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Students should create their own problem situations for given equations and inequalities and they should be able to justify how their problem does match. It seems like this would be very easy, but sometimes students might get confused. They may use the correct numbers, values or amounts given in the inequality or equation, but they may not be in the correct “spot” according to the problem they created.
For example, if the equation given is 16 – x = 2 but the student’s problem states “There were 16 sodas in the refrigerator. Someone drank 2. How many sodas were left?” The problem does not correctly match the equation. Instead, it matches the equation 16 – 2 = x.
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