This question demonstrates that even at the elementary school level, it is possible to usefully integrate several aspects of problem posing: that the problem be lengthy, that it bring together multiple math skills, and that the path to the solution not be readily apparent. (We have previously coined the phrase ``length, connectivity and dimensionality’’ to describe this triumvirate of features.)
As our regular readers may surmise, we wouldn’t lead off with this question if there weren’t something more to it. The specific task the NAEP required students to perform barely scratches the surface of the issues and learning possibilities contained in this fact pattern.
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