TNTET Maths PYQ shortcut-உடன்! Part-10 | இந்த வீடியோவை கட்டாயம் பாருங்க.

Ajouté : 2026-05-16

[00:00:04]So hello guys, good morning.

[00:00:07]Good morning everyone. How are you all doing? Are you hungry?

[00:00:14]So, you know our previous year's costs, come to our Max, come to our Teta, we're waiting for our previous year's costs.

[00:00:22]So, is everything correct with the audio and video? Is everything okay with the audio media? You can check me too.

[00:00:36]Good morning, good morning Srihari.

[00:00:44]So good morning everyone.

[00:00:52]Okay. So we just came and watched. We have come and seen the previous year's costs.

[00:00:58]Good morning, good morning, Renuka. Good morning, has everyone eaten? Has everyone eaten?

[00:01:13]Has everyone eaten? So today is another day, okay, great.

[00:01:19]Today, tomorrow will be a little different, but Sleepy will be the best. Okay, I ate, I ate too.

[00:01:32]So today, the first day of the week is going to be a bit slow. But it's okay, we've been doing this for a while now, we've been doing this, we've been kidnapping, so what will happen to us like always, then it will be normal. You must have revised it a little before.

[00:01:47]Max came and revised our work a bit. We've already finished our psychology class. So, those who haven't watched it, watch it too. TNT Psychology Vida would be on such a playlist.

[00:02:00]I think this is almost the third week since we've been here. This TNT Max is coming and the cost of the previous year is coming. We are in our third week. So you must have come to know about this. A few concepts come and go, and then they repeat themselves.

[00:02:12]Take good care. The calls won't be repeated. The concept would have come and gone without a hitch. So what do you do? When you see that, when you see that, you see clearly. When you come to the South, you can concentrate a little on the part that is in the introduction and then on the box.

[00:02:30]Then you will be a little better. Okay, so let's come here and come in.

[00:02:37]Before going into the video, those who have not subscribed to the channel, please subscribe.

[00:02:40]Online class. Call 89404004. Okay, guys. Okay, look at this. Take a cricket match.

[00:02:48]Just one minute.

[00:02:57]Okay. In a cricket match, the runs of seven players are 10, 15, 17, 19, 21 and 23 respectively. Find the average of the runs. I have already told you about the intermediate stages of the runs. For us, Meenu, Median, Mode, that's the intermediate level, and for you, Median will come. So, when that happens, they would have come and asked, "What's the middle ground?"

[00:03:22]What will come? Tell me what comes up. Guess option C is very good because first of all, what should we write for the given number, then we should write in ascending order. So when you take the wrong card, what will come here?

[00:03:35]2 9 Then 10 Okay, so correct? 2 9 2 9 Should I write something in the acquiring order or the decommissioning order?

[00:03:53]2 9 10 15 17 What should I do after that? If so, I should take the one in the middle.

[00:04:12]So, come on, one third on this side, one third on this side, and leave. So, how much do we get when we take the one in the middle?

[00:04:17]So, we get 15. So, 15 options come up, and with our feet, we say, "What should we not do here, what should we not do here, what should we not do here?" and we say, "What should we not do here, what should we not do here?"

[00:04:28]Because what should we write first for the given number? If so, write it in descending order instead of ascending order, and then write what we want to do after that, after we have made the sauce that is in the middle. So what is the intermediate of this?

[00:04:50]15. Okay, next, look at what you gave here.

[00:04:57]So, how do you find the root of everything? So, this is very easy. It's an easy sum like 21+ 13+ 7+ 4.

[00:05:09]So, when you ask for the value of this, first, what should we do?

[00:05:13]Tell us what value we get for this.

[00:05:15]Let's see. This is very easy.

[00:05:17]Okay, great. That's the answer. So what if we divide this by 2*2 and we get 2.

[00:05:24]Then 7+2 will give us 9. If we put it in the square root of 3, then 13+3 will give us 13+3. If we put 16 in the square root of 16, then what will we get? Next, 21+4.

[00:05:37]Then 25. If we put 25 in the square root of 25, then what will we get? Very good. Option B is the correct answer. So if you've put root in this way, it's very easy. What can we do? Let's do it. Okay, how about our next one?

[00:05:52]Look at the third sum.

[00:05:55]Fill in the appropriate numbers. Fill in the appropriate numbers.

[00:05:57]Look at the 8 decimal 3 So. Tell me what comes out. Let's see.

[00:06:24]How much does 64 632 come out of?

[00:06:26]Option A b c d OK, if you come to this and look at a formula, the product of extremes, that is, the product of the outer elements, is the result of the multiplication of the inner elements, that is, the answer is equal to the product of the inner elements, that is, the answer is equal to the product of the inner elements, that is, the answer is equal to the product of the outer elements, that is, the answer is equal to the product of the inner So 83 24 keeps saying that. Then in this option we get 2 and 3, not 2. Because when we multiply both, we get 6. Looking at it that way, when we multiply these two numbers, 6, 4, 6, we get 24. Because here too, we only have 24. But when we say 6 4 no 46a, we get the answer 46, what will happen? If so, 4c, why do we do the first sux? Actually, here comes a 12 and a 2, another option came, and a different one came.

[00:07:29]If so, we come and we come and we come and we do the sux. When we come to 24, you come here and you took this small number first. If so, that's it. Why do you put 4 here, and when you put 4, the first small number comes next, and it comes out as a big number? So when you look at it that way, we can put whatever we want in the 4, 6 butt option.

[00:07:49]Because no matter what we multiply, we get 24. So, whatever option we have, we can do it.

[00:08:03]Okay, look here, if a and b are independent programs, then pb=0.5 a and b=0.7 then 7 then see p.

[00:08:14]So we have p and b and the formula is p+ pb- pb.

[00:08:25]Then this p comes to b and has a value, but in fact b does not know the value.

[00:08:33]When you look at it like that, A and B come and tell you that the shows are not like that, so we can take what we want at this point, we can take p* pb. Now p and b have come to 0.7 p and I don't know + pb has come and given what value 0.5 in the same way, I don't know here p here 0.5 Now bring this here - have you come?

[00:08:59]0.7-0.5 will come.

[00:09:02]Then come here and you have 0.2.

[00:09:04]Then what is here? pa- pa and 0.5. If you take out pa from here, how much will 1-0.5 come? 1-0.5 then if we go from 1 to 0.5, we will get whatever we want. Only 0.5 and pa will come.

[00:09:24]Now we need pa What do we need pa Then p= 0.2/0 2/0.5 So if you give e 10 e 10 what will come 2/5 Actually this is it 2/5 Answer comes and what will come 2/5 Come here and what is important Actually come to us Costins come and how will it come One give this give this give this give b a insen b come and get But in this place a insen b do not give us In return for that What would you have given Independent events that is independent events that are said and given So when you come and give it like that, write this to us and just come and substitute it for us and come and give us the answer Okay Let it be Okay Look at this and evaluate it They said and gave it like that See the value of this They have come and given it like that 150 So what have you given then 00 Then what have you given then 50 Okay Here Look, 1500+ 150 E2, then another bracket came and opened, giving us 100 E3- 176/4, then this bracket came and closed. So if you're asking what we should use here, we should use the Portmas Rule. So, let's say that the first thing that's in the brackets is division, multiplication, addition, subtraction, and so on. So when you see this, first do both of these here. So 300- What will we get when we do both of these?

[00:11:17]44 Because this is the first bracket, we have to finish the first one that is in the bracket. Then 300-44 equals 200 56. 300-44 will be 256. So, have we closed this bracket now?

[00:11:33]So there's a plus in this place.

[00:11:36]Okay, so 150*2 comes out to 300. So what should I do with 300? Add it to the 1500 and then add it to the 1500. Now, when you add 300 and 256, you get 556. When that also adds up to 2500, we get 256. What will come? We have 256.

[00:11:59]Because we have two brackets here. This is a bracket. This is a bracket.

[00:12:04]That's where 1500 comes in.

[00:12:06]So, as we see it, we need to finish this bracket first. Then we multiplied both of these. If we divide, subtract, and add both of these, we get 2056.

[00:12:20]Okay, what did you give me now?

[00:12:22]If so, 1/10, what did you give me now? Look, 1/10/1 is more than 1/10/1.

[00:12:32]They ask, " How much more is this than this?" So, this is more. This is more than this. So, first of all, can you bring this up and bring it up to 11/10? If you come and see this, it means that 1/10 is P1. So if we bring this up, it will come back to 1/1. Then they ask why the minus is so high. When we hear that there is a lot of it, what should we do? Then we subtract. Whatever is larger, subtract the smaller from it. So what answer do we get when we subtract?

[00:13:02]So this is our 110 because 10*11 came and 110. Now if we took the SIM for both of these, 110 is our SIM, then we have to come here and give it to E11 E11. So what if 11*1 comes and it 's 121-1, why is it only 110 when the ACIM comes here? Just give me 1. So 121-1 is 120/10 then 0 0 cancel. You cannot cancel it after this. So the answer comes out 12/1, whatever the answer comes out, we'll get 12/1. If you saw that, how much is that? If you asked, " What are we doing just enough?" It's enough for us to come and make a minus from Peru. Because this is small. You'll know it when you see it.

[00:13:54]The more you get in a division, the more you get in a fraction, and the bigger the number, the smaller that fraction becomes.

[00:14:02]Option A is very good.

[00:14:06]Okay, please answer this. Convert 90° to radians. So this is a very small thing. Very small. We need to get our little kids to come and convert degrees to radians. If you want to change the radio, you have to come and put something kind of thing on it. So, when you look at it like that, what answer does Ayath One get? What will happen to each one? They told me to convert 90° to radians.

[00:14:32]How much will it cost?

[00:14:34]Radian π is written as π/3 p/2, like p.

[00:14:40]How much does it cost when you look at it like that?

[00:14:44]Convert 90° to radians.

[00:14:48]So this is a very simple question. Now, let's find out more about which degrees they gave and which degrees they gave and asked us to convert to radians. If so, how much did they get? Okay, so which degrees they gave and asked us to convert to radians. If so, just leave those degrees as they are and give 5/180. This is it.

[00:15:12]This is the formula. In other words, they gave us a degree and told us to convert it to radians.

[00:15:16]So what can we do? Just put that degree and put π/80. Because this biota value is 180, this is also 180. So cancel it. Because we know it from Max. Whether we multiply or divide, both come up with the same number.

[00:15:34]What will happen if we change the radio? Very good. Option D.

[00:15:36]Super pearl model. Why did this come once and this came twice? Then π/2, whatever comes next, we get π/2. So, what should we do if we want to change the radio? Very good. So, if you want to convert to radians, just put our π/10 and cancel it out.

[00:15:54]Okay, look at this, I don't think you know clearly. I am writing.

[00:16:02]So 51/2 151/2 then 10 1/2 71/2 21/2 then 181/2 Let's see the range of these values. They ask, "What is the range?" " What is the range?" " Tell me what the answer is." "Let's see." "They ask, "What is the range?" "Then what is the range?" "What is the range?" "What is the range?" " Larger value-Smaller value?" "L-S." "Let's see what the larger value is." So everything is 1/2, so the larger value here is 21/2 - the smaller value here is 51/2. Now tell me what the answer is.

[00:17:16]Now tell me what the answer is. 21/2. So tell me how much it is. Let's see.

[00:17:41]So when we put this in, we say 15/2, but we shouldn't put it like that because if it comes out mixed, then what will come out here, we get 30/2= 15 which= what will come out here, we get 15. So what should we do here, we shouldn't get a little confused. Okay, next time? If you had come and asked what this is, the given account would have come and said pn is similar to pad and you would have come and said xy is similar. So xy should come and look at it. Then let's use the law of similar triangles for this. What should I use? The law of similar triangles. If we look at it that way, why would we have been asked to do xy? When So Xy comes to visit.

[00:18:44]So when we look at xy, we first look at pe and now we look at x.

[00:18:49]PE/ pa=/D/D Then what happens when p comes in, we get 6 PA and then we add the 2 and then we get 6+2 and then we get 8 = Next, what is the value of en?

[00:19:06]Same with ad. Look at this and then en/ad x. Then from here, what happens when x comes in? 8*3/6.

[00:19:16]Then here comes 2. Here comes 4. Then x is the value of 4. So x has the value of 4. We have two options. Then we have to figure out what we want to do and what we want to do.

[00:19:30]What should I do with it when it comes? PE/PA is the same.

[00:19:34]PE/ PA Why did Y come and tell us where we are? When you look at it that way, PN/ PD is the same as PN/PD. It's the same rule. So here PE/ is 6/8= PN comes Y PD comes y and 5 is added. So y+5 then we have now found the value of x?

[00:20:01]Have we found the value of x? Now bring this here, bring this here. So 6y+30=8y So if this goes from here to here, 2y= 30 then y= 15 will come, not 15/2. So x=4 y=15 x=4 y=15 Okay So 11th one Look, a circular path is going to be built around a circular field. There is a circular path around a meadow. There is a circular grass field. They hammer it out and create a circular path. The external and internal dimensions of the path are 84 44. What is the width of the sidewalk? They come and ask like that. What is the width of the sidewalk? So there's a meadow in this place, so I have to come and find it. So there's a radius from here to here, there's a radius from here to here.

[00:21:08]They are asking us for width. So we subtracted the large radius from the small radius and got the large radius. That is, we subtracted the small radius from the large radius.

[00:21:17]So that's what we get, that circular shape of the inner path. So now, what can we do to make it simple? If it's a circular shape, then it's a circle. So we took the perimeter, then first we can find the smallest one in the 2πr range, 2 e 22/7 e 40, now we have given the perimeters of that, so this 2πr is 88, then if I want r from here, will 88 come here and get 22/7, then 7/ here 2 this comes 44, then this comes one time this 2 times, then r= 14, so this is the same, this is the same, we have to find the small one and bite it, then we have to write this as 44. Then r= 44 e7/44 comes out. So if the rent is also canceled, then we need r-r and get 14-7= 7 cm. What is 14-7 and get 7 cm? I made a mistake here. Why did this come and why is this a very large circumference for us? Then, when this guy comes and asks, "What's the deal with this guy's small circumferences?" he says, "E8 = 44." We'll just put it in our hands and find out.

[00:22:48]Next, look, you can fill a bottle with a volume of 3.0.35 ml. Is the volume okay? Next, how many bottles can you fill with a volume of 122.5 ml. 5 ml. You can give 0.35 ml in a bottle.

[00:23:07]We have so many cents, how much can we fill in? If so, we simply told them 122.5 E Sari/0.35 and gave them to us.

[00:23:18]If so, what will be the answer we get?

[00:23:20]350. If you want to do this simple thing, just put 100, 100. Then 12250/35 will come. If we don't cancel this now, what will happen to us? The answer will come easily.

[00:23:33]So 350 will come.

[00:23:37]Next, look at this, it's 56 cm in color, so they're asking what the length of each arc is.

[00:23:59]When they ask what the length of each arc is, we first need to find the circumference, which is what r is. 2πr then 2* 22/7* 56 okay 8 56 then 44*8 comes because 2 22 44 when we put it like that we get 352 now this is the total circumference of that gymnastic ring come and how many pi they divide it by eight then they ask how much is the value of one so what pi is they say and what red and white they put here. So if we put 8 in 32, 8 in 32, then 44 cm, then what will happen?

[00:24:41]We will get 44 cm. So, the option is, whatever we do from here, we have to come to the formulas and read our corrections. We need to know whether to multiply or divide what the South gave us.

[00:24:55]Okay, a father is six times as old as his daughter. An older sister came and was six times her daughter's age. Then let's take father's x. Let's say the girl is 6y. After two years, the father's age will be five times the age of the daughter. Then after two years, x+2 and y+2 will be five times the age of the father. Then, the father's current age will be just what we need to do. If we replace x with 6y+2, we will give 5y+2, and so on. If we say y=, then we will get 8. So So 8* 6 48 What do we get? 8 6 48 Okay, what percentage of eight plus eight will give us 64? They said what percentage of eight would give 64. So, just because this is enough, when you come to this place and ask what it is, you get 64 when you add it, we only need 64. Whatever comes and does this, what should we give 8 in, then what should we give 100 in, then what should we give 100 in, then 8* 100 comes out to 800%, then the answer comes out to 8, then if we add 8 to 800%, what do we get? We get 800. I think we've already seen this.

[00:26:37]Okay.

[00:26:39]Okay, so today, a set of apps arrived and were completed. So come back tomorrow and we'll take a similar 15-course meal. So, if you have any doubts, come and ask them too. Then, after this week is over, we can come back to our dorm and see something else. Because we have English for the day, social studies for the day, and science for the day. So, if you like it, come and watch it. Okay, the evening is coming and going. 3 to 4, nothing, 6 to 7, no 5 to 6. So, all this has come and this timing. So, if you want it, come and watch it. Okay, don't forget to subscribe to the channel. For online classes, call that number 894040054. Okay, okay, let's end the class with this. Let's meet again tomorrow at 9:15. Thank you, thank you.