In the xy-plane, line m has a y-intercept of \((0, 12)\) and a slope of 4/3. What is the x-coordinate...
GMAT Algebra : (Alg) Questions
In the \(\mathrm{xy}\)-plane, line \(\mathrm{m}\) has a \(\mathrm{y}\)-intercept of \((0, 12)\) and a slope of \(\frac{4}{3}\). What is the \(\mathrm{x}\)-coordinate of the \(\mathrm{x}\)-intercept of line \(\mathrm{m}\)?
Express your answer as an integer.
1. TRANSLATE the problem information
- Given information:
- y-intercept: \((0, 12)\)
- Slope: \(\frac{4}{3}\)
- Need: x-coordinate of x-intercept
2. INFER the approach
- Since we have slope and y-intercept, we can write the line equation in slope-intercept form
- To find x-intercept, we need the point where the line crosses the x-axis (where \(\mathrm{y} = 0\))
3. TRANSLATE given information into equation form
Write the equation: \(\mathrm{y} = \frac{4}{3}\mathrm{x} + 12\)
4. INFER the method to find x-intercept
- At the x-intercept, \(\mathrm{y} = 0\)
- Substitute \(\mathrm{y} = 0\) into our equation and solve for x
5. SIMPLIFY to solve for x
- Set up: \(0 = \frac{4}{3}\mathrm{x} + 12\)
- Subtract 12: \(-12 = \frac{4}{3}\mathrm{x}\)
- Divide by \(\frac{4}{3}\): \(\mathrm{x} = -12 \div \frac{4}{3}\)
- Convert division to multiplication: \(\mathrm{x} = -12 \times \frac{3}{4} = -9\)
Answer: -9
Why Students Usually Falter on This Problem
Most Common Error Path:
Weak INFER skill: Not understanding what "x-intercept" means
Students might think the x-intercept is related to the y-intercept value or try to use the slope directly. They may confuse x-intercept with y-intercept and incorrectly think the answer should be 12 or try to manipulate the slope value \(\frac{4}{3}\).
This leads to confusion and random guessing.
Second Most Common Error:
Poor SIMPLIFY execution: Making errors when dividing by a fraction
Students correctly set up \(-12 = \frac{4}{3}\mathrm{x}\) but then incorrectly calculate \(\mathrm{x} = -12 \times \frac{4}{3} = -16\) instead of \(\mathrm{x} = -12 \times \frac{3}{4} = -9\). They multiply by the fraction instead of its reciprocal.
This leads them to select an incorrect positive or negative value.
The Bottom Line:
This problem tests whether students truly understand what intercepts mean geometrically and can correctly manipulate equations involving fractions. The key insight is recognizing that x-intercept means "y equals zero."