Republic of the Philippines

Department of Education
National Capital Region
DIVISION OF CITY SCHOOLS – MANILA
Manila Education Center Arroceros Forest Park
Antonio J. Villegas St. Ermita, Manila

Business Mathematics
Key Concepts of
Ratio and Proportion

Quarter 1 Week 3 Module 3

Learning Competency:
Identify the different kinds of proportions and write
examples of real-life situations for each
ABM_BM11RP_Ie-3
 Learning Module for Business Mathematics

HOW TO USE THIS MODULE?

Before starting the module, I want you to set aside other tasks that will
disturb you while enjoying the lessons. Read the simple instructions below to
successfully enjoy the objectives of this kit. Have fun!
1. Follow carefully all the contents and instructions indicated in
every page of this module.
2. Write on your notebook the concepts about the lessons. Writing
enhances learning, that is important to develop and keep in mind.
3. Perform all the provided activities in the module.
4. Let your facilitator/guardian assess your answers using the
answer key card.
5. Analyze conceptually the posttest and apply what you have
learned.
6. Enjoy studying!

PARTS OF THE MODULE

• Expectations - These are what you will be able to know after
completing the lessons in the module.
• Pre-test - This will measure your prior knowledge and the concepts to
be mastered throughout the lesson.
• Looking Back to your Lesson - This section will measure what
learnings and skills did you understand from the previous lesson.
• Brief Introduction- This section will give you an overview of the
lesson.
• Activities - This is a set of activities you will perform with a partner.
• Remember - This section summarizes the concepts and applications
of the lessons.
• Check your Understanding - It will verify how you learned from the
lesson.
• Post-test - This will measure how much you have learned from the
entire module

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 Learning Module for Business Mathematics

LESSON
3 Proportion
EXPECTATIONS

You will represent real-life situations different kinds of proportions.

Specifically, this module will help you to:

❖ identify the different kinds of proportions and write examples of real-

life situations for each.
Let us start your journey in
learning more on proportion. I am
sure you are ready and excited to
answer the Pretest. Smile and Enjoy!
PRETEST

Solve the following:

1. Solve the proportion 2 : 5 = 8 : x

A. 8.5 C. 20
B. 40 D. 10
2. If the property tax on a P3, 750, 000 commercial establishment is P19, 100,
what is the tax on a P4, 500, 000 commercial establishment?
A. P 22,920.00 C. P 750,000.00
B. P19, 100.00 D. P 3,820.00
3. Two contractors agreed to share a revenue from a job in the ratio 2 : 3.
Contractor A, who received the smaller amount, made a profit of P480, 000 on
the job. If contractor A’s profit compared to revenue is the ratio 3 : 8, determine
3.1. contractor A’s revenue; and
A. P1, 280, 000 C. P3, 200, 000
B. P1, 920, 000 D. P 640,000
3.2. total revenue of the job.
A. P1, 280, 000 C. P3, 200, 000
B. P1, 920, 000 D. P 640,000
Chua, Simon L., et.al, 2018 Soaring 21st Century Mathematics Grade 11 Business Mathematics. pp. 72-73. Quezon
City, Philippines. Phoenix Publishing House.
Great, you finished answering the
questions. You may request your
facilitator to check your work.
Congratulations and keep on learning!

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 Learning Module for Business Mathematics

LOOKING BACK TO YOUR LESSON

In changing a terminating decimal to a fraction, drop the

decimal point and place the digits to the right of the decimal in the
numerator of a fraction whose denominator corresponds to the
place value of the last digit in the decimal. While in changing a
decimal to a percent, move the decimal point two places to the right and affix the
percent sign. If the decimal is located at the end of the number, do not write it.

To change a percent to a decimal, drop the percent sign and move the
decimal point two places to the left. In changing a percent to a fraction, write the
numeral in front of the percent sign as the numerator of a fraction whose
denominator is 100. Reduce the fraction if possible.
The formula for Rate = Part / Base while for Base = Part/Rate.
Let’s do this!
1. Change 0.6 to a fraction.
2. Write 0.0789 as a percent.
3. Write 225% as a fraction.

BRIEF INTRODUCTION

Understanding Proportions
A PROPORTION is a statement that two ratios are equal.
a c a c
If b = d are two equal ratios, then the statementb = d is called a

proportion.

Each of the four numbers in a proportion is called a term of the proportion.

a c
From b = d , a is the first term; b the second term, c the third term,
and d the fourth term. The first and fourth terms are called the extremes. The
second and third are called the means. (Licuanan, P., 2016)

Example:
5 10
In the proportion 6 = 12 , name the four terms, the means, and the extremes.

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 Learning Module for Business Mathematics
Solution: First term=5 Second term=6 Third term 10 Fourth term=12

The means are 6 and 10; the extremes are 5 and 12.
5 10
That is, if 6 = 12 , then ad=bc; or if 5 : 6 = 10 : 12; then ad=bc.

Fundamental Property of Proportions

In any proportion, the product of the means is equal to the product of the
extremes. That is, the cross products of the terms are equal. In symbols,
a c
If b = d , then ad=bc. (Licuanan, P., 2016) Cross
Example: multiplication

We use the Fundamental Property of Proportions to verify that 7 = 14 .

8 16
Equating the cross products of the term gives

7 x 16 = 8x 14. That is, 112=112

Example:
8 = 18
Do the ratios 10 22 form a proportion? Explain.

Solution:
8 18
We compute for the cross products of 10 and 22 . If they are equal, then 8
10
and 18 form a proportion. We have 8 x 22 = 176; while 10 x 18 =180. Since 176
22
≠180, 8 and 18 do not form a proportion.
10 22
Example:

We also use the Fundamental Property of Proportions to find the missing term
in a proportion as shown below.
7 n 7(16)
Given 8 = . We set cross products equal: 8n= 7(16) n= 8
16
n =14.
Licuanan, Patricia B., et.al, 2016 Teaching Guide for Senior High School Business Mathematics.pp.50-51. Quezon
City, Philippines. CHED.

Types of proportion (variation):

1. Direct proportion- two variables say x and y, varying such

that as x increases, y also increases or as x decreases, y also
x
decreases proportionally; that is the ratio y always the same.
The same holds true with the ratio y . (Licuanan, P., 2016)
x
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 Learning Module for Business Mathematics
Example

State whether X and Y are directly proportional or not in the following table:

X 3 4 5 7
Y 9 12 15 21
Solution

We have
3 = 3÷3 1
=
9 9÷3 3

Since each of the ratios of the corresponding values of X and Y is a constant

equal to 1 , X and Y are directly proportional.
3
Chua, Simon L., et.al, 2018 Soaring 21st Century Mathematics Grade 11 Business Mathematics. p.78. Quezon City,
Philippines. Phoenix Publishing House.

2. Indirect/Inverse- two variables, say x and y, varying such that as x

increases, y decreases, or as x decreases, y increases proportionally; that is, the
product of x and y is always the same. (Licuanan, P., 2016)

Example:

State whether X and Y are inversely proportional or not in the following

table:

X 8 16 32 4 256
Y 32 16 8 64 1
Solution:

We know that if X and Y vary inversely, then the product (X, Y) remains
the same for all the values of X and Y.

Here, 8X32=256, 16X16=256, 32X8=256, 4X64=256 and 256X1=256.

Clearly, the products of all the values of X and Y are the same, that is, 256.

Therefore, X and Y vary inversely.

Chua, Simon L., et.al, 2018 Soaring 21st Century Mathematics Grade 11 Business Mathematics. pp.79-80. Quezon
City, Philippines. Phoenix Publishing House.

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 Learning Module for Business Mathematics
3. Partitive proportion- a whole is divided into more than two parts. (Licuanan,
P., 2016)

Partitive proportion involves identifying parts of a whole base on given

ratios of these parts. For example, a father wants to leave P467,500 to his four
3
children in the ratio of 1 : 3 : 3 : 4, so the first child will receive 1 of 11
3 11
P467,500; the second child will receive 11 of P467,500; the third child will receive
4
of P467,500, and the four child will receive 11 of P467,500.
Chua, Simon L., et.al, 2018 Soaring 21st Century Mathematics Grade 11 Business Mathematics. p.81. Quezon City,
Philippines. Phoenix Publishing House.

In the ratio given above (1:3:3:4), all the numbers given were added (1+3+3+4=11) and has been
used as the denominator in creating equivalent fraction for the heirs of the children. The
numerator reflected are the numbers shown in the ratio.

ACTIVITIES

A. Directions: Determine whether each proportion is true or false by comparing

the products of the means with the product of the extremes.
1. 6:1.56=2:0.52
2. 8.5:6.5=4.5:3.5
5 10
3. 6 = 12
7 4
4. 21 = 12
5. 2 = 4
5 10
B. Directions: State whether a and b in the following tables are directly
proportional or inversely proportional.
1.
a 7 9 13 21 25
b 21 27 39 63 75

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 Learning Module for Business Mathematics
2.
a 10 20 30 40 46
b 5 10 15 20 23
3.
a 6 8 10 30 40
b 20 15 12 4 3

4.
a 4 6 8 9 12
b 36 24 18 16 12
Chua, Simon L., et.al, 2018 Soaring 21st Century Mathematics Grade 11 Business Mathematics. pp. 74-75; 82-83.
Quezon City, Philippines. Phoenix Publishing House.

REMEMBER

A PROPORTION is a statement of equality between two ratios. Each

of the four numbers in a proportion is called a term of the
proportion. The first and fourth terms are called the extremes. The
second and third are called the means.

Types of proportion (1) Direct proportion- two variables say x and y, varying such
that as x increases, y also increases or as x decreases, y also decreases
proportionally; that is the ratio x always the same. The same holds true with
y y
the ratio x ; (2) Indirect/Inverse- two variables, say x and y, varying such that
as x increases, y decreases, or as x decreases, y increases proportionally; that
is, the product of x and y is always the same; (3) Partitive proportion- a whole is
divided into more than two parts.

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 Learning Module for Business Mathematics

CHECK YOUR UNDERSTANDING

A. Directions: State whether each problem is an example of a direct or an

inverse proportion.
1. Seven sign pens cost P574. How much will 2 dozens of sign pens cost?
2. If 153 rails, place end-to-end in a straight line, stretch to 680m, how far
will 135 rails stretch?
3. If 15 men can repair a road in 28 days, how long will 35 men take to do
so?
4. If a quantity of rice will last 3 months for 210 men, how long will it last
for 280 men?
5. A photograph of a bacteria enlarged 50 000 times attains a length of 5
cm. If the photograph is enlarged 20 000 times only, what would be its
enlarged length?
Chua, Simon L., et.al, 2018 Soaring 21st Century Mathematics Grade 11 Business Mathematics. p. 82. Quezon City,
Philippines. Phoenix Publishing House.

POSTTEST

Answer the following:

1. Jessa buys three bananas for P25.00. How much does she have to pay
for a dozen of these bananas?
2. A typist can finish 4 pages in 6 minutes. How long will it take him to
finish 18 pages?
3. A menu which serves 5 people requires 3 cups of flour. How many
cups of flour are needed for the menu to serve 20 people?
4. To finish a certain job in 8 days, 6 workers are needed. If it is required
to finish the same job in 2 days advance, how many workers have to
work?
5. A supply of food lasts for a week for 20 families. How long would the
supply last if 3 more families have to be supplied?
Licuanan, Patricia B., et.al, 2016 Teaching Guide for Senior High School Business Mathematics.pp.57-58. Quezon
City, Philippines. CHED.

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 Learning Module for Business Mathematics

REFLECTIVE LEARNING SHEET

The Civil Service Commission created a

memorandum which shows how businesses can
still operate if the city is under the General
Community Quarantine (GCQ). One of the option
is the Skeleton (Skeletal) Workforce
which pertains to a work arrangement where a
minimum number of employees is required to
man the office to render service when full staffing
is not possible.
Is the head of your family affected with this
kind of work arrangement? What can you say
about it? Share the positive and negative side of
this work arrangement.

________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___________________________________________________________.

E-SITES
To further explore the concept learned today and if it possible to connect to the
internet, you may visit the following links:

https://www.mathsisfun.com/algebra/proportions.html

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 Learning Module for Business Mathematics

REFERENCES

Chua, Simon L., et.al, 2018 Soaring 21st Century Mathematics Grade 11
Business Mathematics. pp. 72-85. Quezon City, Philippines. Phoenix
Publishing House.

Licuanan, Patricia B., et.al, 2016 Teaching Guide for Senior High School Business
Mathematics.pp.51-58. Quezon City, Philippines. CHED.

https://www.examsbook.com/ratio-and-proportion-formulas

https://www.mathsisfun.com/algebra/directly-inversely-proportional.html

https://www.mathsisfun.com/algebra/proportions.html

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 Learning Module for Business Mathematics

ANSWER KEY

PRE TEST
1. C
2. A
3.1. A
3.2. C

LOOKING BACK TO YOUR LESSON

1. 3/5
2. 7.89%
3. 2 ¼

ACTIVITIES
A.
1. True
2. False
3. True
4. True
5. True
B
1. Directly Proportional
2. Directly Proportional
3. Inversely Proportional
4. Inversely Proportional

CHECK YOUR UNDERSTANDING

1. Directly Proportional
2. Directly Proportional
3. Inversely Proportional
4. Inversely Proportional
5. Inversely Proportional
POST TEST
1. P100.00
2. 27 minutes
3. 12 cups
4. 8 workers
5. 6 days

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 Learning Module for Business Mathematics

Acknowledgements
Management and Development Team

Schools Division Superintendent: Maria Magdalena M. Lim, CESO V

Chief Education Supervisor: Aida H. Rondilla

CID Education Program Supervisor: Remylinda T. Soriano

CID LR Supervisor: Lucky S. Carpio

CID LRMSPDO II: Albert James P. Macaraeg

Reviewers/ Validators: Remylinda T. Soriano, EPS, Math

Angelita Z. Modesto, PSDS
George B. Borromeo, PSDS

Editors: Ellaine I. Dela Cruz, DBA

Isabel A. Gumaru, DBA

Writer: Clarabelle V. Dalimit, DEM

Revised 2020

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