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How many feet are equivalent to 34text{ yards}? (1text{ yard} = 3text{ feet})

GMAT Problem-Solving and Data Analysis : (PS_DA) Questions

Source: Practice Test
Problem-Solving and Data Analysis
Ratios, rates, proportional relationships, and units
EASY
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Notes
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How many feet are equivalent to \(34\text{ yards}\)? (\(1\text{ yard} = 3\text{ feet}\))

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Solution

1. TRANSLATE the problem information

  • Given information:
    • \(\mathrm{34~yards}\) need to be converted to feet
    • Conversion factor: \(\mathrm{1~yard = 3~feet}\)
  • What we need to find: The number of feet equivalent to \(\mathrm{34~yards}\)

2. INFER the conversion approach

  • Since we're converting from larger units (yards) to smaller units (feet), we need more of the smaller units
  • This means we multiply: \(\mathrm{34~yards × 3~feet~per~yard}\)
  • The conversion factor \(\mathrm{\frac{3~feet}{1~yard}}\) ensures the yards cancel out, leaving only feet

3. SIMPLIFY the calculation

  • \(\mathrm{34~yards × \frac{3~feet}{1~yard}}\)
    \(\mathrm{= 34 × 3~feet}\)
    \(\mathrm{= 102~feet}\)

Answer: \(\mathrm{102}\)




Why Students Usually Falter on This Problem


Most Common Error Path:

Weak INFER skill: Students confuse the direction of conversion and divide instead of multiply.

They might think: "There are 3 feet in 1 yard, so 34 yards must be \(\mathrm{34 ÷ 3 = 11.33~feet}\)." This backwards reasoning comes from not recognizing that converting to smaller units requires more of those units, not fewer. This leads to an incorrect answer of approximately \(\mathrm{11}\).


Second Most Common Error:

Poor SIMPLIFY execution: Students set up the problem correctly but make arithmetic errors.

They correctly identify that \(\mathrm{34 × 3}\) is needed, but miscalculate and get \(\mathrm{92, 112}\), or other incorrect products. Simple multiplication errors can derail an otherwise correct approach.


The Bottom Line:

The key insight is recognizing which direction the conversion goes - when converting from larger to smaller units, you get more units, so you multiply. This unit conversion logic is what separates confident problem-solvers from students who guess at whether to multiply or divide.

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