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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Bu dersin kelimeleri ve konuşma notları
Bu B1 seviyesindeki konuşma dersi “Math Antics - Percents Missing Total” videosuna dayanıyor. En çok tekrarlanan kelimeler: total, percent, marbles, divide, step. Bu videoda gölgeleme çalışması için 50 cümle ve 787 kelime var. Konuşma bölümü 5:00 sürüyor. Konuşmacı dakikada yaklaşık 158 kelimeyle, günlük konuşmaya yakın doğal bir hızda konuşuyor. Kelimelerin %89’i İngilizcede en sık kullanılan 3.000 kelime arasında, bu yüzden kelime dağarcığını takip etmek kolay.
Bu videodaki önemli kelimeler
Videodaki en ileri düzey 15 kelime, telaffuzu ve anlamıyla:
| Kelime | Telaffuz | Anlam |
|---|---|---|
| marble isim | /ˈmɑɹ.bəl/ | mermer |
| flute isim | /flu(ː)t/ | flüt |
| multiply fiil | /ˈmʌltɪplaɪ/ | çarpmak |
| equation isim | /ɪˈkweɪ.ʒən/ | denklem |
| altogether zarf | /ɔl.tuˈɡɛð.ɚ/ | hep birlikte, topluca |
| mathematics isim | /mæθ(.ə)ˈmæt.ɪks/ | matematik |
| calculator isim | /kæl.kjə.leɪ.tɚ/ | hesap makinesi |
| digit isim | /ˈdɪd͡ʒɪt/ | rakam |
| fraction isim | /ˈfɹæk.ʃən/ | bölüm, fraksiyon |
| remainder isim | /ɹəˈmeɪndɚ/ | kalan |
| leaf isim | /lif/ | yaprak |
| frantic sıfat | /ˈfɹæn.tɪk/ | çılgına dönmüş, hummalı |
| algebra isim | /ˈæl.d͡ʒɪ.bɹə/ | cebir |
| minus | /ˈmaɪ.nəs/ | eksi |
| arrange fiil | /əˈɹeɪnd͡ʒ/ | düzenlemek, sıralamak |
Duyacağınız deyimsel fiiller
| Kelime | Anlam |
|---|---|
| figure out fiil | açığa çıkarmak |
Bu videodaki dil bilgisi
Konuşmacının en çok kullandığı yapılar, videodaki sözcüklerin aynısıyla:
| Yapı | Videoda |
|---|---|
| Edilgen yapı be + fiilin üçüncü hâli — kimin yaptığı değil, ne olduğu önemli | be told · ARE given |
| “will” ile gelecek will + fiil — bir karar, söz ya da tahmin | you'll be · you'll need · we'll get |
| Zorunluluk: must / have to / need to bir şeyin gerekli olduğunu söylemek | need to figure · need to find · need to include |
Dikkat edilecek telaffuzlar
Konuşmacı we're, I'll, you'll gibi kısaltılmış biçimleri 19 kez kullanıyor. Bunları duyduğunuz gibi kısa söyleyin.
- “th” sesleri: altogether /ɔl.tuˈɡɛð.ɚ/, mathematics /mæθ(.ə)ˈmæt.ɪks/
- “sh” ve “zh” sesleri: equation /ɪˈkweɪ.ʒən/, fraction /ˈfɹæk.ʃən/
- Uzun kelimeler — vurguyu doğru yere koyun: altogether /ɔl.tuˈɡɛð.ɚ/, mathematics /mæθ(.ə)ˈmæt.ɪks/, calculator /kæl.kjə.leɪ.tɚ/
Türkçe konuşanların zorlandığı sesler:
- Kelime başındaki ünsüz kümesi — araya ünlü eklemeyin: flute /flu(ː)t/, fraction /ˈfɹæk.ʃən/, frantic /ˈfɹæn.tɪk/, hmmm /hm̩ː/, clue /kluː/
- /æ/ — “e”den daha açık: mathematics /mæθ(.ə)ˈmæt.ɪks/, calculator /kæl.kjə.leɪ.tɚ/, fraction /ˈfɹæk.ʃən/, frantic /ˈfɹæn.tɪk/, algebra /ˈæl.d͡ʒɪ.bɹə/
Bu videoyla nasıl çalışılır
- Videonun tamamını konuşmadan bir kez dinleyin ve bilmediğiniz kelimeleri not edin.
- 0,75× hızla başlayın, cümle cümle tekrar edin ve kolaylaşınca normal hıza dönün.
- Kendinizi kaydedin ve orijinaliyle karşılaştırın; marble, flute, multiply gibi kelimelere özellikle dikkat edin.
Gölgeleme Tekniği Nedir?
Gölgeleme, başlangıçta profesyonel tercüman eğitimi için geliştirilen ve çok dilli Dr. Alexander Arguelles tarafından popüler hale getirilen, bilim destekli bir dil öğrenme tekniğidir. Yöntem basit ama güçlüdür: ana dili İngilizce olan bir sesi dinler ve hemen yüksek sesle tekrar edersiniz — konuşmacıyı 1-2 saniye gecikmeyle takip eden bir gölge gibi. Pasif dinleme veya dilbilgisi alıştırmalarının aksine, gölgeleme beyninizi ve ağız kaslarınızı gerçek konuşma kalıplarını eşzamanlı olarak işlemeye ve yeniden üretmeye zorlar. Araştırmalar, telaffuz doğruluğu, tonlama, ritim, bağlı konuşma, dinleme anlama ve konuşma akıcılığını önemli ölçüde geliştirdiğini göstermektedir — bu da onu IELTS Konuşma hazırlığı ve gerçek dünya İngilizce iletişimi için en etkili yöntemlerden biri yapar.