Have questions about your preparation or an upcoming test? Need help modifying the Study Plan to meet your unique needs? No problem. Just book a Skype meeting with Brent to discuss these and any other questions you may have.

- Video Course
- Video Course Overview
- General GMAT Strategies - 7 videos (free)
- Data Sufficiency - 16 videos (free)
- Arithmetic - 38 videos
- Powers and Roots - 36 videos
- Algebra and Equation Solving - 73 videos
- Word Problems - 48 videos
- Geometry - 42 videos
- Integer Properties - 38 videos
- Statistics - 20 videos
- Counting - 27 videos
- Probability - 23 videos
- Analytical Writing Assessment - 5 videos (free)
- Reading Comprehension - 10 videos (free)
- Critical Reasoning - 38 videos
- Sentence Correction - 70 videos
- Integrated Reasoning - 17 videos

- Study Guide
- About
- Office Hours
- Extras
- Prices

## Comment on

“Fixing” the Denominator## I think rather than using

## I totally agree that that

I totally agree that that would save time.

I don't mention the Difference of Squares approach (found here https://www.gmatprepnow.com/module/gmat-algebra-and-equation-solving/vid...), because many students follow the course as it's laid out in the Learning Guide, and those students haven't covered that lesson yet.

## For the second question, why

-Yvonne

## That's totally valid. However

That's totally valid. However, once we get to (2√50)/15, we need to recognize that we can simplify this fraction further, since √50 = √(25 x 2) = √25 x √2 = 5√2

So, (2√50)/15 = 2(5√2)/15 = 2√2/3

## Hi Brent,

What would be the conjugate of a denominator with 3 variables (e.g. 3+3√7-4√6)? Would that ever be asked?

## Here's a video on

Here's a video on rationalizing the denominator when there are 3 terms: https://www.youtube.com/watch?v=pPtOMrrsoME

As you can see, the technique is far too time consuming to ever be part of a GMAT test. So, don't worry about it.