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This module is from Fundamentals of Mathematics by Denny Burzynski and Wade Ellis, Jr. This module discusses proportions. By the end of the module students should be able to describe proportions and find the missing factor in a proportion and be able to work with proportions involving rates.

Section overview

  • Ratios, Rates, and Proportions
  • Finding the Missing Factor in a Proportion
  • Proportions Involving Rates

Ratios, rates, and proportions

Ratio, rate

We have defined a ratio as a comparison, by division, of two pure numbers or two like denominate numbers. We have defined a rate as a comparison, by division, of two unlike denominate numbers.

Proportion

A proportion is a statement that two ratios or rates are equal. The following two examples show how to read proportions.

Three fourths equals six eighths. 3 is to four as six is to eight. 25 miles divided by 1 gallon equals 50 miles divided by 2 gallons. 25 miles is to 1 gallon as 50 miles is to 2 gallons.

Sample set a

Write or read each proportion.

3 5 = 12 20 size 12{ { {3} over {5} } = { {"12"} over {"20"} } } {}

3 is to 5 as 12 is to 20

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10 items 5 dollars = 2 items 1 dollar size 12{ { {"10 items"} over {"5 dollars"} } = { {"2 items"} over {"1 dollar"} } } {}

10 items is to 5 dollars as 2 items is to 1 dollar

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8 is to 12 as 16 is to 24.

8 12 = 16 24 size 12{ { {8} over {"12"} } = { {"15"} over {"24"} } } {}

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50 milligrams of vitamin C is to 1 tablet as 300 milligrams of vitamin C is to 6 tablets.

50 1 = 300 6 size 12{ { {"50"} over {1} } = { {"300"} over {6} } } {}

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Practice set a

Write or read each proportion.

3 8 = 6 16 size 12{ { {3} over {8} } = { {6} over {"16"} } } {}

3 is to 8 as 6 is to 16

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2 people 1 window = 10 people 5 windows size 12{ { {"2 people"} over {"1 window"} } = { {"10 people"} over {"5 windows"} } } {}

2 people are to 1 window as 10 people are to 5 windows

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15 is to 4 as 75 is to 20.

15 4 = 75 20 size 12{ { {"15"} over {4} } = { {"75"} over {"20"} } } {}

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2 plates are to 1 tray as 20 plates are to 10 trays.

2 plates 1 tray = 20   plates 10   trays size 12{ { {"2 plates"} over {"1 tray"} } = { {"20"" plates"} over {"10"" trays"} } } {}

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Finding the missing factor in a proportion

Many practical problems can be solved by writing the given information as propor­tions. Such proportions will be composed of three specified numbers and one unknown number. It is customary to let a letter, such as x size 12{x} {} , represent the unknown number. An example of such a proportion is

x 4 = 20 16 size 12{ { {x} over {4} } = { {"20"} over {"16"} } } {}

This proportion is read as " x size 12{x} {} is to 4 as 20 is to 16."

There is a method of solving these proportions that is based on the equality of fractions. Recall that two fractions are equivalent if and only if their cross products are equal. For example,

Three fourths equals six eighths. Next to this equation are the same two fractions, with arrows pointing from the denominators to the opposite fraction's numerator, indicating a cross product. The cross product is 3 times 8 equals 6 times 4, or 24 equals 24.

Notice that in a proportion that contains three specified numbers and a letter representing an unknown quantity, that regardless of where the letter appears, the following situation always occurs.

(number) (letter) = (number) (number)

We recognize this as a multiplication statement. Specifically, it is a missing factor statement. (See [link] for a discussion of multiplication statements.) For example,

x 4 = 20 16 means that   16 x = 4 20 4 x = 16 20 means that   4 20 = 16 x 5 4 = x 16 means that   5 16 = 4 x 5 4 = 20 x means that   5 x = 4 20

Each of these statements is a multiplication statement. Specifically, each is a missing factor statement. (The letter used here is x size 12{x} {} , whereas M size 12{M} {} was used in [link] .)

Finding the missing factor in a proportion

The missing factor in a missing factor statement can be determined by dividing the product by the known factor, that is, if x size 12{x} {} represents the missing factor, then
x = ( product ) ÷ ( known factor ) size 12{x= \( "product" \) div \( "known factor" \) } {}

Sample set b

Find the unknown number in each proportion.

x 4 = 20 16 size 12{ { {x} over {4} } = { {"20"} over {"16"} } } {} . Find the cross product.

16 x = 20 4 16 x = 80 Divide the product 80 by the known factor 16. x = 80 16 x = 5 The unknown number is 5.

This mean that 5 4 = 20 16 size 12{ { {5} over {4} } = { {"20"} over {"16"} } } {} , or 5 is to 4 as 20 is to 16.

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Questions & Answers

A golfer on a fairway is 70 m away from the green, which sits below the level of the fairway by 20 m. If the golfer hits the ball at an angle of 40° with an initial speed of 20 m/s, how close to the green does she come?
Aislinn Reply
cm
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A mouse of mass 200 g falls 100 m down a vertical mine shaft and lands at the bottom with a speed of 8.0 m/s. During its fall, how much work is done on the mouse by air resistance
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Chemistry is a branch of science that deals with the study of matter,it composition,it structure and the changes it undergoes
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chemistry could also be understood like the sexual attraction/repulsion of the male and female elements. the reaction varies depending on the energy differences of each given gender. + masculine -female.
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A ball is thrown straight up.it passes a 2.0m high window 7.50 m off the ground on it path up and takes 1.30 s to go past the window.what was the ball initial velocity
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2. A sled plus passenger with total mass 50 kg is pulled 20 m across the snow (0.20) at constant velocity by a force directed 25° above the horizontal. Calculate (a) the work of the applied force, (b) the work of friction, and (c) the total work.
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you have been hired as an espert witness in a court case involving an automobile accident. the accident involved car A of mass 1500kg which crashed into stationary car B of mass 1100kg. the driver of car A applied his brakes 15 m before he skidded and crashed into car B. after the collision, car A s
Samuel Reply
can someone explain to me, an ignorant high school student, why the trend of the graph doesn't follow the fact that the higher frequency a sound wave is, the more power it is, hence, making me think the phons output would follow this general trend?
Joseph Reply
Nevermind i just realied that the graph is the phons output for a person with normal hearing and not just the phons output of the sound waves power, I should read the entire thing next time
Joseph
Follow up question, does anyone know where I can find a graph that accuretly depicts the actual relative "power" output of sound over its frequency instead of just humans hearing
Joseph
"Generation of electrical energy from sound energy | IEEE Conference Publication | IEEE Xplore" ***ieeexplore.ieee.org/document/7150687?reload=true
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A string is 3.00 m long with a mass of 5.00 g. The string is held taut with a tension of 500.00 N applied to the string. A pulse is sent down the string. How long does it take the pulse to travel the 3.00 m of the string?
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Source:  OpenStax, Fundamentals of mathematics. OpenStax CNX. Aug 18, 2010 Download for free at http://cnx.org/content/col10615/1.4
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