. In a family of 5, the ratio of the number of parents to the number of children is 2:3.
Express the ratio as fraction and draw the figure that represents it.
2. The ratio of the height of the son and his father is 1:3. How many times taller is the
father as the son?
3. Give real-life example for each of the following ratios: (1) 1:7 (2) 1:3
4. What ratio corresponds to the following situation: the number of moons of Jupiter is 63
times as many as the number of moons of the Earth.

Evaluate
A. Answer the following:
1. Express the following as ratio: (a) (b) 5/3 (c) 4/7
(d) 9/2
2. Express the following as fraction: (a) 1:3 (b) 2:5 (c) 7:8 (d) 5:1

(e) 3/11
(e) 3:2

B. Read the following questions. Then explain your answers.

1. If the ratio of the number of boys to the number of girls in a class is 1:2, are there more boys
than girls?
2. Give a real-life example of the ratio 1:1.
3. Give examples of ratio that can be found in the parts of your body.
C. Express the following statements in symbol. Draw a figure to represent it.
a. In the class, the ratio of the number of boys to the number of girls is 2:3.
PROVINCE
AREA (SQ
REGION LOCATED
b. Rafa has toy airplanes and cars. The ratio of
the number ofLAND
airplanes
to KM)
the number
of
1.
Palawan
17,
030.8
km
4B
*
cars is 1:5
c. Dads tool box contains some pliers and screw
drivers.
ratio
of **pliers
2. Lanao
del Sur The13,
4944.4of
kmthe number
ARMM
to the number of screw drivers is 2:5
3. Isabela
12, 414.9 km
2
2

Bukidnon
10, 496.6of
kmland area.
10 Answer the
D. Study the table below that shows the top 104. provinces
in terms
following:
5. Agusan del Sur
9 ,989.5 km
13
2

6. Maguindanao

9, 729.0 km2

ARMM

7. Cagayan

9, 295.8 km2

R2

8. Quezon

9, 069.6 km2

4A ***

9. North Cotabato

9, 008.9 km

10. Negros Occidental 7, 965.2 km2

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12
6
www.census.gov.ph

1. Express as ratio the area of Palawan to

the area of North Cotabato. About how
many times is Palawan as large as
North Cotabato? Finally, express the
areas in the simplest ratio.
2. Express as ratio the area of Isabela to
the area of Negros Occidental. About
how many times is Isabela as large as
North Occidental? Finally, express the
areas in the simplest ratio.

Pause & Reflect

Are you happy with the result of your evaluation? Why?
What concepts are clear to you?
What concepts are still not clear to you?
What is the most desirable value or attitude that you have developed in this lesson?

Extend
Work in pairs. You need a meterstick, a cardboard and scissors.
Do the following.
1. Cut out a rectangle 34 cm by 21 cm. Find the ratio of the length to the width. Use your
calculator to express the ratio as a decimal. You do this by dividing the numerator by the
denominator.
2. Cut the rectangle into two such that one is the biggest square with a side equal to 21 cm
by 21 cm and the other is a rectangle.
3. After setting aside the square, get the remaining rectangle. What are the dimensions of
the rectangle? Do you see that the length is 21 cm and the width is 13 cm? Find the ratio
of the length to the width, expressed in decimal.
4. Repeat the steps 1 to 3.
5. Answer the questions below.
a. Do you see a pattern?
b. Does the pattern true for any rectangle?
c. If we call the original rectangle as a golden rectangle, what is the estimated value of
the golden ratio (ratio of the length of the golden rectangle to its width?

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