Question 1209411
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For problems like this one, there is a standard methodology/strategy for solving.


You should subdivide the number line by sections (= intervals).

The division point are the points where the participating functions under absolute values
(parts of the equation) change their signs.


Then for each interval, from minus infinity to infinity, you write an equation
using each function with its native sign as it should be, dictated by the absolute
value rule at this interval.


Then you solve the updated equation and check if the solution does belong to this particular 
interval under the consideration.


If the particular solution does belong to this particular interval, then the found solution 
is the solution to the original equation.

If it does not belong, then the found solution is not a solution to the original equation.


As you complete going from the left {{{-infinity}}} to the right {{{infinity}}}, you complete the solution.


The rest is just a technique and the arithmetic.



I think, if a student does understand it and demonstrates his/her understanding, it should be just
enough for the teacher to accept the assignment.



As the problem is twisted in this post, it is twisted TOO much and teaches nothing.



A teacher who assigns such tasks, should be checked for adequacy.