AMC 8 · 2002 · #19
Grade 4 countingnumber-theoryPick an answer.
AMC 8 2002 problem © Mathematical Association of America (MAA AMC). Reproduced for educational use.
The hundreds digit cannot be 0, so the single 0 must sit in either the tens slot or the units slot. That observation splits the count into two clean subproblems (Tool #7): "0 in the tens place" and "0 in the units place." Each subproblem is a tiny digit-by-digit choice, perfect for a systematic count (Tool #2). The two subproblems do not overlap (the 0 is in different positions), so we just add the two counts at the end.
The lead digit h can't be 0, so the lone 0 sits in the tens slot (h 0 u) or the units slot (h t 0) — two disjoint cases.
Three-digit place value (hundreds, tens, units) is Grade 3; the only restriction is that the lead digit is not 0.
3.NBT.A.1Identify SubproblemsCase T (h 0 u): h has 9 choices, the tens digit is forced to 0, and u must be nonzero (9 choices), giving 81.
Each independent slot choice multiplies into the total — the same "9 shirts × 9 pants" reasoning kids meet in Grade 4 word problems.
4.OA.A.3Make A Systematic ListCase U (h t 0) is symmetric: h has 9 choices, t must be nonzero (9 choices), and the units digit is forced to 0, giving 81.
Symmetric to Case T — same counts, just the forced 0 moved to the units slot.
4.OA.A.3Make A Systematic ListThe two cases never name the same number, so just add them: 81 + 81 = 162.
Disjoint cases add. That is the wrap-up move for any "split into subproblems" count.
4.OA.A.3Identify SubproblemsThe single 0 has only two homes (tens or units), and each home gives 9 × 9 = 81 numbers — so the answer is 81 + 81 = 162.