AMC 8 · 2012 · #4
Grade 4 rate-ratioPick an answer.
AMC 8 2012 problem © Mathematical Association of America (MAA AMC). Reproduced for educational use.
Draw the 12-slice pizza and shade exactly what Peter ate — one whole slice plus half of a second slice. Tool #1 (Draw a Diagram) turns the words into a picture so the part-of-whole question becomes a counting question. Tool #7 (Identify Subproblems) splits Peter's intake into two clean pieces — the full slice and the half slice — and we add the two fractions at the end.
Draw the pizza as 12 equal wedges; since all are the same size, one wedge is of the whole.
Splitting a whole into b equal parts and calling one part is the Grade 3 definition of a unit fraction.
3.NF.A.1Draw A DiagramSplit Peter's total into two pieces — the full slice and the shared slice — then handle each and add.
Breaking what Peter ate into the "full" part and the "shared" part is exactly the Tool #7 subproblems move.
3.NF.A.1Identify SubproblemsThe shared slice is also , and Peter eats half of it: × = .
Multiplying a fraction by a whole-number partition (here, halving a slice) is the Grade 4 fraction-times-number idea.
4.NF.B.4Draw A DiagramAdd the two pieces: rewrite as , so + = .
Rewriting one fraction so both denominators match, then adding numerators, is the Grade 4 "add fractions" technique.
4.NF.B.3Identify SubproblemsSimplify by dividing top and bottom by 3 to get — choice (C).
Dividing numerator and denominator by the same number to get an equivalent fraction is the Grade 4 equivalent-fraction rule.
4.NF.A.1Draw A DiagramThis AMC 8 problem only needs Grade 4 fraction skills — picturing slices and adding simple fractions — that you already know!