Why do this problem?

Provide training in conjecture, mathematical analysis and proof. This difficult problem requires students to realise that it is possible to use counting (a discrete process) to somehow categorise different paths. This gives the power to make general statements.

Possible Approach?

First students need to calculate the end points of a few simple roads. Although there are rational and irrational endpoints, group discussion should lead to the conclusion that root 3 should be involved in the irrational endpoints in some way.

Key Questions?

If you have a valid road, how can its endpoint change with the addition of a single tile? Two tiles?