CSEC Mathematics LIVE MCQ Part 3

Added: 2026-05-19

[00:00:10]So, as soon as I'm live on YouTube, we'll get started. All right. So, I think I'm live on YouTube.

[00:00:18]How y'all doing, folks? How y'all doing?

[00:00:19]How y'all doing? How y'all doing? How the exams treating y'all?

[00:00:23]How the exams treating you all?

[00:00:32]I got to find my live on YouTube.

[00:00:37]All right. So, let's go. Let's go. Um, so as you as you know, I'm not doing a specific year. I'm doing questions. I I just compiled some questions. I'm doing questions. So, um, you can just drop your answer in the chat as as as you're watching. Right. So the median of the numbers 1 1 55 56 778 is so we know when we talk about median we got the answer ABC we talk about median we know we're talking about the middle number um so we got 1 2 3 4 5 6 7 8 9 10 um so we can cancel out on the end part see which one will be in the So we end up with two numbers in the middle six and seven.

[00:01:27]Wow.

[00:01:28]So 6 6 + 7 / 2 will be 13 / 2 which will be 6.5.

[00:01:35]6.5 6.5 which is simply B.

[00:01:42]Oh gosh. Why? Why? Why? Why? Uh why why did I get this answer? How why did those two numbers have to be in the middle?

[00:01:56]Father God, give me strength.

[00:02:01]So item 41 refers to the following table which shows the frequency of scores obtained by students in a test. the modal score is. So we know when we talk about mode when we talk about mode we're talking about the one that has the highest frequency or the one that occurs the most. So as you see it drop your answer.

[00:02:25]All right tell a neighbor tell a friend we beat max again. So share it live.

[00:02:31]So the modal score is so the modal score. So the answer has to come from the top here. So which one got the highest frequency? We see 12 students are got the score of eight. So we see the motor score is simply eight which is simply a nothing big and fancy to do there.

[00:02:54]All right. So if you just we just join we just start the party.

[00:02:59]Um so let me just say this again. I'm not doing a specific year. I am working questions right popular questions that would normally that you would see all right so if anybody if you see anybody ask in the chat what year we doing just tell them that for me I can guarantee you before the end end of this live 10 persons will ask what year we doing right so I I'll keep a count at the side here I'll keep a count so let's go um item to 39 to 44 to the following histogram which shows the number of children aged four, five, 6, 7 and 8 who took part in a survey. What is the modal age? So once again modal in a histogram would be the one that has the highest bar cuz that would be the one that occurs the most. So the mod the model age would simply be seven which is C. I don't know if people would run and go and put um five because they see you know five here but five is just the amount of children the modal age will be age seven so we got one somebody asked a question where you where you working hard so that's one I tell you before the end of this night we will reach 10 right we will reach 10.

[00:04:36]So how many children took part in the survey? So to find the amount of children that took part in s you just got to add um how many got how many are at each age. So we see um we got three here. So this will be three + um 4 + and this is what 2 + 5 + 1. So 3 and four is 7. 7 and 2 is 9. 9 and 5 is 14.

[00:05:13]So 14 student like I add wrong. Let me see.

[00:05:20]So three and seven. Three and four is seven. Seven and two is nine.

[00:05:25]Oh 9 14 plus the one we can't forget this one at all. So 15 so 15 students took part in this survey.

[00:05:45]I'm in the restore.

[00:05:50]All right.

[00:05:53]What year is this s? So we at two.

[00:05:57]So two so far, right?

[00:06:00]Three.

[00:06:03]So let me keep score. We at three. Three board. Three times. Persons ask for your working.

[00:06:14]All right. So item 41 to 42.

[00:06:21]for today following chart which shows the number of fish bought in KG by the 460 customers in a fish market.

[00:06:35]So how many customers bought at least they put least in um in in all caps right at least 6 kg. So at least 6 kg. I people tend to mix up at least and at most. If I tell you you bring at least $1,000 we going out walk with at least $1,000.

[00:06:56]That means $1,000 is the least amount.

[00:06:58]So you could walk with $1,000 and more.

[00:07:00]So at least 6 kg of fish means 6 kg and more. So we got to deal with all these people that bought um all these persons here, right? At least.

[00:07:13]So let's see all these portions here. So we got to add up all them. So this would be 11. So 11 + 5 + 4 + 7 + 3.

[00:07:35]So let's add this. Remember no calculator. We got to use you got to use your brain, right? So 11 and 5 is 16. 16 and 4 is 20.

[00:07:48]Like I'm missing something.

[00:07:52]11 5 4 Oh, anyways. 11 and 5 is 16. 16 and 4 is 20.

[00:08:06]20 and 10 is 30.

[00:08:10]So Tor is the answer to which is D. I think I'm missing something. I saw everybody sending um C. I hope I hope that was a mistake. Right.

[00:08:22]What year is this sir?

[00:08:26]So we had four, right? Four.

[00:08:34]The median amount of fish bought by the customers is all right. So the median amount of fish bought by the customer. Um so we see we got six customers.

[00:09:02]60 customers in total. Um so the median will be found at 60 + 1 / 2 which is 61 / 2 which is 30.5.

[00:09:16]So between the to the force and the to the sorry between the 30th and the to the force this is where we'll find the median. All right. So between authoritative and authority force um so we see um 11 people here. So 11 at three. So it's like you got three 11 times and then they got um 11 plus we see this is 10 that'll be 21. So we ain't reached 30 yet.

[00:09:54]+ 9 that would be 30.

[00:10:00]So we see it will be five between five and between five and six. So the median are between five and six. So five 5 + 6 would be 11 / by 2 which will give me 5.5.

[00:10:24]So the answer here is a.

[00:10:28]So a is the answer there.

[00:10:37]All right. So median is the middle one.

[00:10:40]So with these kind of things you got to identify where the median will fall and then find which number will fall at at that position. All right n + one divided by two that will give you where you will find the median and then you use that to get the answer.

[00:10:55]How I get 61 because 60 customers um in the market. So the formula is n + 1 / 2. This will give me the position where I can find the median. So it's 60 + 1 / 2, right?

[00:11:13]So that's that.

[00:11:20]What is the probability of getting 6,000? The probability of getting 66 is high. But you got to be careful these things, you know, paper one questions, you got to be you got to be very careful with it, right? Anyone remember they don't care about working any mistake you can.

[00:11:36]Anyways, item 4 to refor the following pie chart which shows the popular games played by 720 students.

[00:11:44]How many students played cricket?

[00:11:47]All right. How many students played cricket? So we see 25% play football, 10% play tennis, 30% play basketball. So 30 + 10 + 25 that would give me 5 and and 365. So 65 of percent of students play basketball, tennis and football. So that means 65 100 minus 65 would give me um 35. So 35% of students play 35% of students play cricket. Hope the math is right. Yeah man.

[00:12:26]Yeah. So to find the amount of students that play cricket, it would be 35 over 100 ultiplied by um 720.

[00:12:38]So this zero go there.

[00:12:41]Um 5 into 10 2 5 into 3 5 is what? 7 2 1's 2. 2 into 72 is how much? 72.

[00:12:53]Um 305 36 so 6 so 36 * 7 um remember I don't have calculator so you can already see this is not the answer so 7 sixes for the two cross other two 7 72 73 is 21 21 + 4 is 25 so 252 which is C.

[00:13:27]Remember we don't have we don't have calculators, right? So yeah, we back in primary school.

[00:13:45]I wouldn't say memorize the answer. I would say memorize how to work the questions and and the answer. Don't just try to memorize the answers alone, right? Cuz as you can see, CXC, you know, they throw some curve balls. So, you got to make sure you prepare for every single thing and the sun.

[00:14:06]So, and this is a this is another variation of that question. Um, as you can see, I'm showing you the different variation of how the questions can come.

[00:14:15]Um so item 43 for the pie chart which shows popular games played by 720 students and in this case it asks us how many students play cricket but we need to be careful probably the answer is still 252 right but still it's it's slightly different here right so in this case we got 30% we got 36° and 90° So what we got to do we can find how many students play all of these here and then just minus it from the 720 and that should give us this answer cuz that is what we found just now right 252. Let's see let's see if the answers will be the same. um satisfying football for us of all the football is 90°.

[00:15:05]So it won't be out of 100. It would be 90 over 360 ultiplied by 720.

[00:15:16]3601 360 to 722 90 * 2 is 180.

[00:15:24]So 180 and then we can do the 30%. So 30% now would be 30. Wait, is my voice sounding funny or something or is just one person see man using a voice changer? Let me let me see. I'm listening to myself. Let me see.

[00:15:58]So indeed it it's it's it's sounding um it's sounding real weird on YouTube, right? I I I don't know what's happening there, right? I I I I genu Let me see.

[00:16:16]All right. I don't know what's happening in the earth. I I genuinely I don't I have no idea already.

[00:16:25]So this is so this percentage now be to over 100 multiplied by um the 720.

[00:16:33]This zero go with that zero. This zero go with that zero. Um 3 * 72.

[00:16:39]72 * 3 would be 326.

[00:16:44]3 * 7 is 21. So 216 for this here and for tennis is 36° right?

[00:16:56]So 36° would be 36 over 360 * 720.

[00:17:10]All right. I don't know what's going on with the voice. Let me mute let me mute myself and let me mute myself as I mute myself and tell me if it's still sounding it's still sounding the him.

[00:17:45]Anyways, anyways, so let's go. At least you hearing me, right? You're hearing me still. Um, so 361 360 into this two. So this would be 6 * 2 is 72.

[00:17:58]So 72 for tennis. So to find the amount of people that play cricket it will be 180 + 216 + 72.

[00:18:11]We add up all of this we'll get um this will give me 8. This will give me 16 and put the one there. So this will give me 4 68. So 720 - 468.

[00:18:29]So we borrow one there. This will give me that. So I put two here. 10. 8 from 10 is two. So I borrow one here become six.

[00:18:38]Um 6 from 11 is how much by? Um five.

[00:18:43]And this will give me two. So 252 indeed. Same thing, right? Same thing, different question, different question, same answer.

[00:18:53]I I can guarantee I I I sound the same, right? I I don't know what's happening with the voice, right? Hen, we don't know what's happening with the voice.

[00:19:05]So, we got another variation there.

[00:19:10]Another variation of how that question can come.

[00:19:17]Um, so item 454. to the following pie chart which shows drinks before by a group of students. A O C is a diameter. Well, pause. A O C is a diameter. So that means they're telling us that this here is a is a straight line. All right. Key thing. They won't just tell us that. Um if 12 students before lemonade, then the total number of students is so let's see 12 students before lemonade. So let's find how much um lemonade how much um what lemonade made up of how how many degrees right so we see this is a straight line so that means lemonade will be the part for lemonade will be 180 minus um 120 which will give me 60° so lemonade makes up 60° and 60° we said it's equal to 12. So to find the amount of total number of students, we know the total number of degrees in a pie chart or in a circle, it's um it's 360. So we can divide 360 by 60. This will give us how many 60s can be found in 360. The zero go with that 616. 6 into 3 6.

[00:20:43]So to get the answer we can just say 12 because we got six sixes in 360. So 12 * 6 will give us the answer. And if you know your calculator 6 * 12 or 12 6 is should be 48.

[00:21:00]No, no, no. 72.

[00:21:03]So 12 * 6. Let me just make sure 6 2's 12.

[00:21:09]That two go there. 61 6 7. So 72. So B is the answer confus and it's a straight line is a straight angle here. So if this piece here is 120 then this remaining piece is got to be 180 which is the total number of degrees in a straight straight line minus the 120 which will give me the 60 right.

[00:21:44]Say this one. Um the pie chart below not drawn the pie chart below drawn to scale shows how uh student use 12 hours in studying English, mathematics, French and geography.

[00:22:01]Um the amount of time spent studying mathematics is approximately. So you see mathematics looks like a quarter. So it will be a quarter time um 12 which will be 12 / 4 which will be three. So 3 hours which is C.

[00:22:24]All right.

[00:22:31]Nobody's asking what year we doing.

[00:22:33]Nobody. We still at we still at four.

[00:22:36]I bet I bet everybody reach at least by five um 10 or miss. Did I miss any? No, man.

[00:22:44]Nobody wants to know what year we doing.

[00:22:48]So I can win this bet.

[00:22:51]All right. Um yes. So somebody's asking me here. So one, two, three, four, six. Two portions ax over here. Nice. Seven.

[00:23:14]All right. So item to ears of the following diagram of a circle.

[00:23:32]So in the circle above with center O the area is 20 cm squared. The area of the minus sector A O B in cm is so A O the area of this thing this piece here. So it told us the area the whole circle is 20.

[00:23:53]All right. So the area of the minor sector will just be um 60 degrees of of of of the 20. So we know it's 60 over the total number of degrees of the circle which is 360 multiplied by the 20 which is simply a.

[00:24:13]All right.

[00:24:16]So let me carry and put 20 by 20 and so it's just 60 times the area.

[00:24:28]And this one here another very you see the thing I'm showing you the variation of how these questions can come right while you know you see item 3 to2 this is from a year and this is from another year. So the question variate and it turn into item to two reforms to the following diagram which shows a sector of a circle a o such that a o is 60° a o b is r units long. The area a o b is which is the area of this sector. So it's a sector again. So we know area is equal to theta over 360 multiplied by pi r 2.

[00:25:15]So we see r is well the radius is r. So this will be 60 over 360 multiplied by pi. They got pi in all the answers. So we leave by r 2. So r² will just be r 2.

[00:25:32]So we can break this. 60 160 6 into 360 will give me 6. So it's 16 *<unk> r 2 which would be 16<unk> r 2 which is um a Another variation of other questions can cover is the same thing.

[00:26:17]I think this is the same thing.

[00:26:20]Look at another variation of how that question can come. I attempt all 34s to the following circle with center O.

[00:26:28]If the circumference of the circle is 15 cm, then the length of the minor arc AB in cm is Um, so I'm read I'm reading the comments. The area of the circle is pi r squared. So wouldn't it be 20 by 20?

[00:27:08]What is person talking about?

[00:27:11]What are you talking about?

[00:27:18]This is the area. They already give us the area. So it's not it can't be area times area. Anyways, let me continue.

[00:27:25]So, if the circumference of the circle is 15 cm, so that means the whole circle is 15 cm. Um, what is the length of the minor ark AB? So, the minor arc AB would be 120 over 360 times the circumference. So it's 120 over 360 * whatever the circumference is which is um 15.

[00:27:53]So let me see the 120 over 360 * 15 which is simply b right a lot of variation of how the question can come.

[00:28:13]So item 37 reverse to the following diagram which shows the sector of the circle with center O. If the length of the minor arc PQ is 8, what is the length of the circumference of the circle?

[00:28:26]So the length of the minor arc PQ. So this piece is this piece is equal to 8 cm. They want to know what is the length of the whole circle. Now so we know the remaining part of the circle will be 360°.

[00:28:43]So and we know this piece is 60. So let's find how many 60s we can get in 360.

[00:28:49]So it will be 360 / 60. This zero go with that 0 61 66 60 6.

[00:28:56]So six. So that means to get our answer we just simply multiply 8 cm by the 6 will give us 86 48. So the answer here is C.

[00:29:11]Nice and easy.

[00:29:17]For those of you that want to think we on YouTube as relative, you want to look back at these lives. I I'm I'm streaming live simultaneously both on YouTube and Tik Tok. The last time my computer was heating up.

[00:29:31]My computer was heating up. So that's why the live was ticking, right? It was in the internet. It was the computer had to shut it down.

[00:29:39]So my 2 + 2 is 22. So 2 + 2 equal a block. I love I won't block you. I allow you. I'm assuming you're young. So I give you a chance.

[00:30:00]So item 32 reforest with the following diagram which shows a circle centered at O with a sector and a with a sector and a major and minor arcs indicated in the diagram. The length of the corresponding arc FE is 40 cm. What is the circum? So once again very similar very similar to the one as as you can see these questions vary right they variate but they they change up slight that's why it's very important not to remember the answer but to remember how to work these questions so we see um they told us that FE which is here is equal to let me see the length of the corresponding major arc is 40.

[00:30:59]So the major arc so you see the label the major arc is 40. So this here is 40 cm. So the major arc is 40 40 cm. Not not this piece. This piece is not 40.

[00:31:12]The major arc is 40. What is the circumference of the circle?

[00:31:19]So I see this major arc here takes up for 360 - 60 300°.

[00:31:29]So 300° is equal to um 40. All right.

[00:31:37]So to find the to find the the length of the the the circumference um let's find um let's find how many 60s we can get from from 300. So 300 over 60 will give me this will be that 616 6 into 35.

[00:32:01]So five So I definitely know this is not the answer. Um the answer is between these two, right? Common sense will tell me 64 is not the answer either.

[00:32:20]So we see where we split up the circle.

[00:32:22]Um 60 60 how much we get? Five.

[00:32:32]Let me see if I can split up good. 60 60.

[00:32:39]So we got five sixes in here. So if you divide 40 by um 40 by 5 would give me 8. And then you know so I just add on that means each one of these things here would be equal to 8.

[00:32:55]So that means this piece here is also equal to 8. So it will simply be 40 + 8 which would be 48 which is B.

[00:33:07]All right. See everybody sending some B and sending do all 40ide by eight. So yeah, eight.

[00:33:18]No need to do all this, right?

[00:33:22]But this is just the concept of it.

[00:33:25]Each part is equal to eight. So that means this piece is also eight.

[00:33:33]um the circumference of the circle. You see how this question is different from the others. Um that's why it's important to understand how to do it, right?

[00:33:43]It's very important to understand how to do it and not just the answer alone because as you can see CX is, you know, they they coming different. They coming hard this year and not not hard as in the test is hard. You know, in Guyana, we say coming hard. They come in hard you know they want to test you right.

[00:34:05]So the circumference of the circle is 154 given that pi is equal to 22 over 7.

[00:34:10]The diameter of the circle in cm is so we know circumference we can use the formula um 2 pi r or we can use the formula pi d right this is pi * the diameter and if they told us the circumference is 154.

[00:34:28]So 154 is equal to<unk> * um d and told us pi is 22 / 7 times the d. This will be 22 over 7d.

[00:34:42]So the diameter of the circle is um why cx do this to us by no calculator.

[00:34:52]So we got to use our brain. So um I'll carry over this 7. It will multiply. So 154 * 7.

[00:35:05]Let me see. 154 * 7.

[00:35:09]Remember don't have calculator. So you got to use your brain and your mathematical skills.

[00:35:17]Um so 7 * 4 is is 28. So put the eight there.

[00:35:23]7 fives toward the five and two toward the seven. Put the seven there.

[00:35:31]Um 71 7 and three. So 1,78 and then so this is 1,78 is equal to 22d. So the 22 goes over to a divide. So this will be 1,78 / 22.

[00:35:55]All right.

[00:35:57]So let me see how we doing now by um 178 / 22.

[00:36:04]So I definitely know this is not the answer.

[00:36:07]So let's see the first answer that we get will tell us. So if we get a 2 48 decide. So 22 can go into 10. 22 can't go into one. 22 can go into 22 can go into 107 how many times? Um I know 22 22 will give me 48. 48 and 48 will give me 96 and 96 + 22.

[00:36:37]That would give me way more than 107 8.

[00:36:46]So this can go in four times, right? So four times we stop right there. We just see just one number start with four. So we can just go and circle off. See, no need to waste our time and continue forward, right? No need to waste our time and continue forward. And that is the brains behind um MCQs, right?

[00:37:07]That is the brains behind MCQs. Some the student who who is not smart in terms of how to approach the time. They would go and they would divide this entire thing until they get far nine. Right? But you see they don't start off with four. Only one number start with four. Does it make sense? They continue. Right? You got to you got to work these paper ones with brains, right? Cuz they got one minute and a half poor question, right? 1 minute and a half poor question. So, take your time, manage your time effectively.

[00:37:46]All right. Um, let's look at this one. 50 50 guests had two glasses of champagne. Each each glass held 150 milliliters. How many milliliters of champagne were used? How many liters of champagne? And you say I glazed over that liters and think milliliters. So how many liters of champagne were used?

[00:38:11]So um we had 50 guests and each guest had two two um two glasses. So that means in total we had 50 * 2 we had 100 glasses of champagne and each glass had 150 ml.

[00:38:31]So 150 * 100 that will give me 150 and add on two zeros.

[00:38:40]So 15,000 ml of champagne. So to get how many liters of champagne now um we got to convert milllers to liters.

[00:38:56]So we dividing by by um so let me see many Chinese died many days Hong Kong.

[00:39:08]So I'll replace this meter here with liter and this is the ml. So I converting from m to l. So I I say I got to divide by a,000. All right.

[00:39:22]So 15,000 divided by a,000. This zero go here. This zero go here. This zero go here. So 15 is the answer which is C.

[00:39:42]So I got history tests on like 70 pages of notes. You think I can pass? Depends on if you read the notes or not.

[00:39:51]All right. So that's a pneumonic right that that thing that I just put on there that's what you call a pneummonic right that is um how I convert um between units I don't I don't remember these conversion rate because you know the thing about maths you don't try to cram and remember a lot of things right um and and you know that is why you want to study you want to develop pneumonics anyways is so at a at a party a number of guests were served 15 liters of champagne. Each get each guest had two glasses of champagne. Each glass held 150. Assuming no spillage, how many guests were at the party? You see, very similar question.

[00:40:39]Very similar question, but there's a difference here. Now, they're asking how many guests were at the party.

[00:40:46]And that is why, you know, you don't try to cram the answer. You try to remember how to work it, right?

[00:40:54]Um, so at a party we had 15 liters of champagne in total and each guest had two glasses of champagne and each glass had 150. So that mean each each guest had 300 ml and 15 liters. So to get the amount of gas we had, we had we have to force convert this 15 liters to milll. So we see we just got to multiply by 1,000. So 15 * 1,000 that will give me 15,000 milliliters. So to get the amount of guests we had we had at the party, since each guest had 300 ml, we just divide the 15,000 by the 300 and that will give us the amount of guests.

[00:41:52]So 0 0 the 0 go with that zero. The zero go with that zero.

[00:41:57]3 1's 3 three into 15 will give us um five.

[00:42:05]So 50 we had 50 guest at the party 3 into 55. Yeah 50. It's a C.

[00:42:16]Same question different form.

[00:42:22]All right.

[00:42:23]Convert all when you're doing mathematics and and physics and and so I always try to convert everything to the same unit. All right. Always make sure that the units are the same.

[00:42:40]All right. Let me see what else we got here.

[00:42:45]So item toward memory for the following diagram. By the way, my voice is my voice still coming as though I I have horror. Is it still sounding deep?

[00:42:55]Let me listen to myself on YouTube and see.

[00:43:00]Wow. Oh my good.

[00:43:06]That is very distracted, right? I hope I hope it's not too distracting, right?

[00:43:11]It's I don't know what's happening there, right? I genuinely don't know what's I don't know, right? I don't know.

[00:43:26]So, I assemble resting on a square.

[00:43:43]on this square. Um if the if the total area of the diagram is 63 cm square, what is the value of h the height of the triangle?

[00:43:56]All right. Um so the total area is 63.

[00:44:02]So let's calculate the total area. So we know this is a square. Um so the area of this bottom piece is 7 * 7 which is 49 cm squared.

[00:44:12]And the area of the triangle we know the area of a triangle would be half base time the height. So the area will be half time the base which is 7 time the height.

[00:44:29]So this would be half * 7 would be let's say 3.5 man 3.5 * h.

[00:44:42]All right let me not do 3.7 let me do 7 / 2 h. So the area is area of the um the triangle is equal to that. So they told us that the total area is 63.

[00:44:54]So that means when we add the area of the square which is far 9 plus the area of the triangle which is um 7 / 2h we get 63.

[00:45:08]So let's solve for this. So 7 / 2h is equal to we can this 9. We'll subtract the 63. So 63 subtract 4 the 9.

[00:45:19]Um this will be five. We can put it in there. 9 from 13 is by four.

[00:45:27]This will be one. So 14. Yeah, that looks correct. 14.

[00:45:32]So 7H would be equal to carry over this two. It will multiply. So 14 * 2 would be 28. So the height would be equal to um the 7 is multiplying. I take the will divide 28 / 7 would be um four. So the height is four.

[00:45:51]So four is B. So let's double check that though. Let's double check. Let's let's double check. See if the height is four.

[00:45:57]So four. So the area is half * the base which is 7 * the the height which is four. So half of four is 2. 2 * 7 is 28.

[00:46:09]So 28 plus 4 9 you should get um 63.

[00:46:16]So far 9 and 28.

[00:46:19]Um, hold up. No, no, no, no, no. This should be half of 4 is 2. So 2 * 7 would be 14.

[00:46:31]So this should be 14 + 49.

[00:46:35]So this will be three. Yeah, 63, right?

[00:46:41]That's how you check. I'm not sure if you have if you'll have time in your exam to check, right? Um if you have time exam to check, but yeah, you should have time as as long as you balance the time effectively, you should have enough time.

[00:46:57]All right. Um those that are now joining for the first time, I'm live on random nights. I won't say random you know depends on which other tomorrow we have FRM and I think atmats you know most plenty people don't do atmats and frm so that's why I'm live right tried to come live the night before we don't have a big exam tomorrow all right so item to 44 the following figure which shows a triangle resting on a square the length of one side of the square is 5 cm. The height of the triangle is 4 cm.

[00:47:39]You see different question, a variation, right?

[00:47:44]A variation again. Just now they ask us to find H. Now they give us H. So what is the total area of the figure? So this one I I would prefer this one. If they had to choose which one they bring, I would prefer this one. Um so the area of the triangle will be half base time the height.

[00:48:06]So it's half * the base which will be so we see it's a square. So this will be 5 cm. So half * 5 * the height which is four. Half of four is half of four is 2. 2 5 is 10.

[00:48:25]So 10 is the area of the triangle.

[00:48:28]And um the area of the square would be 5 * 5 which is 25.

[00:48:36]So 25 + 10 will always be 5 which is a all right which is simply a 25 + 10 just in case anybody we looking. Are we looking? Are we looking? How we looking?

[00:49:05]Hey, what kind of wrong match you said there?

[00:49:09]What did I say wrong?

[00:49:14]Lonely report. What did I say wrong?

[00:49:26]Anyway, whatever I said wrong is a slip of the tongue, right? I said something and wrote something different. So, you see another variation again.

[00:49:40]Um item to refers to the following diagram which shows a compound shape that consists of a triangle resting on a square.

[00:49:50]If the area of the triangle is 14 um cm square, what is the area of the compound shape?

[00:49:59]All right. So once again once again um we know it's a square.

[00:50:16]So they said the area of the triangle is 14. So we can say area is equal to half base time the height.

[00:50:24]So it's half time the base which we don't know times height which is four and it told us the area is 14.

[00:50:34]All right. So let's wire from here. So half of four would be two.

[00:50:48]Half of four is 2. 2 * b would be 2 b.

[00:50:55]Um so 14 is equal to 2 b. So the the base would be 14 car 2 will divide. So this will be 7 is equal to the base. So the base is equal to 7 cm.

[00:51:10]So the base is 7 cm. We know the formula. We know the area of the base would be 7 cm * 7 cm which is 49 cm squared.

[00:51:21]And the area of the triangle well we found that to be 14. So this will be 49 + 14 which will be 63. All right.

[00:51:45]Choose B.

[00:52:01]Are we looking? Are we looking? Are we looking? We beating up the mats or the mats beating us. Beating up the multit.

[00:52:07]The multi choice beating us.

[00:52:11]How we looking? We beating up the multi choice. The multiple choice beating us.

[00:52:28]All right.

[00:52:34]Anybody see anything?

[00:52:37]Anyway, so I see somebody debating in in the chat. Um, now here's the thing, right?

[00:52:48]Um, so let me end it. Let me end the live stream on YouTube. I I'll end off here for now. It made