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## 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
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
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.