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## The Battle Of English and Mathematics ANSWER (SOLVED): 1 Rabbit Saw 6 Elephants Riddle Puzzle

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The Battle of English and Mathematics Answer is the latest puzzle trending on social media nowadays. People are enjoying the Battle of English and Mathematics Question 1 rabbit saw 6 elephants while going to the river. Every elephants saw 2 monkeys going towards the river. Every monkey holds 1 parrot in their hands. Now, how many animals are going toward the river?. Whereas while solving the answer, people are sharing this question and challenging their friends & family members to solve this amazing riddle.

Here in this post, we are going to solve the Battle of English and Mathematics riddle and provide you the correct answer. Also, we are going to share the solution for the puzzle. So let us get started.

## Battle Of English and Mathematics Answer:

The Battle Of English and Mathematics answer is 5.

## The Battle Of English and Mathematics Solution for 1 Rabbit Saw 6 Elephants Puzzle Question:

Lets now find out how we got the answer for the 1 rabbit saw 6 elephants, The Battle Of English and Mathematics question.

First, let’s have a look at the question once:

Question – 1 rabbit saw 6 elephants while going to the river. Every elephants saw 2 monkeys going towards the river. Every monkey holds 1 parrot in their hands. Now, how many animals are going toward the river?

1 rabbit saw 6 elephants while going to the river, So 1 animal i.e. rabbit is already going towards the river.

Every elephant saw 2 monkeys going towards the river, so from the sentence, it is clear that all the 6 elephants saw 2 monkeys going towards the river. Hence as per the logic, it should be 6 x 2 = 12 monkeys (animals) going towards the river. But there is a twist in this statement.

The above statement does not say that each Elephant saw 2 different monkeys going towards the river. So here we apply the implicit rule, and assume that 2 monkeys that all 6 elephants saw are the same.

Now we have got 2 monkeys (animal) going towards the river.

As per the final statement, Every monkey holds 1 parrot in their hands, so as we already know that there are 2 monkeys so there are 2 parrots are going towards the river

So total 1 rabbit, 2 monkeys, and 2 parrots = 5 animals are going towards the river

The Battle Of English and Mathematics Answer for 1 rabbit saw 6 elephants question is 5 Animals

The Battle of English vs. Math (1 rabbit 6 elephants riddle) – It is sometimes described as "the battle of English and Math" or "the 1 rabbit 6 elephants question." Some versions even have 9 elephants:) 1 rabbit saw 6 elephants while going to the river. Every elephant saw 2 monkeys going towards the river.The battle of English and Mathematics puzzle has everyone wondering what the right answer is. This image has been doing the rounds on Social Media and has everyone participating. Let's have a look at the question:Here's The Answer Truth Inside Of You. February 27, 2019. 0 . Global Awareness. Nasa Released 2,540 Photos Of Mars And They Are Marvellous Truth Inside Of You. Home » The Battle of English VS Math. Collections The Battle of English VS Math Truth Inside Of You. April 14, 2019. 0 46.9K views.

Answer: The battle of English and Mathematics | Vaal – Nayden Kostov. Born in Bulgaria, I have lived in places like Germany, Belgium and Iraq, before settling down with my family in Luxembourg. With varied interests, I have always suffered from an insatiable appetite for facts stemming from an unrestrainable intellectual curiosity.Answer to THE BATTLE OF ENGLISH AND MATHEMATICS! QUESTION: 1 rabbit saw 6 elephants while going to the river. Every elephant saw 2…THE BATTLE OF ENGLISH AND MATHEMATICS. QUESTION: 1 rabbit saw 6 elephants while going to the river. Every elephant saw 2 monke… THE BATTLE OF ENGLISH AND MATHEMATICS. The answer would be 1 rabbit, 2 monkeys and 1 parrot. Reply Delete. Replies. Reply. Irshaad Bramdev April 8, 2020 at 3:59 PM. There is no indication that the elephants are

The Battle of English VS Math – Truth Inside Of You – *THE BATTLE OF ENGLISH AND MATHEMATICS.* *QUESTION:* *1* rabbit saw *6* elephants while going to the river. Every elephant saw *2* monkeys going towards the river. Every monkey holds *1* parrot in…Tagged as: Battle of English and Mathematics, English and Mathematics equation, English and Mathematics logic, English and Mathematics problem, English and Mathematics question { 1 comment… add one }But, remember the title of the question is "The Battle of English and Mathematics." The "English" part is what's getting forgotten. At first I thought the answer was 5, and here's why: Remember, the answer we're looking for is how many animals are going to the river.

**Crazy About Games | Math Integration** – Welcome to the Digital Media Academy | Certified Schools program, an affordable, practical solution that makes it easy to integrate core content-area learning with a curriculum rich in technology skills and concepts.

This video illustrates how Crazy About Games, a Certified Schools course for Grades 2 to 5, uses game design to help students learn, exchange ideas and creatively express mathematics content. Research studies have shown that effective infusion of technology as a tool will result in enriched learning in any content area or multidisciplinary setting. Before watching this video, you should get familiar with the course content and lesson planning materials. To start, go to the Crazy About Games Teacher Resource Module and complete the built-in teacher training materials. In the Course Overview and Teacher Guide page

of all Certified Schools courses, you can access a Curricular Connection map that outlines ways to make language arts, science, math, and social studies curricular connections. This video offers examples of ways to connect

game design and math such as: Creating games that Illustrate and investigate

and/or reinforce math concepts. Demonstrating understanding of math problems

and solutions when creating games. Creating games that incorporate numerical

operations. Demonstrating and using mathematical skills

in game design including: probability, estimation, measurement, numerical operations, mental

math, etc. We will be making references to the teacher

guide. Please have it handy for easy reference. Let's get started with Lesson 1! In Lesson 1, during the brainstorming activity

about the games your students play, engage them in identifying the use of mathematical

concepts or operations in the game design. Ask the question why is math part of the games? This is intended to raise awareness that math

is part of our daily life. During lesson planning, prepare one or two math games for your students to play in small groups or as a class. Hold a discussion on on how math is used to

solve a problem in the game. Reference real-life problems and review the

math concept. Some options include: Monopoly. Shut the Box 101 and out Students can find the math in monopoly as they decide whether to buy properties and/or houses and hotels. They will also need to identify different probabilities and outcomes based on chance and choices they make. You can play a version where the game is timed and whoever is richest at the end wins the game. The time limitation will emphasize the result of chance and show the impact of strategic decisions quite quickly. Shut the box is a game that can help students with numeracy (choosing numbers that add up to the dice roll), probability (how likely it is that they will roll the same combination again) and algorithmic thinking (what is a good strategy for choosing one number over another?). If you don't have this game, you can easily

use pencils and paper to play. Pig is a great game where students use their calculating skills and probability to see who can get to 100 points first. For students mastering basic math facts, the

game is perfect. If your students already have their basic math facts mastered, they can focus on strategy and probability. Pig can be played with dice, pencils and paper. You can find the rules for pig here: https://mathforlove.com/lesson/pig/ As a follow up to the above discussion, during Activity 3 in lesson 1 when reviewing the answers to 'Is This a Game? Quiz', take this opportunity to go through

the game – Go Fish (in the quiz) and point out how simple card games can teach us mathematical operations including counting, addition and subtraction and identifying patterns without us even realizing it. Crazy 8s is another great game for teaching

algorithmic thinking, probability, numeracy, patterns and computational fluency as students

try to be the first to get rid of their cards. Cheat is another fun game where students can use probability and computational fluency to figure out who is telling the truth and who is cheating as they place their cards in the centre pile. In all of these games, math is constantly

in the background. As you integrated math content, you can push your students to identify the concepts embedded in the games. Later, as they design games, you may ask them to choose specific concepts to embed in their own games. Moving onto lesson 2: During Lesson 2, students work on the 'Games and Toys Venn Diagram Challenge' to sort a set of words and descriptions into the three groups, depending on whether they are characteristics of games, toys, or both. Ask the students during the brainstorming activity to come up with math games, puzzles, and toys in their list. In addition to the planned activity to explore characteristics of objects, ask the students to think about the math concepts that are covered in the games, puzzles, and/or toys. Yahtzee is is a relatively simple game that

teaches math skills and strategies including computational fluency, algorithms, probability

and numeracy. Othello, reversi, chess, backgammon and checkers really

get students thinking algorithmically about strategy. Encourage students to think carefully and

remember the decisions they made and how it contributed to winning or losing the games. After they play for a while, consider having a class or small group discussion in which you ask them to tie the outcome of the game to the decisions they made or strategies they employed. Games like chess also help with spatial thinking

and shapes and directions. From Lesson 3 to 5, students will work through a discovery process of coming up with a story for their game. Lesson 6 is an important lesson as students

are challenged to think creatively – attempting to approach problems in new ways that may

break from so called traditional approaches.. The lesson begins with a challenge, followed

by a class discussion about the chimp's strategy for extracting the nut from the graduated

cylinder. This is your opportunity to introduce the

idea of 'thinking outside the box;. We suggest adding relevant math problems to

the end of 'Lateral Thinking It – Give It a Try Quiz'. Encourage your students to use lateral thinking

in solving these math problems. Toothpick or matchstick puzzles are great

ways to get students thinking laterally and mathematically as they try to create shapes

in as few moves as possible. Fermi puzzles get students thinking computationally

as they try to solve impossible problems. Guide them by asking questions that encourage them to break the problem into manageable parts, use their estimating skills and their

imaginations. Encourage your students to draw doodles about

math concepts that were reviewed in previous lessons and present in small groups or to the whole class. From Lesson 7 onward, students will work individually

or in small groups to create a game. Now you can guide your students and channel

their ideas to develop games that relate to the current mathematical concepts they are learning. Another option is to have your students create games for younger students around math concepts they learned in previous grades. After brainstorming with your students, ask

them to mind map ideas to create games that incorporate math topics you are currently

teaching your class, or games that incorporate numerical operations. They can use any of the suggested brainstorming/ ideation techniques on the learning platform including: Mind mapping Doodling/drawing Listing – for this method, you might want

to give student topics or categories. Fill In the Blanks As you go through the rest of the course, your students will be guided through

the process to complete the game-building process. In the final two lessons – no. 14 and 15. When you show students the More Fun With Games

page, you can direct them to the Robot Battle and Math Multiplication (Scratch) games for games that deal specifically with math. You can also give them the challenge of finding

the math in the other games on the page. If you go to the hour of code site yourself, you can choose your grade level and subject – Math – to focus specifically on math games in this section. We hope this video shows you the power of

integrating core subject teaching with technology and inspires you to come up with your own

ideas on how to build literacy, numeracy, problem-solving, and critical thinking skills

with Certified Schools flex learning courses. We look forward to hearing from you about the cross-curricular connections you and your students made through Crazy About Games. .

**Is English really English? 6 Minute English** – Hello.

This is 6 Minute English from BBC Learning English. I’m Neil. And I’m Georgina. Gōdne mergen! Mé lícap pé tó métanne! I beg your pardon, Neil? Is something stuck in your throat?! Are you speaking a foreign language? Ha! Well, actually Georgina, I was saying, ‘Good morning, pleased to meet you’ in English – but not the English you and I speak. That was Anglo-Saxon, or Old English, the earliest form of English, spoken in the Middle Ages – so, between the 5th and 15th century. It doesn’t sound anything like the way people talk nowadays. No, but it’s surprising how many of the words we use today have survived from Old English – beer, wine, drink, fish, bread, butter, eye, ear, mouth, head, hand, foot, life, love, laughter, mother, daughter, sister, brother, son, father – all Anglo Saxon words! Wow, so many everyday words! But what about the classics – Latin and Greek? I thought a lot of English vocabulary came from there. That’s also true, but the history of English is the history of invasions – you know, when the army of one country fights to enter and control another country. Like the Roman invasion of Britain? Right, and later invasions too, by Norse-speaking Vikings and Germanic Saxons. In fact, Georgina, that reminds me of my quiz question. Go on then, but in modern English if you don’t mind… OK. Well, the year 1066 is remembered for a famous battle when the French-speaking Norman king, William the Conqueror, invaded England – but what is the name of the famous battle? Is it: a) The Battle of Waterloo?, b) The Battle of Hastings?, or, c) The Battle of Trafalgar? Hmm, my history’s not great, Neil, but I think it’s, b) The Battle of Hastings. OK, Georgina, we’ll find out ‘later’ – another Old English word there! But it’s not just words that survive from Anglo Saxon, it’s word endings too – the suffix, or letters added to the end of a word to modify its meaning. Right, like adding ‘s’ to make something plural, as in: one bird, two birds. Or the ‘ness’ in ‘goodness’ and ‘happiness’. And ‘dom’, as in, ‘freedom’ and kingdom’. Poet Michael Rosen is fascinated by Old English. Here he is talking about word suffixes to Oxford University professor Andy Orchard for BBC Radio 4’s programme, Word of Mouth. Listen out for the proportion of modern English that comes from Anglo Saxon. ‘I walked’ – that ‘walked’ the ‘et’ bit on the end. Yeah, the ‘ed’ ending. Most modern verbs – if we were to say, ‘I texted my daughter’, I mean text obviously comes from Latin… ‘I tweeted’ – we still lapse to the Anglo-Saxon. And, generally when I’m speaking, just let’s do it in mathematical terms, what proportion can we say is Old English? Can we say, like, about 80% in common parlance, sorry to use a French word there? In speech it would be something like that – in the written language, less. They’re the basic building blocks of who we are and what we think. Professor Orchard estimates that 80 percent of spoken English in common parlance comes from Anglo Saxon. In common parlance means the words and vocabulary that most people use in ordinary, everyday conversation. So Anglo Saxon words are the building blocks of English – the basic parts that are put together to make something. He also thinks that the languages we speak shape the way we see the world. Here’s Michael Rosen and Professor Andy Orchard discussing this idea on BBC Radio 4 programme, Word of Mouth: Can we say that English speakers today, as I’m speaking to you now, view the world through Anglo-Saxon eyes, through Anglo-Saxon words? Can we say that? Well, in Old English poetry it’s always raining and I suppose it’s always raining today. There is a retrospective element, that we’re still inhabiting that worldview, those ideas; the same words, the same simple ideas that they inhabited. And what’s extraordinary if you think about the history of English is despite the invasions by the Norse and by the Norman, and then despite the years of empire when we’re bringing things back, the English that we’re speaking today is still at its root Old English word, at its heart Old English word, still very much English. Michael Rosen asks if English speakers see the world through Anglo Saxon eyes. When we see something through someone’s eyes, we see it from their perspective, their point of view. And Professor Orchard replies by saying that despite all the history of invasion and empire, the English we speak today is still Old English at heart – a phrase used to say what something is really like. Wow! So much history crammed into six minutes! And now, time for one more history fact. Do you mean your quiz question, Neil? What’s the name of the famous battle of 1066? What did you say, Georgina? I said b) The Battle of Hastings. Which was… the correct answer! The Battle of Hastings in 1066 played a big part in the Norman Conquest and mixing French words into the language. And I also know how the English ruler, King Harold, died – shot through the eye with an arrow! Ouch! OK, let’s recap the vocabulary, some of which exists because of invasions – when one country enters and controls another. A suffix is added to the end of a word to make a new word. The phrase in common parlance means using ordinary, everyday words. Building blocks are the basic parts used to make something. To see things through someone’s eyes means, from their point of view. And finally, at heart is used to say what something is really like. That’s all for this programme. Join us again soon at 6 Minute English but for now, ‘far gesund!’ – that’s Old English for ‘goodbye’! Far gesund! .

**Alternative Math | Short Film** – مرحباَ داني , تعال .

يبدو كأنك تعاني من بعض المشاكل بالجمع لا تعبس الآن انت هنا للتعلم , والإنسان يتعلم من أخطائه الجميع يرتكب الأخطاء انظر لهذا السؤال ما حاصل 2+2؟ انظر لقد كتبت 22 عندما نقوم بالجمع لا نضع الأرقام بجانب بعضها ! هذا غباء حسناً فكر بذلك بهذه الطريقة إذا كان لدي قلمان بهذه اليد ثم أضفت لهم قلمين من هذه اليد كم قلم لدي الآن ؟ اثنين وعشرين 22 لا يا داني ! لدي أربعة سيدة ويلز نحن والدا داني اووه ! مرحبا , تفضلا رجاءً لا تقلقلا , من الطبيعي جداَ أن يُحبط الأطفال عندما يواجهون مشكلة بمادة ما ماذا عن إعطاء داني للأجوبة الخاطئة بشأن ما يسمى اختبار التجارب ؟ قمنا باختبار , أحد الأسئلة كان 2+2 أجاب داني 22 و وتلك لم تكن الإجابة الصحيحة من قال ؟! الرياضيات قالت هل تقولين لإبني غبي ؟ لا , بالطبع لا ! من أنتِ لتحددِ أن الإجابة صحيحة أم لا ؟ لا , لا هي محقة شكراً لكِ تماماَ كالنازيين الألمانيين بصراحة , هل تخبراني أنكما لا تعرفان 2+2 كم تساوي ؟ يبدو كأنك فهمتِ كل شيء , أليس كذلك ؟ انت ذكية مثل ترامب ما أنتِ ؟ هل معاقة ؟ حسناَ! انا آسفة ليس بمقدوري الاستمرار بهذه المحادثة سوف نقوم بالشكوة عنك عند المدير داني حر بتفكيره! – مفكرحر- سأحصل على وظيفتك , *** لا أظن ذلك وأنتِ لا تسطيعين جمع 2+2 سيدة ويلز أوه عذراَ أيها المدير لم أراك أنا أعلم بمشكلة البارحة مع أهل أحد طلابنا لقد كانت جنونية إلى حدٍ ما يجب حقاَ أن تخبريني عندما تخرج الأمور عن السيطرة بالتأكيد , هل تريد تولي الأمر ؟ باعتقادي بإمكانك الإعتذار الإعت.. ماذاا؟ أمه ضربتني انا أعلم أنك أخبرتي داني أن اجابته خاطئة بالامتحان لقد كان لديه إجابة خاطئة بالفعل في الإمتحان ليس عملنا أن نقول للطلاب أنهم على صواب أو خطأ لا هذا تماماً هو عملك لا يريد الأهل أن تدخلي وجهات نظرك المتحيزة في عقول أطفالهم هذا ليس تحيز ! هذا مبدأ عمل الرياضيات هل تعلمين ما الذي لا يعمل ؟ تفكيرك ربما أستطيع توضيح هذا بمصطلحات الرياضيات حتى تفهمي إذا أخذتِ جميع الطلاب في هذا الصف وقمتي بقسمتهم على صفر هذا تماما مقدار الإحترام الذي تملكينه تجاههم هل ترغبين بقول شيء؟ لا يمكنك أن تقسم عدد على صفر ويكون الناتج صفر الآن أنا أحمق مدير مجنون يقوم ببعض الأعمال الورقية بينما أنتِ معلمة لامعة تغير الكوكب تهم الطلاب , تمييز المعلمين أوقفوا تدمير ثقة أطفالنا هل ستعتذرين للأهل؟ لماذا تدرسين بينما تكرهين الأطفال ؟ تفضلي بالجلوس سيدة ويلز شكراً لك بصدق أنا أعتقد أن كل هذا سيطير مع الريح في غضون أسبوع تقريباً أخشى أننا لا نستطيع الانتظار لمَ لا ؟ إنهم يقاضون لأجل ماذا ؟ اضطراب عاطفي لدى طفل قاصر هل بإمكانك إخباري بأعضاء هذا المجلس يا سيدة ويلز ؟ تماماَ عندما أدركتِ هذا الفشل و الأحداث التي قادت إلى حصول الشغب شغب ؟ انا فقط أخبرت طالباً أن 2+2 تساوي 4 نريدك أن تنكري هذا ماذا ! عليكي فقط أن تقولي أن هناك احتمالية وجود عدة أجوبة صحيحة لكن ذلك ليس صحيح لن نسمح لهم بتهديدنا هذا قمة في الغباء غباء . هذه هي مشكلتك , أي شخص يعارضك يكون غبياً لا يوجد شيء للمعارضة ! هناك فقط إجابة واحدة صحيحة بدون أدنى شك لمصلحلتك أتمنى أن تجدي تلك الإجابة الصحيحة عندما تأخذ الصحافة خبر هذا لقد فعلت , إنها 4 أنا لدي إجابتي الخاصة هذه المدرسة – أنتي يساوي الغد هل تطردني ؟ أجل , حتى تعيدي التفكير بوجهات نظرك المتطرفة أنت جلبتِ هذا لنفسك الأخبار العاجلة فيما يسمى بوابة الرياضيات تم القبض على معلمة ناشطة في مدرسة ابتدائية للإسائة بحق طالب هذه المعلمة الليبرالية النخبوية , تخبرنا أن طالب الصف الأول البريئ لديه إجابة خاطئة , وإجابتها فقط هي الصحيحة ومما سمعت أيضاً أنها لا تستمر مع الطلاب لأكثر من سنة بعد ذلك يتركونها للذهاب لمعلم آخر هذا يسمى تخرج ! خلق هذا حواراً جيداً في هذا البلد بعض الخبراء يقولون أن 2+2=4 بينما آخرون يقولون 2+2=22 لا لم يقولو لما لا تذهبين للتدريس في فرنسا إذا كنتِ تكرهين أمريكا لهذا الحد مرحباً المدير : مرحباً سيدة ويلز للمصلحة العامة قرر المجلس أننا نستغني عن خدماتك المصلحة العامة ؟ ماذا عن الأطفال عليّ القدوم للمدرسة غداّ لا نريدك أن تدفعي بطلابنا للتطرف أكثر من ذلك شكراً جزيلاً لقدومك سيدة ويلز أنا حقاً أسف لحصوله بهذه الطريقة إذا كنتِ حقاً ترغبين أن يكون عقلك أكثر تفتحاً حول الرياضيات ؟ حول النزاهة الأكاديمية ؟ لقد تم تحذيرك , أنت قدمتِ توضيحاً لكنك مازلت مستمرة نحن حتماً سنحل التزاماتنا المالية إليكي مقابل فترة خدمتك الأخيرة , و لهذه المرة إذن هذه خطأ إنها 22000 .