One might be tempted to modify the problem by having the student start with 99 coins, and ask if it is possible to reach the red island. However, for this particular example, such paths can be ignored since students will find a cheap enough path by only investigating paths that run from left to right. Technically, paths that run from right to left along some bridges could be considered as well (for example, 32 + 5 + 41 + 40 + 29 + 24). They may also miss the "crossover" using the central island, finding the 23 + 25 + 29 + 24 route and the 32 + 15 + 40 + 38 route but not the 23 + 25 + 40 + 38 route or the 32 + 15 + 29 + 24 one. Students will often be tempted by the single digit numbers to assume the route has to pass that way. This puzzle works well as a physical re-enactment, with paper plates marking the islands and strings with papers attached for the tolls. This task is intended to assess adding of four numbers as given in the standard while still being placed in a problem-solving context.Īs written this task is instructional due to the random aspect regarding when the correct route is found, it is not appropriate for assessment.
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