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QUESTION STEM:A museum's audio tour lasts 80 minutes in total.Each narrated segment lasts 7 minutes, and each musical interlude lasts...

GMAT Algebra : (Alg) Questions

Source: Prism
Algebra
Linear equations in 2 variables
EASY
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QUESTION STEM:

  1. A museum's audio tour lasts \(\mathrm{80}\) minutes in total.
  2. Each narrated segment lasts \(\mathrm{7}\) minutes, and each musical interlude lasts \(\mathrm{2}\) minutes.
  3. If the tour includes \(\mathrm{6}\) narrated segments, how many musical interludes does it include?

Answer Format Instructions: Enter your answer as an integer.

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Solution

1. TRANSLATE the problem information

  • Given information:
    • Total tour duration: 80 minutes
    • Each narrated segment: 7 minutes
    • Each musical interlude: 2 minutes
    • Number of narrated segments: 6
    • Need to find: Number of musical interludes

2. INFER the solution strategy

  • This is a "parts make up the whole" problem
  • Strategy: Find how much time the narrated segments use, then the remaining time must be used by musical interludes
  • We can then divide the remaining time by the length of each interlude

3. SIMPLIFY through calculations

  • Calculate time used by narrated segments:
    \(6 \times 7 = 42\) minutes
  • Find remaining time for musical interludes:
    \(80 - 42 = 38\) minutes
  • Calculate number of musical interludes:
    \(38 \div 2 = 19\) interludes

Answer: 19




Why Students Usually Falter on This Problem

Most Common Error Path:

Weak TRANSLATE skill: Students misinterpret what they're solving for and try to find the total time instead of the number of interludes.

They might calculate something like: \(6 \times 7 + 2 = 44\), thinking they need to find total time with one interlude, leading to confusion and guessing.


Second Most Common Error:

Poor INFER reasoning: Students don't recognize the "remainder" structure and attempt to directly divide total time by something.

They might try \(80 \div 7 = 11.4\) or \(80 \div 2 = 40\), not understanding they need to account for the narrated segments first. This leads to confusion and abandoning systematic solution.


The Bottom Line:

This problem requires students to see the two-part structure: some time is already allocated (narrated segments), and the remaining time gets divided among interludes. Missing this partition concept is what derails most solution attempts.

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