AMC 8 · 2013 · #9
Grade 6 patternalgebraPick an answer.
AMC 8 2013 problem © Mathematical Association of America (MAA AMC). Reproduced for educational use.
The jumps are a clean doubling sequence, so Tool #5 (Look for a Pattern) is the natural fit: spot that the n-th jump is 2ⁿ⁻¹. Tool #2 (Systematic List) then turns the search into bookkeeping — list the powers of 2 in order until one breaks past 1,000. No algebra or logarithms are needed; just keep doubling and stop at the first value over 1,000.
Each jump doubles the one before, so the distances form a doubling pattern: 1, 2, 4, 8, 16, …
Spotting the rule "each term is double the last" is exactly the Grade 4 "generate a number pattern following a given rule" standard.
4.OA.C.5Look For A PatternRewrite each distance as a power of 2, so the n-th jump is 2ⁿ⁻¹.
Writing 1, 2, 4, 8 as 2⁰, 2¹, 2², 2³ is a Grade 6 "whole-number exponents" expression.
6.EE.A.1Look For A PatternList the powers of 2 in order until one clears 1,000: 2⁸ = 256, 2⁹ = 512, then 2¹⁰ = 1024.
Doubling one entry at a time in order is the Tool #2 systematic-list move applied to powers.
6.EE.A.1Make A Systematic List2⁹ = 512 stays under 1,000 but 2¹⁰ = 1024 clears it, so the first winning exponent is 10.
Checking which value in the list first satisfies 2ⁿ⁻¹ > 1000 is the Grade 6 "find values that make an inequality true" idea.
6.EE.B.5Make A Systematic ListSince jump n has distance 2ⁿ⁻¹, exponent 10 means n − 1 = 10, so n = 11.
Mapping "position in the pattern" to "jump number" is just running the Grade 4 pattern rule backward.
4.OA.C.5Look For A PatternThis AMC 8 problem only needs Grade 6 "powers of 2" expressions you already know!