AMC 8 · 1999 · #5
Grade 4 geometry-2dPick an answer.
AMC 8 1999 problem © Mathematical Association of America (MAA AMC). Reproduced for educational use.
One sentence hides three short tasks, so Tool #7 (Break into Subproblems) keeps the work in order: (i) find the rectangle's perimeter and area, (ii) reuse that perimeter to get the square's side and area, (iii) subtract to get the increase. Tool #1 (Draw a Diagram) is the visual support — sketching the 60 × 20 rectangle next to a square shows that "same fence" means equal perimeter, which is the only link between the two shapes.
Subproblem 1: the rectangle's perimeter is the reusable fence length 160 ft, and its area is 1200 ft².
Perimeter and area of a rectangle are Grade 3 formulas. The perimeter 160 is the length of fence we get to reuse.
3.MD.D.8Identify SubproblemsSubproblem 2: the same 160 ft fence makes a square of side 40 ft, so its area is 1600 ft².
P = 4s for a square, so s = . Area of a square is side × side, another Grade 3 standard.
3.MD.C.7Identify SubproblemsSubproblem 3: subtract the old area from the new area — the garden grows by 400 ft².
"By how many" is a comparison subtraction. The Grade 4 four-operations standard covers exactly this kind of multi-step word-problem finish.
4.OA.A.3Identify SubproblemsSame fence means same perimeter — and for a fixed perimeter a square holds more area than a long, thin rectangle. Three Grade 3-4 steps (perimeter, side, subtract) turn this AMC 8 problem into routine work.