Students will have to make certain assumptions in order to develop the information they need to solve the problem. For example, they are not given the distance that vehicle 1 rolled before coming to a stop by the house. But they are given the distance that the other vehicle traveled before coming to a stop. Using that distance, they can assume that the vehicle 1 traveled approximately 3 times further.

In working through the problem, one group of students may make assumptions different from the ones made by others. They need to be reassured that if reasonable assumptions are made based on physics principles, the path to a solution will be valid.