how might |x + 5| = 2 be interpreted verbally as a problem
of distance? Given time to discuss their thinking
in pairs or small groups, students will typically
arrive at the idea that the expression x + 5 can be
thought of as x – (–5), thus establishing the anchor
point of –5 from which some distance is being
measured. If students do not readily arrive at this
idea, it may be helpful to ask a simpler question