Shadowing Practice: Math Antics - Percents Missing Total - Learn English Speaking with Video
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Hi! Welcome to Math Antics. In our last lesson about percents, we learned that there’re three main types of percent problems because there’s three different numbers that could be missing.
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Those three numbers are the ‘part’, the ‘total’, and the ‘percent’.
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They’re just the three variable in the percentage equation.
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The forth number is always 100, since that’s what percent means: per 100.
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In the last two videos, we learned how to solve problems where the ‘part’ was unknown and where the ‘percent’ was unknown.
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In this video, we’re gonna learn how to solve problems where the ‘total’ is unknown or missing.
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With this type of problem, you’ll be told what the percent is, and you’ll be told what part of the total you have.
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But you’ll need to figure out what that total itself is.
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Here’s an example of a problem like that: Your friend has a bag of marbles, and he tells you that 20% of the marbles are red.
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If there’s 7 red marbles, how many marbles does he have altogether?
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Okay, so how do you know that it’s the total that’s missing in this problem?
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Well, the word “altogether” is a big clue because it means almost the same thing as “total”.
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So, if the question has words like, “altogether”, or “in all”, or “total”, or “whole”, or “entire” those can help you know that you need to find the total.
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And another way that we can tell is by the numbers that we ARE given.
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In this problem, we know that the percent is 20, and we’re also told that PART of the marbles are red, so we know that the PART is 7.
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So that means that it must be the total that’s missing!
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Alright then, so how do we figure out what the total is?
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Well, using a little algebra we can re-arrange our percent equation like this: What this new form of the equation tells us is that, if we take the ‘part’ and multiply it by 100, and then we divide that by the ‘percent’, we’ll get the ‘total’.
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That seems simple enough. It’s just two steps!
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Let’s try it out on our word problem about the marbles.
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We know that the ‘part’ is 7, so step one is to just multiply that part by 100.
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7 × 100 is 700.
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And in step two, we take that 700 and divide it by the ‘percent’, which we’re told is 20.
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Okay, 700 divided by 20…. hmmm….
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Well, we could use a calculator to divide, but this doesn’t seem too hard, so I’ll just do the division the long way.
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20 is to big to divide into the first digit so we’ll need to include the digit next to it as well.
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Now we ask, “How many ’20’s does it take to make 70 or almost 70”.
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That would be 3 because 3 × 20 is 60.
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70 minus 60 leaves 10 as the remainder.
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And then we bring down the zero and then we ask, “How many ’20’s will divide into 100?” Ah-ha… 5, because 5 × 20 is 100, so that leaves no remainder.
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So 700 divided by 20 is 35.
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And that means that the total number of marbles is 35.
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And in a problem like this, you can always check your answer by making sure that the fraction of the ‘part’ over the ‘total’ would give you the correct percent.
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For example, in this case, you could make sure that the fraction 7 over 35 would really be 20%.
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Now that wasn’t so tough, was it?
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Let’s see one more example to make sure you’ve got the procedure down before you try some on your own.
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The next problem says: A high school marching band has 12 flute players.
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If 8% of the band members play the flute, then how many members are in the entire band?
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Okay, so the smaller ‘part’ in this problem is 12 since there’s 12 flute players.
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And we’re told that they make up 8 percent of the band, so the ‘percent’ is 8.
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Again, it’s the ‘total’ that’s missing, and to find it, we just need to follow our 2-step procedure.
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For step one, we multiply the ‘part’ by 100: 12 × 100 = 1,200 For step two, we divide that 1,200 by the percent, which is 8.
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1,200 divided by 8 equals 150.
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Great… that means that the total number of band members is 150.
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And again, you can always check your answer the way we did in the last example.
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Alright… that does it for this lesson.
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Remember… the key to getting really good at math is to do it yourself.
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Doing practice problems on your own will help you become a great problem solver.
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Good luck! Thanks for watching Math Antics and I’ll see ya next time.
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Learn more at www.mathantics.com
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Context & Background
In the video "Math Antics - Percents Missing Total," the instructor focuses on solving percentage problems, specifically how to determine a missing total when given a part and a percentage. The discussion begins with an overview of the essential components of percent problems, emphasizing the importance of understanding terms like "altogether" and "in all." This foundational knowledge aids learners not only in mathematics but also in their broader English comprehension, enriching their vocabulary and improving their analytical skills—making it a perfect context for tasks like IELTS speaking practice or engaging in conversations about numbers and statistics.
Top 5 Phrases for Daily Communication
- “How many in total?” - A useful phrase for inquiring about overall amounts or totals.
- “What percent is it?” - Great for asking about proportions in a conversation.
- “Can you explain that again?” - Useful when needing clarification during discussions.
- “Let’s check the numbers.” - A phrase ideal for verifying facts or calculations.
- “That’s a great example!” - Encourages engagement during dialog or presentations related to data.
Step-by-step Shadowing Guide
To effectively use the shadowing technique with this video, follow these steps to tackle the content and enhance your English pronunciation simultaneously:
- Watch the Video: First, watch the video without any interruptions to grasp the overall content. Focus on the instructor's way of explaining concepts and his intonation.
- This time, pause frequently: Play short segments of the video, pausing after each sentence or phrase. Repeat what you hear, mimicking the pronunciation and rhythm exactly. This helps to improve English pronunciation while reinforcing your understanding of mathematical language.
- Practice the Examples: Try solving the problems mentioned in the video out loud, using the structure provided. This not only helps with comprehension but also integrates mathematical vocabulary into your speaking practice.
- Use a Shadowing Site: If you prefer more structured practice, consider using a shadowing site where you can find similar exercises or supplemental content in the same vein.
- Review your Progress: Record yourself while shadowing. Listen to the playback and assess areas for improvement. This self-review is beneficial for refining your skills in real-time conversations.
By applying the shadowing technique to this video, you enhance your linguistic skills, making the math concepts more accessible while building a solid foundation for various aspects of English communication, particularly beneficial for the IELTS speaking section.
Grammar in this video
The structures the speaker uses most, with the exact words from the video:
| Structure | In the video |
|---|---|
| Passive voice be + past participle — the focus is on what happens, not who does it | be told · ARE given |
| Future with “will” will + verb — a decision, promise or prediction | you'll be · you'll need · we'll get |
| Obligation: must / have to / need to saying that something is necessary | need to figure · need to find · need to include |
What is the Shadowing Technique?
Shadowing is a science-backed language learning technique originally developed for professional interpreter training and popularized by polyglot Dr. Alexander Arguelles. The method is simple but powerful: you listen to native English audio and immediately repeat it out loud — like a shadow following the speaker with just a 1–2 second delay. Unlike passive listening or grammar drills, shadowing forces your brain and mouth muscles to simultaneously process and reproduce real speech patterns. Research shows it significantly improves pronunciation accuracy, intonation, rhythm, connected speech, listening comprehension, and speaking fluency — making it one of the most effective methods for IELTS Speaking preparation and real-world English communication.