The examples you’ve shown are not problems, these are merely exercises. Something remotely resembling a problem can look like this: “An engineer arrives at a station daily at 8 a.m. Exactly at the same time a car from a factory arrives at the station, picks up the engineer and drives him to the factory. Once the engineer arrived at the station at 7 a.m. and started walking towards the car. After meeting the car, he got in and arrived at the factory 20 minutes earlier than usually. At what time the engineer and the car met?”

All the exercises you shown do not require “puzzling skills”, they only require basic mechanical skills. These exercises can be solved by a computer program that can be written by a first-year computer science student. In particular, the ordering exercise requires basic knowledge of regular and decimal fractions, and the equation needs employing distributive property and collecting like terms.

It is telling that when a student “hits an absolute wall”, it is his fault, he “hasn’t worked on his skills”. But when the student excels, it is because of the teacher, “he worked hard and accepted advice”. In fact, students cannot read or cannot do basic math because they are not taught properly how to read and how to do basic math. In short, it is teachers’ fault.

P.S. Why school teachers always invent silly and meaningless expressions like “puzzling skills”?