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UNIT-11 Pack

The document outlines an academic course on Academic English II and IV for the Software Engineering program at Samsun University, focusing on grammar, vocabulary, and basic mathematical operations. It includes exercises for completing conversations, filling in vocabulary, and reading comprehension related to mathematical concepts. The content emphasizes the importance of basic arithmetic operations in understanding and manipulating numbers.

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26 views3 pages

UNIT-11 Pack

The document outlines an academic course on Academic English II and IV for the Software Engineering program at Samsun University, focusing on grammar, vocabulary, and basic mathematical operations. It includes exercises for completing conversations, filling in vocabulary, and reading comprehension related to mathematical concepts. The content emphasizes the importance of basic arithmetic operations in understanding and manipulating numbers.

Uploaded by

gonulnazireaydin
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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SAMSUN ÜNİVERSİTESİ

2023-2024 AKADEMİK YILI


YABANCI DİLLER BÖLÜMÜ
MÜHENDİSLİK FAKÜLTESİ
YAZILIM MÜHENDİSLİĞİ
YDİ 102 / AKADEMİK İNGİLİZCE II ve IV DERSLERİ
BAHAR DÖNEMİ / UNIT-11 PACK
PART 1. GRAMMAR
1. Complete the conversation with the statements given.

Can you do it?


Will you finish it by Monday?
What’s the status on the new program?
So you need each engineer to do sixty lines per day.

A: (1) __________________________________
B: We’re right on schedule.
A: (2) __________________________________
B: That’s five days away, right? And we need about twelve hundred more lines of code.
A: Twelve hundred divided by five is two hundred forty lines per day.
(3) __________________________________
B: I think so. We have four engineers working on it.
A: (4) __________________________________
B: Sixty? Oh, of course. Sixty lines times four engineers equals two hundred forty.

PART 2. VOCABULARY/CONTENT
1. Complete the sentences with the words or phrases given.
add
minus
subtract
divide by
multiply by
1) I need to _____________ 10 apples to the basket, then _____________ 2 to share them
equally among my friends.
2) Start with 50 dollars, _____________ 20 for groceries, then _____________ 2 to see how
much I’ll have after doubling my investment.
3) _____________ 5 from the total, then _____________ 15 to that amount to see the net gain.
4) First, divide by 3, then _____________ 10 to the quotient to find the final result.
5) Begin with 100 kilometers, _____________ 0.5 to convert to miles, then subtract 20 to adjust
for the shorter distance.
2. Match the words or phrases (1-5) with their definitions (A-E).
(1) equal (......)
(2) hundred (......)
(3) less (......)
(4) over (......)
(5) times (.......)

(A) A way of expressing numbers in the thousands by counting how many times 100 goes into
the number.
(B) A number is multiplied by another number.
(C) The second number is subtracted or taken away from the first number.
(D) A number is divided by another number.
(E) To be precisely the same number or amount as something.

PART 3. READING
Basic Numbers and Math
In basic mathematics, we often encounter a variety of operations to manipulate numbers. Let’s
explore some of these operations using simple examples.
Consider the number 10. If we add 5 to it, we get 15. Then, if we divide this sum by 3, we get
5. Now, if we subtract 2 from 5, we have 3. Multiplying this result by 4 gives us 12.
In this sequence of operations, we’ve used addition, division, subtraction, and multiplication.
Each operation changes the number in some way, either by combining it with others, splitting
it, or altering its magnitude.
Now, let’s try something different. If we take 100 and subtract 20, we’re left with 80. Dividing
80 by 4 gives us 20. This time, we’ve started with a larger number and made it smaller through
subtraction and division.
Understanding these basic operations - addition, subtraction, multiplication, and division - helps
us manipulate numbers to solve problems and understand the world around us. Whether we’re
adding more apples to a basket, dividing a pizza among friends, or figuring out how much
money we have, math is a powerful tool for making sense of quantities and relationships.
1. Read the text above and mark the sentences as True (T) or False (F).
1) Addition, subtraction, multiplication, and division are fundamental operations in
mathematics. T/F
2) In the sequence provided, the number 10 undergoes various operations such as addition,
division, subtraction, and multiplication. T/F
3) Multiplying the result of subtracting 2 from 5 by 4 gives us 15, not 12. T/F
4) Subtraction can decrease the value of a number, as shown by subtracting 20 from 100 to get
80. T/F
5) Math serves as a tool for understanding quantities and relationships in various contexts, such
as dividing a pizza among friends. T/F
2. Choose the correct answer according to the text above.
1) What operation was used to change the number 10 to 15 in the sequence?
A) Division
B) Addition
C) Subtraction
D) Multiplication

2) In the sequence, what operation was performed after dividing the sum by 3?
A) Division
B) Addition
C) Subtraction
D) Multiplication

3) How was the number made smaller in the second sequence involving 100?
A) Division
B) Addition
C) Subtraction
D) Multiplication

4) How does the sequence of operations differ in the second example compared to the first?
A) Both examples start with the same number
B) Only subtraction is used in the second example
C) Both examples involve addition and multiplication
D) The first example increases the number while the second decreases it

5) What is emphasized as a powerful tool for understanding quantities and relationships in the
text?
A) Art
B) Math
C) Music
D) Language

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