Find one part of a mixture
Practice problem
A seed blend contains sunflower seeds and pumpkin seeds in a mass ratio of . If the blend has a total mass of grams, what is the mass, in grams, of the pumpkin seeds?
Why this matters on the SAT
SAT ratio questions come as mixtures, groups, recipes, models and scale drawings. The arithmetic is usually short. The tricky part is knowing what each ratio number stands for, and whether the amount you’re given is one part or the whole group.
Solution to the example
The ratio compares two parts, students and educators, but is the total of both. So picture the passes split into equal-sized parts, for students and for educators. That’s
parts in all, and each part holds
passes. Educators go with the second ratio number, , so
The answer is C. Choice A, , is the number of student passes. It uses the ratio correctly but answers for the wrong group. That’s the pattern behind many ratio mistakes: the math is fine, but the order or the group is wrong. Keep the order the sentence gives you, and answer for exactly the group the question names.
SAT example
At a conference, the ratio of student passes to educator passes sold was to . A total of student and educator passes were sold. How many educator passes were sold?
A ratio compares quantities by division. When a question says “the ratio of to is to ,” these three forms all say the same thing, in the same order:
The first number goes with and the second with . Flip the fraction and you’ve flipped the comparison.
Say a club has seniors and juniors. Then
Juniors to seniors is
Both are true, but they answer different questions. The surest way to keep them apart is to put the words over the numbers: write “seniors” above the and “juniors” above the before you calculate anything.
The ratio compares seniors with juniors, one part of the club with another. That’s a part-to-part ratio. To get a fraction of the whole club, add the parts. The club has
equal parts in all, so seniors are of the club and juniors are .
Now suppose a question says the ratio of seniors to all club members is . This time the ratio already compares a part with the whole, so seniors are of the club, as stated. Adding here would count the seniors twice and give the wrong fraction, .
So before you add anything, check what the ratio compares:
The ratio of red markers to blue markers is . Write (1) the ratio of blue markers to red markers and (2) the fraction of all the markers that are blue.
Putting the group the question asks about on top without checking what the given ratio says. If red to blue is , then red over blue is . Flip both the words and the numbers only when the question asks for blue to red. To check a part-to-whole answer, make sure the fractions for all the groups add to , like .
Ratio reasoning fits when the words give an ordered comparison, like “ to ,” “for every,” “in the same ratio,” or one model-to-actual scale.
Two nearby kinds of question need different tools:
Is each one mainly a ratio, rate or unit-conversion problem? (1) Red beads and blue beads are in a ratio, and their combined total is given. (2) A cyclist travels miles in hours, and the question asks for miles per hour. (3) A length in kilometers must be converted to centimeters, going through meters on the way.
Equivalent ratios, like and , describe the same relationship at different sizes. If the ratio of to is , you can write the actual amounts as
where is a positive scale factor, the number every ratio number gets multiplied by. Both amounts use the same , because the relationship doesn’t change.
If and , then the became , so . Multiply the second number by that same :
When the ratio numbers count separate groups that make up a total , add the parts:
So the first group is of the total and the second is . That’s what you did with the conference passes: parts, passes in each.
A three-part ratio works the same way:
A box contains small, medium, and large clips in the ratio . There are clips in all. How many are medium?
Scaling by hand, a proportion and Desmos all do the same multiplication. Which one is best depends on the numbers, and on how easy the problem is to set up backward.
Scale by hand when one amount is an easy multiple of its ratio number.
Say notebooks to folders is , and there are notebooks. The became , so the factor is , and there are folders. That’s faster than opening a calculator.
A proportion is an equation that says two ratios are equal. Here’s the same problem as a proportion:
Notebooks stay on top on both sides. Multiplying both sides by clears the fractions:
so and . A proportion helps when the scale factor isn’t easy to see, or when the unknown sits inside a bigger relationship.
Typing 42(11/6) into Desmos also gives , but it adds nothing when you can see the factor of yourself. Desmos earns its place when the arithmetic is awkward. Even then, the safest way to use it is the hybrid method:
A scale model uses centimeters to represent meters. A wall measures centimeters on the model. How long is the actual wall, in meters?
Set it up by hand first, with actual length over model length on both sides:
So the model length, , gets multiplied by actual meters per model centimeter. Enter
23.8(18.9/7.35)
Desmos gives
The actual wall is meters long. That size makes sense: each model centimeter stands for more than actual meters, so the actual number should be bigger than . With the scale typed upside down, Desmos would give about instead, a precise answer to the wrong comparison.
Which method is the better first choice in each case? (1) A ratio is scaled so the first quantity is . (2) A model measurement of centimeters must be converted through a scale of centimeters to meters.
Typing in every number before deciding what each one means. Desmos will work out or its flip just as readily, but it can’t tell which one the question needs. Label one known pair, keep the same order in the new pair, and decide whether the answer should be bigger or smaller before you trust the display.
Worked example
A mosaic uses circular, square, and triangular tiles in the ratio , respectively. The mosaic uses more triangular tiles than circular tiles. What is the total number of tiles in the mosaic?
Step 1
“Respectively” means the tiles match the numbers in the order they’re listed:
All three use the same positive scale factor .
Step 2
Triangular tiles outnumber circular tiles by
The problem says that difference is , so
One ratio part is tiles.
Step 3
Finding isn’t the finish line. The question asks for the total, which uses all three ratio numbers:
The answer is D. Choice A is the difference you were given, and choice B, , is only the triangular tiles. Choice C counts parts instead of , leaving one ratio part out of the total.
Cover the last step and rebuild it from the question. Say what , and stand for, then underline “total.” The equation finds , but the total is what you submit.
Put the words over the numbers before you calculate, and open Desmos only when it saves time or prevents a slip.
Practice problem
A seed blend contains sunflower seeds and pumpkin seeds in a mass ratio of . If the blend has a total mass of grams, what is the mass, in grams, of the pumpkin seeds?
Practice problem
On an architectural drawing, inches represents feet in the actual building. A wall measures inches on the drawing.
What is the actual length of the wall, in feet?
Practice problem
A shipment originally contained ceramic and glass tiles in the ratio . After ceramic tiles and glass tiles were added, the ratio of ceramic tiles to glass tiles became .
How many glass tiles were in the original shipment?
Finish the lesson
Finish the remaining questions correctly to complete this lesson.
Convert units with dimensional analysis handles several conversion factors that cancel one after another. Later, Solve similar-triangle proportions uses these same equivalent ratios, once the geometry tells you which sides match.
Next lesson
Compare quantities with different units and interpret the resulting rate.
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213 SAT questions use what this lesson teaches. Practice a few in a study session at the difficulty you choose.
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