New SAT Reading : New SAT

Study concepts, example questions & explanations for New SAT Reading

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Example Questions

Example Question #1151 : Act Math

Simplify:

Possible Answers:

Correct answer:

Explanation:

To solve, simply find a perfect square factor and pull it out of the square root.

Recall the factors of 48 include (16, 3). Also recall that 16 is a perfect square since 4*4=16.

Thus,

Example Question #81 : Arithmetic

Solve:

Possible Answers:

Correct answer:

Explanation:

The trick to these problems is to simplify the radical by using the following rule:   and  Here, we need to find a common factor for the radical. This turns out to be five because  Remember, we want to include factors that are perfect squares, which are what nine and four are. Therefore, we can rewrite the equation as: 

Example Question #16 : Exponents And Roots

 

 
 
 

Each of the following is equal to  for all values of  EXCEPT?

 
 
 
Possible Answers:

 
 
 

 

 
 
 

 
 
 

 
 
 

 
 
 

 

 
 
 

Correct answer:

 
 
 
Explanation:

This question may look daunting, especially if you start out by trying pick values or  and solving. This plan of attack will work, but you're likely going to be dealing with some messy numbers. Instead we want to recall some of our exponent and root rules. 

Let's look at this answer choice: 

This double square root is the same as a fourth root. Think about it, you have a square times a square- which is the same thing as . Thus,   so this choice can be eliminated. 

Next, let's look at this answer choice: 

For this choice, we need to recall our exponent rules. Remember, whenever we have a value raised to a fractional power, the denominator of that fraction is equal to the root number. In this case, . Thus, 

Now, let's look at this answer choice:

A key rule to remember here is that order doesn't not matter when dealing with roots and powers. Thus, taking the  root of a number and then cubing it will result in the same value as cubing a number and then taking the  root . 

This leaves us with: 

If we tried to break this down a bit, we could take the third root of , which would leave us with: 

. This will not equal 

 

 
 
 

Example Question #172 : Equations / Inequalities

Hannah is selling candles for a school fundraiser all fall. She sets a goal of selling  candles per month. The number of candles she has remaining for the month can be expressed at the end of each week by the equations , where  is the number of candles and  is the number of weeks she has sold candles this month. What is the meaning of the value  in this equation? 

Possible Answers:

The number of candles that she sells each week.

The number of candles she has remaining for the month.

The number of weeks that she has sold candles this month.

The number of candles that she has sold thus far that week.

Correct answer:

The number of candles that she sells each week.

Explanation:

Since we know that  stands for weeks, the answer has to have something to do with the weeks. This eliminates "the number of candles she has remaining for the month." Also, we can eliminate "the number of weeks that she has sold candles this month" because that would be our value for , not what we'd multiply  by. The correct answer is,  "the number of candles that she sells each week."

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