The villager must transport a fox, duck, and bag of seaweed across a river using a small boat that can only hold one item at a time. The fox cannot be left with the duck, and the duck cannot be left with the seaweed, or one will eat the other. The solution is to: 1) Take the duck across, 2) Return and bring the fox, leaving the duck on the other side, 3) Take the seaweed across, 4) Return and take the duck across again, completing the transport safely.

1. Kwatog101

2. You need to help a villager get a fox, a duck, and a
bag of seaweed safely across a river in a boat. The
villager may only take one thing at a time in the
boat. She cannot leave the fox and the duck
together on either side of the river, or the fox will
eat the duck. Likewise, she cannot leave the duck
alone with the bag of seaweed or the duck will eat
the seaweed. How can the villager get everything
across the river without anything being eaten?

3. First Solution: Draw a diagram
Step 1: understanding the problem
Across the river in a boat
One thing at a time
Cannot leave them unattended (fox will eat duck
or duck will eat seaweed)
Way to carry everything across the river safely

4. Step 2: Devise a plan
-Draw a diagram
Step 3: Carry out the plan
Duck Fox Seaweed

6. Step 4: Check the Answer
1st: the villager will take the duck across the river
2nd: the villager will take the fox and bring back
the duck
3rd: the villager will take the seaweed
4th: the villager will finally take the duck across
the river again.

7. Many elementary school math
problems fit into one of the
following categories:

8. One-Step Routine Translation Problem
This can be solved with a single arithmetic
operation. It illustrates common applications of
arithmetic and helps reinforce arithmetic skills.
Example: There are 6 pencils in the drawer.
Evelyn places 9 more pencils in the drawer. How
many pencils are now there in total?

9. Multi-Step Routine Translation Problem
This can be solved with two or more arithmetic
steps. It illustrates common applications of arithmetic
and reinforces arithmetic skills, but they require
higher-level thinking than one-step problems.
Example: Janet bought 4 packets of balloon. There
were 5 balloons in each packet. She used two packets.
How many balloons did she have left?

10. Non-Routine Problems
This is often solved with some unusual approach or
insight. Non-routine problems develop flexible
thinking.
Example: Jaden had 17 coins. 7 of them were 1peso
coins, 2 of them were 5peso coins and the rest
were 10peso coins. How much money did Jaden
have?

11. VS NON- ROUTINE PROBLEM
REAL LIFE PROBLEM
INVOLVE ONE MATHEMATICAL
OPERATION
BASIC SKILLS AND SEQUENCE STEPS
SOLVING THROUGH STORY TELLING AND
RELATE IT TO REAL LIFE SITUATION
COMPLEX PROBLEM
REQUIRE MORE THAN ONE
MATHEMATICAL OPERATION
USING CRITICAL AND CREATIVE THINKING
SKILLS
VARIOUS STRATEGIES AND METHODS TO
SOLVE IT

12. In general, problems can be categorized as
routine or non-routine. Routine problems require
direct applications of sets of known or
prescribed procedures to solve problems. On
the other hand, non-routine problems are more
abstract or subjective and require a strategy.
solve.