\((\mathrm{p} + 5) \times 2 = 8\)What value of p is the solution to the given equation?-1139
GMAT Algebra : (Alg) Questions
\((\mathrm{p} + 5) \times 2 = 8\)
What value of p is the solution to the given equation?
- \(-1\)
- \(1\)
- \(3\)
- \(9\)
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1
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1. TRANSLATE the problem information
- Given information:
- Equation: \(\mathrm{(p + 5) × 2 = 8}\)
- Need to find the value of p that makes this equation true
2. SIMPLIFY by undoing operations in reverse order
- The equation shows: \(\mathrm{(p + 5)}\) is first, then multiplied by 2
- To isolate p, we need to undo these operations in reverse order
- First undo the multiplication by 2, then undo the addition of 5
3. SIMPLIFY step 1: Divide both sides by 2
- \(\mathrm{(p + 5) × 2 = 8}\)
- \(\mathrm{(p + 5) = 8 ÷ 2}\)
- \(\mathrm{(p + 5) = 4}\)
4. SIMPLIFY step 2: Subtract 5 from both sides
- \(\mathrm{p + 5 = 4}\)
- \(\mathrm{p = 4 - 5}\)
- \(\mathrm{p = -1}\)
5. Verify the solution
- Check: \(\mathrm{(-1 + 5) × 2 = 4 × 2 = 8}\) ✓
Answer: A) -1
Why Students Usually Falter on This Problem
Most Common Error Path:
Weak SIMPLIFY execution: Students make sign errors when subtracting 5 from 4, incorrectly calculating \(\mathrm{4 - 5 = 1}\) instead of \(\mathrm{-1}\).
This computational mistake stems from confusion about subtracting a larger number from a smaller positive number. They may think "4 minus 5" gives a positive result because they focus on the digits rather than the direction on the number line.
This may lead them to select Choice B (1).
Second Most Common Error:
Poor SIMPLIFY sequencing: Students attempt to subtract 5 first before dividing by 2, incorrectly trying to distribute: \(\mathrm{(p + 5) × 2 = 8}\) becomes \(\mathrm{p + 5 × 2 = 8}\), then \(\mathrm{p + 10 = 8}\).
This order-of-operations confusion leads them to calculate \(\mathrm{p = 8 - 10 = -2}\), which isn't among the choices, causing confusion and potentially guessing.
The Bottom Line:
This problem tests whether students can systematically undo operations in the correct reverse order and handle arithmetic with negative results. The key insight is recognizing that \(\mathrm{4 - 5}\) produces a negative answer, which many students find counterintuitive.
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1
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9