Value of a Ratio and Equivalent Ratios
Video solutions to help Grade 6 students learn how to use the value of a ratio in determining whether two ratios are equivalent.
Plans and Worksheets for Grade 6
Plans and Worksheets for all Grades
Lessons for Grade 6
Common Core For Grade 6
New York State Common Core Math Module 1, Grade 6, Lesson 8
Lesson 8 Student Outcomes
• Students understand the value of a ratio A:B is A/B. They understand that if two ratios are equivalent, the
ratios have the same value.
• Students use the value of a ratio to solve ratio problems in a real-world context.
• Students use the value of a ratio in determining whether two ratios are equivalent.
Lesson 8 Summary
The value of the ratio is the quotient A/B
If two ratios are equivalent, they have the same value.
Grade 6, Module 1, Lesson 8: Classwork
Recall that when given a ratio A:B, where B ≠ 0, we call the quotient, A/B, the value of the ratio.
Circle any equivalent ratios from the list below.
Find the value of the following ratios, leaving your answer as a fraction, but re-write the fraction using the largest
What do you notice about the value of the equivalent ratios?
Here is a theorem:
If two ratios are equivalent, then they have the same value.
Can you provide any counter-examples to the theorem above?
Taivon is training for a duathlon, which is a race that consists of running and cycling. The cycling leg is longer than the
running leg of the race, so while Taivon trains, he rides his bike more than he runs. During training, Taivon runs 4 miles
for every 14 miles he rides his bike.
a. Identify the ratio associated with this problem and find its value.
Use the value of each ratio to solve the following.
b. When Taivon completed all of his training for the duathlon, the ratio of total number of miles he ran to total
number of miles he cycled was 80:280. Is this possible according to Taivon’s training schedule? Explain why
or why not.
Use the value of the ratio 6:20 to circle which of the ratios are equivalent to it.
Your middle school has 700 students. One-fourth of the students get a ride to school everyday.
What is the value of the number of students who get a ride to school to those that do not?