AMC 8 · 2005 · #15
Grade 5 geometry-2dPick an answer.
AMC 8 2005 problem © Mathematical Association of America (MAA AMC). Reproduced for educational use.
The problem asks "how many," the candidate set is small and finite, and each candidate is easy to test — three classic signs that Tool #2 (Systematic List) is the right primary. Order the candidates by the repeated side a: once a is fixed, the perimeter forces the third side b = 23 - 2a, so there is at most one triangle per value of a. Tool #6 (Guess and Check) then handles each candidate the same way — write the three sides and check the triangle inequality a + a > b. No algebra is needed; the longest case to handle is 11 × 1 = 11.
Set up the list: an isosceles triangle has sides (a, a, b) with a + a + b = 23, so b = 23 - 2a. List candidates by increasing a.
Grade 3 perimeter says "add the sides." Solving the perimeter equation for b turns the unknown triangle into a one-variable search.
3.MD.D.8Make A Systematic ListBound a: since b = 23 - 2a ≥ 1, we get a ≤ 11, and a ≥ 1, so a runs over 1 to 11 before the triangle test.
The Grade 4 multi-step move: turn a word constraint ("b is a positive whole number") into a numeric bound on a.
4.OA.A.3Make A Systematic ListTest the triangle inequality a + a > b for each a from 1 to 11: it fails for a ≤ 5 and holds for a ≥ 6.
Grade 5 classifies triangles by side length. The triangle inequality is just the "can these sides actually close into a triangle?" check — for an isosceles, 2a > b is all you need.
5.G.B.3Guess And CheckCount the passing rows a = 6 to 11: six triangles in all.
Once the systematic list is done, counting the rows that survive is just whole-number tally — the Grade 4 multi-step problem ends with a count.
4.OA.A.3Make A Systematic ListWhen a problem asks "how many," make a systematic list — once the perimeter pins the third side to the repeated side, the only question per row is whether the two equal sides are long enough to close the triangle.