**MODEL MATHS QUESTION PAPER FOR GROUP 2&2A PUBLISHED BY SURESH IAS ACADEMY**

For this Tnpsc group 2 and group 2A exams, the math question papers were given to make use of these notes to clear the Tnpsc exam. Which was released by the SURESH IAS ACADEMY BELOW

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**POINTS TO REMEMBER:-**

**4.1 Triangle: Revision**

**GEOMETRY**

A triangle is a shut plane figure made of three-line segments. In Fig. 41 the line sections Stomach muscle, BC, and CA structure a shut figure. This is a triangle and is indicated by AABC. This triangle might be named AABC or BCA or B ACAB

**Fig. 4.1**

The line fragments framing a triangle are the 3 sides of the triangle. Ia Fig.4.1 Stomach muscle, BC, and CA are the three sides of the triangle. The topic where any 2 of the 3 line segments of a triangle intersect is known as the vertex of the triangle. In Fig. 4.1 A, B &C are the three vertices of the AABC. Whenever two line sections converge, they structure a point by then. In the triangle in Fig. 4.1 the Stomach muscle and BC cross at B and structure a point at that vertex. This point at B is perused as point B or B or ZINC. In this manner, a triangle has three points ZA, ZB, and 2C.

In Fig 4.1 ABC has Flanks: AB, BC, CA

Points: ZCAB, LABC, 2BCA Vertices: A, B, C The side inverse to the vertices A, B, C are BC, AC, and Stomach muscle individually. The point inverse to the side BC, CA, and Stomach muscle is A. ZB and 4C individually.

**4.2 Sorts of Triangles**

In light of the sides

A triangle is supposed to be Symmetrical when every one of its sides is equivalent. Isosceles, when two of its sides are equivalent. Scalene, when its sides are inconsistent. In light of the points, the triangle is supposed to be intense.MathRight-calculated, when one of its points is a right point and the other two points are Heartless - calculated, when one of its points is uncaring and the other two points are The intense - point, is when all three of its points are intense. The amount of length of any 2 sides of a triangle is dependably more prominent than the length of the 3 sides.

**Mean, Middle, and Method of ungrouped information**

Number-crunching means We can constantly utilize the word normal' in our everyday life.

Area spends a normal of around 5 hours every day on her examinations. In the long stretch of May, the typical temperature at Chennai is 40-degree cell. What do the above assertions tell us! The region generally reads up for 5 hours. On certain days, she might read up for various hours and on different days she might concentrate for longer. The typical temperature of 40-degree celsius implies that the temperature of the long stretch of May at Chennai is 40-degree Celsius. Some of the time it could be less than a degree celsius and at different times it very well might be more than 40-degree celsius. Normal lies between the absolute best and furthermore the least worthy of the given information. Rohit gets the accompanying imprints in various subjects in an assessment.

To get the typical imprints scored by him in the assessment, we first include every one of the imprints acquired by him in various subjects. 62+84+92+ 98 + 74 - 410. And afterward, partition the aggregate by the absolute number of subjects. (ie. 5) The typical imprints scored by Rohit - 410 = 82. This number assists us with grasping the general level of his scholastic accomplishment and is alluded to as mean.

**The normal or math mean or mean is characterized as follows.**

Mean Amount, all things considered, By All out a number of perceptions.

**Expansion and deduction of numbers**

We can add numbers as we do in Regular numbers Yet in numbers, we have currently the activity option. Above all and third from the indication of the number. For Instance: In (+5) + (+3) the second-sign addresses ought to separate the expansion and deduction activity signals the same, Since the response for 5+3 is 8, we comprehend (+5) the Expansion of two positive numbers is simple. (+5)+(+3) and 5+3 are one and the + signs address the indication of the number low to add two negative whole numbers. On a number line, when I am added to any number we get a number that lies in the prompt right of it. We know whether 1 is added +(+3)- 8. to range|variety} three we tend to get a pristine number four, which deceives the right part of three. What occurs if (+1) is added to (1)? Is it not 0 (zero)? That is required.

Along these lines, (- 1) + (+1) - 0. Utilizing this idea we will effectively turn into the expansion and

**deduction of positive and negative numbers.**

1.4.1. Expansion utilizing variety balls can without much of a stretch comprehend the expansion and deduction of whole numbers utilizing bundles of two tones.

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