Experience the Quality With Free PERT Exam Questions That Helps Candidates Pass

First compute exponents: 62=366^2=36, 42=164^2=16. Subtract: 36−16=2036-16=20. Divide by 2: 20÷2=1020 ÷ 2 = 10. Option B is correct. PERT math tests order of operations with exponents, subtraction, and division. Errors often come from subtracting before squaring.

A 15% increase means multiplying by 1+0.15=1.151 + 0.15 = 1.15. Compute 80×1.15=9280 \times 1.15 = 92. Thus, the new price is $92.00 (option C). An alternative breakdown: 15%15\% of $80 is 0.15×80=120.15 \times 80 = 12; add to the original price to get 80+12=9280 + 12 = 92. PERT Math frequently assesses percentage applications because they model realistic contexts—retail markups, discounts, tax, and tip. The most common pitfalls involve mixing up increase vs. decrease, or applying the percent to the wrong base. Another error is computing 80×0.15=1280 \times 0.15 = 12 correctly but then subtracting instead of adding for an increase. Developing a habit of translating words to an operation—“increase by” ⇒\Rightarrow add the percent; “decrease by” ⇒\Rightarrow subtract the percent—helps maintain accuracy. In multi-step problems (e.g., sequential discounts), carefully track each percentage against the current price.

Option B is correct: “Each” is singular, so “his or her” matches. Option A is informal; in strict grammar, “Every student” is singular and requires singular pronouns. Option C mismatches “committee” (singular collective) with “their.” Option D mismatches “Neither” (singular) with “their.” PERT writing evaluates precision in pronoun usage, which is key for formal academic writing.

The sentence contrasts early positive impressions (“impressed reviewers”) with later, practical concerns (“maintenance issues”) discovered in field trials. The conjunction “While” signals concession: despite initial praise, problems remain. Therefore, the reasonable inference is that further improvements are required before launching—option C. Option A contradicts “must be solved before launch”; B ignores the explicit “impressed”; D contradicts the existence of issues. On PERT Reading, inference questions often rely on contrast markers to frame a nuanced position. Recognize that evaluations can evolve as testing conditions change: polished demos may hide problems that rigorous trials reveal. Translating that into a concise inference—“not ready yet; fix maintenance issues first”—demonstrates you can connect evidence to implications without overreaching. This skill is valuable when reading abstracts, product reports, or policy briefs in college courses: identify the current status (promising), the blockers (maintenance), and the next step (solve issues), then select the option that reflects that sequence.

The sentence presents a clear cause-and-effect chain: an intervention (“extended voting hours” and “opened additional polling sites”) followed by a measurable outcome (“turnout among working adults increased”). Option B collapses those details into an accurate main idea. Option A contradicts the reported increase; C ignores the observed behavioral change; D invents confusion not mentioned. On PERT Reading, main-idea questions often require compressing a procedural change plus outcomes into one sentence without adding speculation. Look for structural cues: the introductory “After…” flags a policy shift; coordinated actions (“extended… and opened…”) suggest a multi-pronged strategy; the concluding clause reports impact on a defined group (“working adults”). A strong habit is to ask: What changed? Who was affected? How? Then select the answer that faithfully captures these elements. In academic and civic texts, this ability to abstract policy interventions into their intended and measured effects is essential for summarizing articles, memos, or reports, and it prepares you to evaluate whether the evidence supports the claim. Here, the evidence directly states a positive effect on turnout for a specific demographic, so B is correct.