Dishes Problem Approch and Rough Thoughts

From question, we can get the information: the total number of guest is a multiple of 2,3 and 4, as no guests who share different number of same type of dishes compare with others, and obviously host cannot allow servants bring half plate of dishes to the guests. The least common multiples of 2, 3, 4 is 3×4=12. Now, we can count that: for every 12 guests, since every 2 guests had one rice, 6 dishes of rice; every 3 guests had one broth, 4 dishes of broth; every 4 guests had one meat, 3 dishes of meat; and hence, there will be 13 dishes served for every 12 guests. At last, as there are 65 dishes in total, so the total number of guests is: 65÷13×12=60.

It is an interesting question to think of without using functions. As a person who experienced entire Chinese K-12 education, I have seen many word questions like these in, while learning history, geography, and Mandarin literature. Which quite interesting to see that almost everywhere else we can see there are some math behind the content. So introducing real-life scenario problems is very nice for students to learn math. 

The imaginary of students would matter if a real-life example is far away from real life case, or not reasonable as normal people wouldn't do. So when we come up with some real-life scenario, we should think carefully would that be a good example? Is there some science background knowledge required a higher level of understanding for kids? I remember once I taught some content but spend a lot more time just to explain the physics, which unintentionally delayed my teaching.