Why do this problem?
gives learners the opportunity to practice addition, subtraction, multiplication and division of money, while it includes calculating with percentage. It is also a good context for developing a recording system and a systematic approach.
Pupils will need to develop their own recording system to show which routes they have tried. Encourage them to discuss how they know they have tried the different options so that they begin to see the need for a systematic approach.
Have you thought of a way of recording the routes you have found?
How do you know that you have tried all the different ways through the maze?
How many ways are there to go from the first square?
Which one will you try first?
Are you sure there is a gap to go through between those two squares?
You could alter the maze adding a $50$% decrease and/or a further percentage increase or decrease, thus increasing the role of percentages in the problem.
Suggest trying to work out at least one
way of going through the maze, then writing down the required calculations.