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Ratio Supporting Document

Math

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Andrew Amankwah
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15 views

Ratio Supporting Document

Math

Uploaded by

Andrew Amankwah
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Planning to teach ratio – Supporting document

This document, which accompanies the ‘Planning to teach ratio’ video, offers suggestions to support the
process for planning to teach ratio.

Part 1 – The big idea

Students need an understanding that:

• any two numbers can be connected by multiplication


• proportional relationships are multiplicative rather than additive
• numbers can be made smaller by multiplication as well as larger
• all proportional relationships share the same underlying mathematical structure, though they may be
presented in different contexts.

What things typically go wrong (misconceptions)?


• Students might think they can add a constant to each part and the proportionality remains the same
• Students might think that fractions/ratios/percentages are all separate parts of maths and are not
connected by the same mathematical structure
• Students might think that proportional multipliers can only be integers.
Part 2 – Prerequisites

Expectations from KS2


Pupils should be taught to:
• solve problems involving multiplication and division, including scaling by simple fractions and
problems involving simple rates
• multiply proper fractions and mixed numbers by whole numbers, supported by materials and
diagrams
• solve problems involving the relative sizes of two quantities where missing values can be found
by using integer multiplication and division facts
• solve problems involving similar shapes where the scale factor is known or can be found
• solve problems involving unequal sharing and grouping using knowledge of fractions and
multiples
• convert between different units of metric measure (for example, kilometre and metre; centimetre
and metre; centimetre and millimetre; gram and kilogram; litre and millilitre)
• solve problems involving measure [for example, length, mass, volume, money] using decimal
notation, including scaling.
DfE Mathematics programmes of study: key stages 1 and 2 (2013)

Prerequisite skills
It is important to check the students
• have a good grasp of and fluency with the multiplication tables
and are secure in their understanding of

• using a number line


• sharing into equal parts.
Part 3 – Key teaching aspects

Key message

Students need to be aware that:

• A multiplicative relationship between two quantities can be expressed as a ratio


• Any two numbers can be connected by a multiplicative relationship with a single multiplier
• Fractions, ratios and percentages are all different ways of expressing multiplicative relationships.

KS3 expectations
Students should be taught to:

• change freely between related standard units [for example time, length, area, volume/capacity,
mass]

• use scale factors, scale diagrams and maps

• express one quantity as a fraction of another, where the fraction is less than 1 and greater than
1

• use ratio notation, including reduction to simplest form

• divide a given quantity into two parts in a given part:part or part:whole ratio; express the division
of a quantity into two parts as a ratio

• understand that a multiplicative relationship between two quantities can be expressed as a ratio
or a fraction

• relate the language of ratios and the associated calculations to the arithmetic of fractions and to
linear functions

DfE Mathematics programmes of study: key stage 3 (2013)


Key language
Students should be expected to use correct mathematical language and answer in full sentences.
Key vocabulary includes:

• ratio
• proportion
• whole
• part
• scalar
• equivalent
• multiplier
Key skills
Students need to be able to:

• Share in a given ratio using the strategy of dividing into equal parts
• Recognise factors and highest common factors

Key representations

• double number lines, to visualise equivalent forms of the same ratio and support conversion
from one measure to another
• ratio tables (compressed double number lines) to support understanding of proportional
relationships and efficient conversion
• bar model, to support understanding of proportional parts of a whole.

Part 4 – Why this is important

How will this support future learning?


Proportional reasoning underpins a huge number of elements of the mathematics curriculum, such
as:
• Fraction/decimal/proportion conversions
• Equivalent fractions
• Percentages, including growth and decay problems
• Enlargement and similarity
• Trigonometry
• Compound units
• Scale drawings
• Percentage change
• Pie charts
• Circle geometry: arc length, sector area
• Gradient and rate of change
Useful links

DfE Mathematics programmes of study

www.gov.uk/government/publications/national-
curriculum-in-england-mathematics-programmes-of-
study

NCETM Mastery Professional Development Materials


Key Stage 3, (3.1 Understanding multiplicative
relationships)

www.ncetm.org.uk/media/mqfp3xb3/ncetm_ks3_cc_3_1
.pdf

NCETM Mastery Professional Development Materials


Using mathematical representations at Key Stage 3

www.ncetm.org.uk/classroom-resources/secmm-using-
mathematical-representations-at-ks3

NCETM Mathematical prompts for deeper thinking

www.ncetm.org.uk/classroom-resources/secmm-
mathematical-prompts-for-deeper-thinking-videos/

NCETM Proportional reasoning Departmental


Workshop

www.ncetm.org.uk/classroom-resources/departmental-
workshops/

NCETM Secondary Assessment Materials


www.ncetm.org.uk/media/qgjdx5fo/secondary_assessm
ent_materials_november_2017.pdf

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