AMC 8 · 2013 · #3
Grade 4 arithmeticpatternPick an answer.
AMC 8 2013 problem © Mathematical Association of America (MAA AMC). Reproduced for educational use.
Adding 1000 signed numbers one by one is hopeless — we need structure. Tool #5 (Look for a Pattern) is the perfect fit because the signs repeat in a clear two-step cycle (-, +, -, +, …), which means consecutive pairs of terms might collapse to something simple. Tool #7 (Identify Subproblems) makes that idea concrete: we split S into 500 small subproblems — each one is a pair (-odd) + (next even) — solve one of them, and reuse the result for all the others. Once S is known, the final 4 · S is a one-line multiplication.
Group the 1000 terms into consecutive pairs — each shaped (negative odd) + (next even).
Splitting one giant sum into many small two-number sums is the Tool #7 subproblems move, and it works because the sign pattern lines up perfectly with pairs.
4.OA.A.3Identify SubproblemsCompute a few pairs — every one collapses the same way: -(2k-1) + 2k = 1.
Computing a few terms and seeing the same answer pop out is exactly the Grade 4 "generate and analyze patterns" habit.
4.OA.C.5Look For A PatternCount the pairs: 1000 terms ÷ 2 per pair = 500 pairs, so 500 ones get added.
Knowing how many copies of the repeating chunk fit into the whole is the second half of pattern reasoning.
4.OA.A.3Look For A PatternSum the 500 ones to get S = 500, then multiply by the outside 4: 4 · 500 = 2000.
Once the pattern collapses the sum to 500, the rest is a one-step multiplication of multi-digit whole numbers — Grade 4 territory.
4.NBT.B.5Look For A PatternThis AMC 8 problem only needs Grade 4 pattern-finding — pair up the terms, notice each pair adds to 1, then multiply!