To determine the missing reason in the solution of the equation, we need to analyze the context of the problem. Typically, the missing justification often relates to how operations are applied or combined in the equation.
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Associative property of addition: This means that the way in which numbers are grouped in addition does not change their sum. If the student is regrouping terms in an addition equation, this may be the missing reason.
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Commutative property of addition: This indicates that the order of addends does not change the sum. If the student is rearranging the order of terms being added, this could be the missing reason.
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Multiplicative property of equality: This states that multiplying both sides of an equation by the same non-zero number does not change the equality. If the student multiplied both sides by a number at some stage, this could be the missing reason.
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Distributive property of multiplication over addition: This property is used when multiplying a single term by a sum or difference, which involves distributing the multiplication across each term inside the parentheses. If the student was distributing when simplifying or solving the equation, this could be the missing reason.
Without knowing the specific steps the student took in solving the equation, it is challenging to point to the exact missing reason. However, if you can describe the equation and the steps taken to solve it, I can help identify which property was likely used and therefore could be the missing justification.
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