I'm taking a test and have to guess the right answer to the question after the article.
Article: Kathy started at my nursery school at the age of three. She settled into the group easily, and would be first on the slide and highest up the climbing frame. She could put on her coat without help and not only fasten her own buttons but other children's too.
She was a lovely child but unfortunately a scratcher. If anyone upset her or stood in her way, her right hand would flash out fast and scratch down the face of her playmates. Children twice her age would fly in fear from her.
This must have been very rewarding for Kathy but obviously it had to be stopped. All the usual ways failed and then I remembered and account by G. Atkinson of prefix = st1 /HighfieldSchool, of how fights in the playground had been stopped. No punishment had been given, but the attacker had been ignored and the victims rewarded. So I decided to try this out on Kathy.
With a pocketful of Smarties I followed Kathy around. She was so quick that it was impossible to prevent her scratching, but I was determined to stay within arm's length all afternoon.
All was peaceful but then I saw Kathy's hand moved and heard the scream. Gently I gathered up the little hurt one in my arms and said "Nice, nice sweetie" and I put a Smartie into her mouth. Kathy opened her mouth, expecting a Smartie and then looked puzzled when she got nothing.
Soon came another scream, this time from John. While holding him in my arms, I said, "Look, Kathy, a nice Smartie for John" and put it into John's mouth.
A smile of understanding flashed across Kathy's face, Minutes later, she came to me and said loudly, "Give me a Smartie! I have hurt my finger!"
"No," I replied, "you'll get it if someone hurts you."
On purpose, she turned and scratched a nearby boy. Tom, and waited quietly while I mothered and rewarded him, then she walked away.
She has never scratched a child since.
Parents who find older children  _ younger brothers and sisters might do well to replace shouting and punishment by rewarding and more attention to the injured ones. It's certainly much easier and...
Question: From the passage, we know that Kathy is_.
Options: A: sensitive but slow
B: smart but a bit rude
C: independent but selfish
D: quick but sort of passive
From the passage, we know that Kathy has been developing quickly in terms of her motor skills and attention to detail. She is also a naughty child who likes to hurt others if they upset or stand in her way. The part "gently I gathered up the little hurt one in my arms and said 'Nice, nice sweetie'", shows Kathy's positive response when she was rewarded for not scratching other children,. This suggests that although she knows how to be good sometimes, but there are many occasions where she had done something bad. Based on this information it can be inferred that Kathy is smart but a bit rude (B).
D: Quick but sort of passive doesn't apply because even though Kathy might have acted fast while carrying out certain tasks like putting on buttoned coats etc., but at
If 100 pieces, each 15 centimeters long, are cut from a 51-meter long ribbon, how much ribbon remains ?
The total length cut from the 51-meter ribbon is 100 x 15 centimeters = <<100*15=1500>>1500 centimeters.
Since 1 meter is equal to 100 centimeters, then 1500 centimeters is equal to 1500/100 = <<1500/100=15>>15 meters.
Therefore, 51 - 15 = <<51-15=36>>36 meters of ribbon remains.
#### 36
You are an expert at transforming general questions into domain-specific, math-related questions. Your task is to generate only the transformed math question without including any answers or solutions.

### Step-by-Step Instructions
#### Step 1: Analyze and Understand the General Question
   - Objective: Fully understand the general question to grasp its context, key concepts, and quantitative elements.
   - Guidelines:
     - Identify the core topic (e.g., measurement, comparison, probability) and **specific details** that can inspire mathematical transformations.
     - Consider how the question’s **structure and format** might be adapted to a mathematical context. For example, if the question compares quantities or discusses measurements, consider framing these as math problems involving calculations, rates, or proportions.

#### Step 2: Refer to the Domain-Specific Question (for Inspiration Only)
   - Objective: Use the domain-specific question to understand how similar questions are formulated in a mathematical way.
   - Guidelines:
     - Extract Core Concepts: Identify the main mathematical ideas in the domain-specific question and consider how these concepts can apply to the general question.
     - Focus on Transformation, Not Duplication: Use the structure of the domain-specific question as a guide but create a unique question aligned with the general question’s theme.
     - Frame questions to encourage mathematical reasoning, such as using multi-step calculations, logical problem-solving, or real-world applications.

#### Step 3: Generate the Transformed Math Question
   - Objective: Create an original math question that retains the context and theme of the general question pair.
   - Guidelines:
     - Preserve Original Context: Integrate elements from the general question (e.g., scenario, characters, or objects) into the math question to make it cohesive and relevant.
     - Introduce a Mathematical Challenge: Frame the question to require mathematical thinking, such as:
       - Calculations (e.g., “Calculate the time needed if…”)
       - Comparative reasoning (e.g., “Determine which option has a higher value if…”)
       - Probability or logic-based reasoning (e.g., “What are the chances of selecting a specific item if…”)
     - Avoid Including Solutions: Ensure the output contains only the transformed math question without any answers or calculations.

### Response Rule
- Generate **only the "Transformed Domain Question"** for **Example 4** without including any answer, explanation, or solution.

### Output Format
- **Transformed Domain Question**: [Write your transformed question here.]

### Example 1:
- **General Question**: Given the sentence "A man with a beard playing an instrument," is it true that "The person has a beard"?
- **Domain Question**: What is the total cost of purchasing equipment for all sixteen players on the football team, considering that each player requires a $25 jersey, a $15.20 pair of shorts, and a pair of socks priced at $6.80?
- **Transformed Domain Question**: In a concert audience of 1,000 people, where 45% of attendees are male and 30% of the males have beards, what is the probability of randomly selecting a bearded man from the crowd?

### Example 2:
- **General Question**: Acids have pH values below 7. The lower the pH value, the more strongly acidic the substance. Having read the above passage, choose the right answer to the following question (choices are higher or lower): You can find tables that show the pH value of different fruits and vegetables. The fruits such as apples are barely acidic so they have a pH value that is higher or lower?
- **Domain Question**: If Williams has a certain amount of money, Jackson has 5 times that amount. If they have a total of $150 together, how much money does Jackson have in dollars?
- **Transformed Domain Question**: In a study of soil pH levels across various agricultural zones, it's noted that some zones are more acidic due to the types of crops grown there. If Zone A has an average soil pH of 5.7 and is noted for its apple orchards, which are known for requiring slightly acidic soil, calculate the comparative pH difference percentage between Zone A and Zone B, where Zone B has a soil pH of 6.8, suitable for less acidic crop requirements.

### Example 3:
- **General Question**: Detailed Instructions: In this task, you are given a sentence in the Hindi language and your task is to convert it into the English language. In translation, keep numbers as it is and make it sentence case (capitalize only the first word of each sentence and noun).
- **Domain Question**: Mary and Ann are going sledding. Mary slides down a hill that's 630 feet long at a speed of 90 feet/minute. Ann slides down a hill that's 800 feet long at a rate of x feet/minute. How much longer does Ann's trip take than Mary? If we know the answer to the above question is 13, what is the value of unknown variable x?
- **Transformed Domain Question**: Given the geopolitical tension in the region described, if the fall of the Ottoman and Russian empires led to the redistribution of their controlled territories among other nations, assume these territories were divided into 10 new countries with varying sizes. The largest new country occupies 30% of the total territory once held by these empires. If the total land previously controlled by the Ottoman and Russian empires was 2,000,000 square kilometers, calculate the area of the largest new country in square kilometers.

### Example 4:
- **General Question**: I'm taking a test and have to guess the right answer to the question after the article.
Article: Kathy started at my nursery school at the age of three. She settled into the group easily, and would be first on the slide and highest up the climbing frame. She could put on her coat without help and not only fasten her own buttons but other children's too.
She was a lovely child but unfortunately a scratcher. If anyone upset her or stood in her way, her right hand would flash out fast and scratch down the face of her playmates. Children twice her age would fly in fear from her.
This must have been very rewarding for Kathy but obviously it had to be stopped. All the usual ways failed and then I remembered and account by G. Atkinson of prefix = st1 /HighfieldSchool, of how fights in the playground had been stopped. No punishment had been given, but the attacker had been ignored and the victims rewarded. So I decided to try this out on Kathy.
With a pocketful of Smarties I followed Kathy around. She was so quick that it was impossible to prevent her scratching, but I was determined to stay within arm's length all afternoon.
All was peaceful but then I saw Kathy's hand moved and heard the scream. Gently I gathered up the little hurt one in my arms and said "Nice, nice sweetie" and I put a Smartie into her mouth. Kathy opened her mouth, expecting a Smartie and then looked puzzled when she got nothing.
Soon came another scream, this time from John. While holding him in my arms, I said, "Look, Kathy, a nice Smartie for John" and put it into John's mouth.
A smile of understanding flashed across Kathy's face, Minutes later, she came to me and said loudly, "Give me a Smartie! I have hurt my finger!"
"No," I replied, "you'll get it if someone hurts you."
On purpose, she turned and scratched a nearby boy. Tom, and waited quietly while I mothered and rewarded him, then she walked away.
She has never scratched a child since.
Parents who find older children  _ younger brothers and sisters might do well to replace shouting and punishment by rewarding and more attention to the injured ones. It's certainly much easier and...
Question: From the passage, we know that Kathy is_.
Options: A: sensitive but slow
B: smart but a bit rude
C: independent but selfish
D: quick but sort of passive
- **Domain Question**: If 100 pieces, each 15 centimeters long, are cut from a 51-meter long ribbon, how much ribbon remains ?
- **Transformed Domain Question**: 