AMC 8 · 2000 · #6
Grade 3 geometry-2d
Pick an answer.
AMC 8 2000 problem © Mathematical Association of America (MAA AMC). Reproduced for educational use.
The labeled lengths 1, 3, 1 pin down every coordinate on the figure, so Tool #1 (Draw a Diagram) lets us read all the side lengths of the L-shape directly off the grid — no algebra needed. Once the L is drawn with its corner coordinates known, Tool #7 (Break Into Subproblems) handles it cleanly: slice the L into two rectangles along a single horizontal or vertical cut, find each rectangle's area, then add. This avoids the larger "big square minus three smaller squares, then divide by 2" route, which is correct but does extra work the diagram itself makes unnecessary.
Put the figure on a grid: the outer square has side 1 + 3 + 1 = 5, and the shaded L wraps the 3 × 3 square along the left and bottom.
Reading the figure on a grid is the Grade 3 "tile a rectangle" move — every length is a whole number of unit squares.
3.MD.C.7Draw A DiagramOne horizontal cut at y = 1 splits the L into two rectangles: a 1 × 3 strip up the left edge and a 4 × 1 strip along the bottom.
Splitting an L into two rectangles with one straight cut is the Grade 3 "decompose into rectangles" idea — same total area, easier shapes.
3.MD.C.7Identify SubproblemsEach area is length × width: the strip is 1 × 3 = 3 and the base is 4 × 1 = 4, so the L's area is 3 + 4 = 7.
Adding the two rectangle areas is the Grade 3 "area is additive" property.
3.MD.C.7Identify SubproblemsSlice the L into two rectangles along one straight cut. One piece is 1 × 3 = 3, the other is 4 × 1 = 4, and the L's area is 3 + 4 = 7 — answer (A).