GCSE Maths Foundation · AQA · Ratio
Ratio: additive vs multiplicative scaling
Scaling a ratio by addition — turning into 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 ) 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 to by adding 2 to each side.
- You answered on "120 people are split car to bus, how many go by car?" (treating one part as the total).
- On a chained ratio and , you scaled the two ratios by different multipliers and got two different values for B.
- You found 5 (from ) or 8 (from ) on a question where the ratio was 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
You want to scale the recipe to use 8 cups of flour. How much sugar do you need?
The additive answer is cups, found by reasoning "I added 6 to the flour, so I add 6 to the sugar": , . It feels symmetric. It is also wrong — the ratio is no longer "for every 2 of flour, 3 of sugar".
The correct answer is cups. Flour scaled from 2 to 8, which is . Sugar must also scale , giving . Check the new ratio: . The relationship is preserved.
Why students fall for this
Ratios use the colon notation , 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 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 , 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 to use 8 cups of flour.
- Identify the part you have information about. Flour: 2 in the ratio, 8 in the scaled recipe.
- Work out the multiplier. . Flour was multiplied by 4.
- Apply the same multiplier to every other part. Sugar: cups.
- Check the new ratio simplifies back. Divide both parts of by 4: you get . The relationship is preserved, so the answer is right.
Compare with the additive answer 9. The ratio does not simplify to (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 in the ratio ?
Add the parts: equal shares. Divide the total: per share. Multiply by each part: and . Check: . The total is the sum of the two parts, never one of them.
- In the ratio , there are 6 of the first thing. How many of the second?
Multiplier from the first part: . Apply to the second part: . AQA flagged the additive answers (from ) and (from ) 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. scales to by , or to by , 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 to and to and got inconsistent values for the middle part.
- How is a ratio different from a fraction?
A ratio like says "for every 2 of the first, there are 3 of the second". As a fraction this is of the total being the first item and 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 additive— The same one-number-not-two trap, applied to fractions. Same fix: think multiplicatively.
- Percentage change family— Percentages are ratios in another costume — the multiplier method generalises.
- Decimal place value— Underpins ratio scale factors, especially when the multiplier isn't a whole number.