GCSE Maths Foundation

GCSE Maths Foundation · AQA · Ratio

Ratio: additive vs multiplicative scaling

Scaling a ratio by addition — turning 2:32 : 3 into 4:54 : 5 by adding 2 to each side — is the single most common AQA Foundation ratio error. The 3F NOV24 Q24(a) examiner report calls it out verbatim: students were "increasing the ratio 15.2 : 1 by 2 in some incorrect way eg 15.2 : 3 or 15.4 : 1". The same pattern shows up in sharing problems where one part is mistaken for the total (3F NOV24 Q15: many answered 120/2=60120 / 2 = 60) and in multi-part chains where different scale factors get applied to different parts.

The thirty-second fix is to remember that a ratio expresses a multiplicative relationship. Scaling preserves the ratio of parts only when both parts scale by the same factor. Pick the factor by asking "what do I multiply this part by to reach the new value?" — then apply that same factor to every other part.

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How to spot it in your own work

  • You scaled 2:32 : 3 to 4:54 : 5 by adding 2 to each side.
  • You answered 6060 on "120 people are split 2:32 : 3 car to bus, how many go by car?" (treating one part as the total).
  • On a chained ratio A:B=2:1A : B = 2 : 1 and A:C=3:1A : C = 3 : 1, you scaled the two ratios by different multipliers and got two different values for B.
  • You found 5 (from 616 - 1) or 8 (from 6+26 + 2) on a question where the ratio was 1:51 : 5 and there were 6 of the first item.

An exam question that triggers it

Here is a recipe-style question that mirrors the AQA NOV24 ratio surface and triggers the additive trap directly:

A recipe uses flour and sugar in the ratio

flour:sugar=2:3\text{flour} : \text{sugar} = 2 : 3

You want to scale the recipe to use 8 cups of flour. How much sugar do you need?

The additive answer is 99 cups, found by reasoning "I added 6 to the flour, so I add 6 to the sugar": 2+6=82 + 6 = 8, 3+6=93 + 6 = 9. It feels symmetric. It is also wrong — the ratio 8:98 : 9 is no longer "for every 2 of flour, 3 of sugar".

The correct answer is 1212 cups. Flour scaled from 2 to 8, which is ×4\times 4. Sugar must also scale ×4\times 4, giving 3×4=123 \times 4 = 12. Check the new ratio: 8:12=2:38 : 12 = 2 : 3. The relationship is preserved.

Why students fall for this

Ratios use the colon notation 2:32 : 3, which looks like a pair of integers sitting side by side. The brain reads them as two independent numbers and reaches for the only tool it has for adjusting two independent numbers — adding the same amount to each. The colon, like the fraction bar, looks decorative. It isn't: it's telling you that the two numbers are in a fixed proportional relationship.

The same shortcut explains the "one-part-is-the-total" error. On a question like 120 people split in ratio 2 : 3 car to bus, the brain sees three numbers (120, 2, 3) and reaches for the most familiar operation — divide the big number by one of the small ones. 120 ÷ 2 = 60 looks plausible and arrives quickly, which is precisely why AQA examiners flagged it on 3F NOV24 Q15. The correct move is to recognise that 120 is the total of 2+3=52 + 3 = 5 equal shares, so each share is 24 — and 2 × 24 = 48 went by car, not 60.

The fix — Multiplicative scaling

A ratio expresses a multiplicative relationship. Scaling preserves the ratio of parts only when both parts scale by the same factor. To scale a ratio, work out the multiplier from one part (the part you have information about), then apply that same multiplier to every other part. If a ratio has three parts, all three get the same multiplier. If a ratio has already been simplified, you can still scale up to match a real-world quantity — but multiplicatively, never by addition.

For sharing problems ("split £120 in the ratio 2 : 3") the same logic applies in reverse: add the parts to find how many equal shares the total is divided into (2+3=5)(2 + 3 = 5), then divide the total by that to find the value of one share, then multiply each part of the ratio by that share-value. The total is the sum of the parts — never one of them.

Worked example

Scale the recipe flour:sugar=2:3\text{flour} : \text{sugar} = 2 : 3 to use 8 cups of flour.

  1. Identify the part you have information about. Flour: 2 in the ratio, 8 in the scaled recipe.
  2. Work out the multiplier. 8÷2=48 \div 2 = 4. Flour was multiplied by 4.
  3. Apply the same multiplier to every other part. Sugar: 3×4=123 \times 4 = 12 cups.
    flour:sugar=2:3  ×4  8:12\text{flour} : \text{sugar} = 2 : 3 \;\xrightarrow{\times 4}\; 8 : 12
  4. Check the new ratio simplifies back. Divide both parts of 8:128 : 12 by 4: you get 2:32 : 3. The relationship is preserved, so the answer is right.

Compare with the additive answer 9. The ratio 8:98 : 9 does not simplify to 2:32 : 3 (it doesn't simplify at all — 8 and 9 share no common factor). That mismatch is the structural sign that addition has broken the proportional link.

Find out if this is costing you marks

The 10-minute diagnostic checks for this pattern (and four others) using AQA-style GCSE Higher items. Free, no signup, anonymous.

Common questions

How do I share an amount in a ratio like £120\pounds 120 in the ratio 2:32 : 3?

Add the parts: 2+3=52 + 3 = 5 equal shares. Divide the total: £120÷5=£24\pounds 120 \div 5 = \pounds 24 per share. Multiply by each part: 2×£24=£482 \times \pounds 24 = \pounds 48 and 3×£24=£723 \times \pounds 24 = \pounds 72. Check: £48+£72=£120\pounds 48 + \pounds 72 = \pounds 120. The total is the sum of the two parts, never one of them.

In the ratio 1:51 : 5, there are 6 of the first thing. How many of the second?

Multiplier from the first part: 6÷1=66 \div 1 = 6. Apply to the second part: 5×6=305 \times 6 = 30. AQA flagged the additive answers 55 (from 616 - 1) and 88 (from 6+26 + 2) as the common wrong answers on 1F NOV24 Q12 — both come from treating the ratio as a pair of integers to do arithmetic on, rather than as a multiplicative link.

What about three-part ratios — does the same rule apply?

Yes. 2:3:52 : 3 : 5 scales to 4:6:104 : 6 : 10 by ×2\times 2, or to 6:9:156 : 9 : 15 by ×3\times 3, and so on. Every part must scale by the same factor. Different multipliers for different parts breaks the ratio — that's the trap AQA flagged on 2F NOV19 Q16 where students scaled 2:12 : 1 to 12:612 : 6 and 3:13 : 1 to 18:618 : 6 and got inconsistent values for the middle part.

How is a ratio different from a fraction?

A ratio like 2:32 : 3 says "for every 2 of the first, there are 3 of the second". As a fraction this is 25\dfrac{2}{5} of the total being the first item and 35\dfrac{3}{5} being the second. The two notations are connected: ratios divide a total into parts, fractions name a part's share of the total. Either way, the maths is multiplicative, not additive. (See fraction additive for the same trap in fractions.)

Related misconceptions

  • Fraction additiveThe same one-number-not-two trap, applied to fractions. Same fix: think multiplicatively.
  • Percentage change familyPercentages are ratios in another costume — the multiplier method generalises.
  • Decimal place valueUnderpins ratio scale factors, especially when the multiplier isn't a whole number.

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Ratio: additive vs multiplicative scaling | GCSE Maths Foundation