AMC 10 · 2007 · #6
Grade 7 arithmeticPick an answer.
AMC 10 2007 problem © Mathematical Association of America (MAA AMC). Reproduced for educational use.
Each answer choice is one of the five year-to-year intervals, so this is a finite compare-them-all problem — Tool #3 (Eliminate Possibilities) fits: evaluate every interval and keep the largest. Computing five separate percentage increases is Tool #7 (Identify Subproblems), one small ratio per interval. The subtle part is what 'percentage' measures — Tool #8 (Analyze the Units) keeps the focus on the increase as a fraction of the STARTING count, not the raw number of extra students, which is exactly the trap this problem sets.
Fix what 'percentage increase' means
Percentage increase divides the rise by the starting count, so the same +6 is worth more from a smaller base.
A gain feels bigger when you started with less, so we always divide by the earlier year's count.
A gain feels bigger when you started with less, so the growth is always measured against the earlier count.
▸ Why?
A percent is a count out of a hundred of some stated base, so the base has to be named first.
▸ Why?
The same absolute rise makes a larger share of a smaller base, which is what the fraction records.
Compute each interval's percentage increase
One ratio per interval: , , , , .
Turning each interval into one small fraction lets you read its growth off a single number.
6.RP.A.3Identify SubproblemsCompare the five percentages and choose the largest
Lined up: , , , , — the largest is 10%, from 2002 to 2003, so (A).
Once every interval is a percent, the winner is just the biggest number in the list.
6.NS.B.3Eliminate PossibilitiesPercentage growth means the increase divided by where you started, so a smaller starting count can beat a bigger raw jump.
- Fix what 'percentage increase' means
- Compute each interval's percentage increase
- Compare the five percentages and choose the largest