AMC 8 · 2002 · #1
Grade 7 geometry-2dcountingPick an answer.
AMC 8 2002 problem © Mathematical Association of America (MAA AMC). Reproduced for educational use.
Three figures make three pairs: line-line, line-circle (twice). Tool #7 (Break into Subproblems) lets us handle one pair at a time, find the maximum for each, and add. Tool #15 (Visualize) is needed at the end to draw a single picture where every pair hits its maximum at the same time, so the five points are all different and the total is actually reachable.
Pair 1, line vs line: two distinct lines cross at most once, so cross them for the max of 1 point.
Grade 4 introduces points, lines, and parallel vs. intersecting lines: two different lines share at most one point.
4.G.A.1Identify SubproblemsPair 2, circle vs first line: a secant through the inside cuts the circle at the max of 2 points.
Grade 7 work with circles makes the secant case familiar: a chord meets the circle at its two endpoints.
7.G.B.4Identify SubproblemsPair 3, circle vs second line: independent of the first, it is also a secant for another 2 points.
The second line is independent of the first, so it can also be a secant and contribute 2 more points.
7.G.B.4Identify SubproblemsAdd the three pair-maximums, 1 + 2 + 2, to bound the total at 5.
Grade 4 multi-step addition: each pair contributes independently, so the totals just stack up.
4.OA.A.3Identify SubproblemsSketch a circle with two secants crossing inside it: 1 inner crossing + 4 on the circle = 5 distinct points, so the bound is reached.
Grade 4 "draw and identify" geometry: a quick sketch confirms the five points are distinct, so the upper bound 5 is actually attained.
4.G.A.1Organize Information In More WaysThree figures make three pairs. Find each pair's biggest intersection count, add them up, and then make sure one picture can hit all the maximums at once — that final check is what turns 5 from a guess into the real answer.