The struggle to find the correct wording for very simple math problems

The difficult thing about math problems can be that the student does not understand what the problem is. The task must be formulated so that the student grasps what needs to be done with his or her capabilities.

What are their possibilities? They are not only determined by math literacy but by literacy in general, that is, mainly language skills.
The math app schlau.app is German but can be easily translated into English with Google Chrome. Therefore, especially for really simple tasks, the rules should be understandable in both languages.

The math app's easiest tasks are addition and subtraction on the number line.

Each task has a help button and an explainer button. The latter offers some help as well but with a little more insight. With these very simple tasks, though, both are similar.

I translated the German problem into English …

… and checked the explainer with Google Bard.

Google Bard approved it …

… but nonetheless, suggested a kind of alternative.

At first glance, I liked Bard’s solution, but then I was the one looking for an alternative.

I didn’t think it was worded super simply; for example, there were conditional sentences. And for my clientele of students, it needs to be super simple. I asked Google Bard and got a suggestion I liked:

However, instead of the explainer, I took this for the help section — leaving unchanged the explainer, which Bard had approved

And I like it now! It is as short and clear as I imagine it optimal for my students. You may check the addition task here.

Thanks for your attention if you made it this far. I didn’t want to bother you with a trivial problem.

What’s the takeaway for me, and why I’ve captured the steps here: it’s not about the exact wording in this task; it’s about the workflow. I’ll review and tweak other math app tasks this way and bilingually.

Edit:
I checked another solution with Google Bard, and the AI guy approved it this time without reservation. Prompt:

Response:
Yes, the wording is clear and helpful for students. It is important to explain the goal of solving the equation, which is to get the unknown variable (x) by itself. The student is then told to rearrange the equation with “x =” This is a helpful way to think about solving equations, as it helps students to see that they are essentially moving the other terms in the equation to the other side of the equal sign.

You may test it here: schlau.app/?atype=lin1

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