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If 2x + 3 = 9, what is the value of 6x - 1?

GMAT Algebra : (Alg) Questions

Source: Practice Test
Algebra
Linear equations in 1 variable
EASY
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Notes
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If \(2\mathrm{x} + 3 = 9\), what is the value of \(6\mathrm{x} - 1\)?

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Solution

1. TRANSLATE the problem information

  • Given: \(\mathrm{2x + 3 = 9}\)
  • Find: The value of \(\mathrm{6x - 1}\)

2. INFER the best approach

You have two solid options here:

  • Option A: Solve for x first, then substitute into \(\mathrm{6x - 1}\)
  • Option B: Manipulate the given equation directly to create \(\mathrm{6x - 1}\)

Let's explore both approaches:

3. SIMPLIFY using Option A (Solve for x first)

From \(\mathrm{2x + 3 = 9}\):

  • Subtract 3 from both sides: \(\mathrm{2x = 6}\)
  • Divide both sides by 2: \(\mathrm{x = 3}\)
  • Substitute into target expression:
    \(\mathrm{6x - 1 = 6(3) - 1}\)
    \(\mathrm{= 18 - 1}\)
    \(\mathrm{= 17}\)

4. SIMPLIFY using Option B (Direct manipulation)

Starting with \(\mathrm{2x + 3 = 9}\):

  • Multiply both sides by 3: \(\mathrm{3(2x + 3) = 3(9)}\)
  • This gives us: \(\mathrm{6x + 9 = 27}\)
  • Subtract 10 from both sides: \(\mathrm{6x + 9 - 10 = 27 - 10}\)
  • Final result: \(\mathrm{6x - 1 = 17}\)

Answer: 17




Why Students Usually Falter on This Problem

Most Common Error Path:

Weak SIMPLIFY execution: Students make arithmetic errors when solving \(\mathrm{2x + 3 = 9}\)

They might incorrectly get \(\mathrm{x = 2}\) (forgetting to subtract 3 first) or \(\mathrm{x = 4.5}\) (adding instead of subtracting). When they substitute these wrong x-values into \(\mathrm{6x - 1}\), they get answers like 11 or 26, leading to confusion since these aren't typical answer choices.

Second Most Common Error:

Limited INFER reasoning: Students don't recognize the direct manipulation approach exists

They only see the "solve for x first" method and may get overwhelmed by the multi-step process. Some students abandon the systematic approach entirely when they realize there are multiple steps involved, leading to random guessing.

The Bottom Line:

This problem rewards students who can either execute multi-step algebra cleanly OR recognize that clever equation manipulation can bypass finding x explicitly. The key insight is that both paths are valid - success comes from choosing one and executing it carefully.

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