[Mawar Tanjung]

The difference between regular and irregular verbs lies in how they form their past tense and past participle.

• Regular Verbs: They follow a predictable pattern, typically adding “-ed” to the base form to create the past tense and past participle. For example, “walk” becomes “walked” in both past tense and past participle.

• Irregular Verbs: They do not follow a consistent pattern and often have unique past tense and past participle forms that must be memorized. For instance, “go” becomes “went” in the past tense and “gone” in the past participle.

[Mawar Tanjung]

The moon appears to change shape due to the phases of the moon, which are caused by its orbit around Earth and the varying angles at which sunlight illuminates it. Here’s a breakdown:

1. Orbit and Illumination: As the moon orbits Earth, different portions of its surface are illuminated by the sun. We see different amounts of the moon’s lit half depending on its position relative to Earth and the sun.

2. Phases:

   • New Moon: The moon is between Earth and the sun, so the side illuminated by the sun is away from us, and the moon is not visible.
   • Waxing Crescent: A small, crescent-shaped sliver of the moon is visible as it starts to move away from the new moon phase.
   • First Quarter: Half of the moon’s surface is visible; the right side appears lit in the Northern Hemisphere.
   • Waxing Gibbous: More than half of the moon is visible and increasing towards a full moon.
   • Full Moon: The entire face of the moon is illuminated from our perspective as it is opposite the sun.
   • Waning Gibbous: The moon starts to decrease in visibility, but more than half is still visible.
   • Last Quarter: The opposite half of the moon is visible compared to the first quarter; the left side appears lit.
   • Waning Crescent: A small, crescent-shaped sliver of the moon is visible as it approaches the new moon phase again.

These phases repeat in a cycle approximately every 29.5 days, known as a lunar month.

[Mawar Tanjung]

To simplify the expression <math xmlns=”http://www.w3.org/1998/Math/MathML”><semantics><mrow><mn>4</mn><mo stretchy=”false”>(</mo><mi>z</mi><mo>−</mo><mn>2</mn><mo stretchy=”false”>)</mo><mo>−</mo><mo stretchy=”false”>(</mo><mn>5</mn><mi>z</mi><mo>+</mo><mn>3</mn><mo stretchy=”false”>)</mo><mo>+</mo><mn>2</mn><mo stretchy=”false”>(</mo><mi>z</mi><mo>−</mo><mn>4</mn><mo stretchy=”false”>)</mo></mrow><annotation encoding=”application/x-tex”>4(z – 2) – (5z + 3) + 2(z – 4)</annotation></semantics></math>4(z−2)−(5z+3)+2(z−4), follow these steps:

1. Distribute the constants inside the parentheses:

   <math xmlns=”http://www.w3.org/1998/Math/MathML” display=”block”><semantics><mrow><mn>4</mn><mo stretchy=”false”>(</mo><mi>z</mi><mo>−</mo><mn>2</mn><mo stretchy=”false”>)</mo><mo>=</mo><mn>4</mn><mi>z</mi><mo>−</mo><mn>8</mn></mrow><annotation encoding=”application/x-tex”>4(z – 2) = 4z – 8</annotation></semantics></math>4(z−2)=4z−8
   <math xmlns=”http://www.w3.org/1998/Math/MathML” display=”block”><semantics><mrow><mo>−</mo><mo stretchy=”false”>(</mo><mn>5</mn><mi>z</mi><mo>+</mo><mn>3</mn><mo stretchy=”false”>)</mo><mo>=</mo><mo>−</mo><mn>5</mn><mi>z</mi><mo>−</mo><mn>3</mn></mrow><annotation encoding=”application/x-tex”>- (5z + 3) = -5z – 3</annotation></semantics></math>−(5z+3)=−5z−3
   <math xmlns=”http://www.w3.org/1998/Math/MathML” display=”block”><semantics><mrow><mn>2</mn><mo stretchy=”false”>(</mo><mi>z</mi><mo>−</mo><mn>4</mn><mo stretchy=”false”>)</mo><mo>=</mo><mn>2</mn><mi>z</mi><mo>−</mo><mn>8</mn></mrow><annotation encoding=”application/x-tex”>2(z – 4) = 2z – 8</annotation></semantics></math>2(z−4)=2z−8

2. Combine these results:

   <math xmlns=”http://www.w3.org/1998/Math/MathML” display=”block”><semantics><mrow><mn>4</mn><mi>z</mi><mo>−</mo><mn>8</mn><mo>−</mo><mn>5</mn><mi>z</mi><mo>−</mo><mn>3</mn><mo>+</mo><mn>2</mn><mi>z</mi><mo>−</mo><mn>8</mn></mrow><annotation encoding=”application/x-tex”>4z – 8 – 5z – 3 + 2z – 8</annotation></semantics></math>4z−8−5z−3+2z−8

3. Combine like terms:

   • Combine the <math xmlns=”http://www.w3.org/1998/Math/MathML”><semantics><mrow><mi>z</mi></mrow><annotation encoding=”application/x-tex”>z</annotation></semantics></math>z terms:

     <math xmlns=”http://www.w3.org/1998/Math/MathML” display=”block”><semantics><mrow><mn>4</mn><mi>z</mi><mo>−</mo><mn>5</mn><mi>z</mi><mo>+</mo><mn>2</mn><mi>z</mi><mo>=</mo><mn>1</mn><mi>z</mi><mo>=</mo><mi>z</mi></mrow><annotation encoding=”application/x-tex”>4z – 5z + 2z = 1z = z</annotation></semantics></math>4z−5z+2z=1z=z

   • Combine the constant terms:

     <math xmlns=”http://www.w3.org/1998/Math/MathML” display=”block”><semantics><mrow><mo>−</mo><mn>8</mn><mo>−</mo><mn>3</mn><mo>−</mo><mn>8</mn><mo>=</mo><mo>−</mo><mn>19</mn></mrow><annotation encoding=”application/x-tex”>-8 – 3 – 8 = -19</annotation></semantics></math>−8−3−8=−19

4. Write the simplified expression:

   <math xmlns=”http://www.w3.org/1998/Math/MathML” display=”block”><semantics><mrow><mi>z</mi><mo>−</mo><mn>19</mn></mrow><annotation encoding=”application/x-tex”>z – 19</annotation></semantics></math>z−19

So, the simplified expression is <math xmlns=”http://www.w3.org/1998/Math/MathML”><semantics><mrow><mi>z</mi><mo>−</mo><mn>19</mn></mrow><annotation encoding=”application/x-tex”>z – 19</annotation></semantics></math>z−19.

[Mawar Tanjung]

Certainly! Regular past tense verbs follow a consistent pattern by adding -ed to their base form. Here are some examples:

• Talk → Talked
• Play → Played
• Jump → Jumped
• Cook → Cooked
• Walk → Walked
• Clean → Cleaned
• Watch → Watched
• Dance → Danced

These verbs all form their past tense by simply appending -ed to the base form.

[Mawar Tanjung]

Making a woven bracelet is a fun and creative craft project. Here’s a simple guide to get you started:

Materials Needed:

• Embroidery floss or thread in your choice of colors
• Scissors
• Tape or a clip (optional, for securing)

Instructions:

1. Cut Your Threads:

   • Cut three or more pieces of embroidery floss, each about 12-18 inches long. You can use different colors for a more vibrant bracelet.

2. Secure the Threads:

   • Tie a knot at one end of the threads, leaving a small loop. Secure this end to a table or surface with tape or a clip.

3. Start Weaving:

   • Separate the threads and arrange them in the order you prefer. For a basic woven bracelet, you can use a simple overhand knot technique:
     • Take the leftmost thread and place it over the next thread.
     • Loop it under the thread that’s now on top and pull it through.
     • Pull tight to create a knot.
   • Repeat this process, moving from left to right, until the bracelet is long enough to fit your wrist.

4. Finish the Bracelet:

   • Once you’ve reached the desired length, tie a knot at the end of the woven section to secure it.
   • Trim any excess thread.

5. Create a Closure (Optional):

   • You can make a simple tie-on closure by leaving extra length at both ends of the bracelet for tying it on your wrist. Alternatively, you can add beads or clasps for a more polished look.

Feel free to experiment with different patterns and colors to make your bracelet unique!

[Mawar Tanjung]

Astronauts repair spacecraft in space using a combination of specialized tools, pre-planned procedures, and their training. Here’s a brief overview of how they handle repairs:

1. Preparation and Training: Astronauts undergo rigorous training to handle potential repairs and malfunctions. They practice procedures in simulators and study manuals specific to their spacecraft.

2. Tools and Equipment: They use a range of tools designed for space use, including wrenches, screwdrivers, and specialized repair kits. Tools are often tethered to prevent them from floating away in the microgravity environment.

3. Detailed Procedures: Repairs are carried out following detailed procedures. Mission Control on Earth provides guidance and support, often using video feeds from the spacecraft to assist astronauts in real-time.

4. Pre-Positioned Spare Parts: Spare parts and components are stored aboard the spacecraft. For more complex repairs, astronauts may use parts from the spacecraft’s inventory or from cargo resupply missions.

5. Microgravity Adaptations: Astronauts adapt their techniques to work effectively in microgravity. They might use Velcro or bungee cords to hold objects in place while working.

6. Spacewalks: For external repairs, astronauts perform spacewalks (extravehicular activities, or EVAs) wearing specially designed spacesuits. They use tools and techniques suited for working outside the spacecraft.

7. Remote Assistance: Mission Control can provide remote assistance, including sending diagnostic data and instructions to help astronauts troubleshoot and resolve issues.

Overall, repairing spacecraft in space requires careful planning, extensive training, and a combination of ingenuity and technology.

[Mawar Tanjung]

To simplify the expression <math xmlns=”http://www.w3.org/1998/Math/MathML”><semantics><mrow><mn>2</mn><mo stretchy=”false”>(</mo><mi>x</mi><mo>−</mo><mn>3</mn><mo stretchy=”false”>)</mo><mo>−</mo><mn>3</mn><mo stretchy=”false”>(</mo><mi>x</mi><mo>+</mo><mn>2</mn><mo stretchy=”false”>)</mo><mo>+</mo><mn>4</mn><mo stretchy=”false”>(</mo><mi>x</mi><mo>−</mo><mn>1</mn><mo stretchy=”false”>)</mo></mrow><annotation encoding=”application/x-tex”>2(x – 3) – 3(x + 2) + 4(x – 1)</annotation></semantics></math>2(x−3)−3(x+2)+4(x−1), follow these steps:

1. Distribute each term:

   <math xmlns=”http://www.w3.org/1998/Math/MathML” display=”block”><semantics><mrow><mn>2</mn><mo stretchy=”false”>(</mo><mi>x</mi><mo>−</mo><mn>3</mn><mo stretchy=”false”>)</mo><mo>=</mo><mn>2</mn><mi>x</mi><mo>−</mo><mn>6</mn></mrow><annotation encoding=”application/x-tex”>2(x – 3) = 2x – 6</annotation></semantics></math>2(x−3)=2x−6
   <math xmlns=”http://www.w3.org/1998/Math/MathML” display=”block”><semantics><mrow><mo>−</mo><mn>3</mn><mo stretchy=”false”>(</mo><mi>x</mi><mo>+</mo><mn>2</mn><mo stretchy=”false”>)</mo><mo>=</mo><mo>−</mo><mn>3</mn><mi>x</mi><mo>−</mo><mn>6</mn></mrow><annotation encoding=”application/x-tex”>-3(x + 2) = -3x – 6</annotation></semantics></math>−3(x+2)=−3x−6
   <math xmlns=”http://www.w3.org/1998/Math/MathML” display=”block”><semantics><mrow><mn>4</mn><mo stretchy=”false”>(</mo><mi>x</mi><mo>−</mo><mn>1</mn><mo stretchy=”false”>)</mo><mo>=</mo><mn>4</mn><mi>x</mi><mo>−</mo><mn>4</mn></mrow><annotation encoding=”application/x-tex”>4(x – 1) = 4x – 4</annotation></semantics></math>4(x−1)=4x−4

2. Combine all the distributed terms:

   <math xmlns=”http://www.w3.org/1998/Math/MathML” display=”block”><semantics><mrow><mn>2</mn><mi>x</mi><mo>−</mo><mn>6</mn><mo>−</mo><mn>3</mn><mi>x</mi><mo>−</mo><mn>6</mn><mo>+</mo><mn>4</mn><mi>x</mi><mo>−</mo><mn>4</mn></mrow><annotation encoding=”application/x-tex”>2x – 6 – 3x – 6 + 4x – 4</annotation></semantics></math>2x−6−3x−6+4x−4

3. Group the <math xmlns=”http://www.w3.org/1998/Math/MathML”><semantics><mrow><mi>x</mi></mrow><annotation encoding=”application/x-tex”>x</annotation></semantics></math>x terms and the constant terms:

   <math xmlns=”http://www.w3.org/1998/Math/MathML” display=”block”><semantics><mrow><mo stretchy=”false”>(</mo><mn>2</mn><mi>x</mi><mo>−</mo><mn>3</mn><mi>x</mi><mo>+</mo><mn>4</mn><mi>x</mi><mo stretchy=”false”>)</mo><mo>+</mo><mo stretchy=”false”>(</mo><mo>−</mo><mn>6</mn><mo>−</mo><mn>6</mn><mo>−</mo><mn>4</mn><mo stretchy=”false”>)</mo></mrow><annotation encoding=”application/x-tex”>(2x – 3x + 4x) + (-6 – 6 – 4)</annotation></semantics></math>(2x−3x+4x)+(−6−6−4)
   <math xmlns=”http://www.w3.org/1998/Math/MathML” display=”block”><semantics><mrow><mo>=</mo><mn>3</mn><mi>x</mi><mo>−</mo><mn>16</mn></mrow><annotation encoding=”application/x-tex”>= 3x – 16</annotation></semantics></math>=3x−16

So, the simplified expression is <math xmlns=”http://www.w3.org/1998/Math/MathML”><semantics><mrow><menclose notation=”box”><mstyle scriptlevel=”0″ displaystyle=”false”><mstyle scriptlevel=”0″ displaystyle=”false”><mstyle scriptlevel=”0″ displaystyle=”true”><mrow><mn>3</mn><mi>x</mi><mo>−</mo><mn>16</mn></mrow></mstyle></mstyle></mstyle></menclose></mrow><annotation encoding=”application/x-tex”>\boxed{3x – 16}</annotation></semantics></math>3x−16​.

[Mawar Tanjung]

If I could time travel, I’d be fascinated to visit the dawn of the internet era in the 1990s. Witnessing the excitement of the early web and how it transformed communication, information sharing, and technology would be incredibly interesting. It’s a pivotal moment that shaped the world in ways still unfolding today. Where would you go if you could time travel?

[Mawar Tanjung]

Recycled materials can be transformed into a wide variety of creative and practical items. Here are some ideas:

1. Planters: Turn old cans, bottles, or cartons into colorful plant pots.
2. Art Projects: Use paper rolls, bottle caps, and cardboard for unique art and craft projects.
3. Furniture: Create stylish furniture pieces from wooden pallets or old crates.
4. Bird Feeders: Construct bird feeders from plastic bottles or milk jugs.
5. Storage Solutions: Repurpose jars, boxes, and tins into storage containers.
6. Toys: Craft toys like cars, dolls, or puzzles from various recycled materials.
7. Fashion Items: Design accessories such as jewelry or bags from fabric scraps or plastic.

These projects not only reduce waste but also encourage creativity and sustainability.

[Mawar Tanjung]

Astronauts brush their teeth in space using a specially designed method due to the microgravity environment. Here’s how it works:

1. Special Toothpaste:

   • Astronauts use a toothpaste that doesn’t require rinsing. It’s a gel that can be swallowed if necessary.

2. Brush Design:

   • They use a small, compact toothbrush with a cover to help prevent the bristles from floating away. Some toothbrushes have a built-in dispenser for the toothpaste.

3. Brushing Technique:

   • Astronauts apply the toothpaste directly onto their brush without squeezing it out, as there’s no gravity to help. They brush their teeth in the same manner as on Earth, but they need to be careful not to let any toothpaste or saliva float away.

4. Spit Management:

   • Instead of spitting out the toothpaste, astronauts simply swallow it. The absence of gravity means that liquids don’t flow as they do on Earth, so there’s no practical way to rinse and spit in space.

This adapted method ensures that astronauts can maintain good oral hygiene while dealing with the unique challenges of living in microgravity.

[Mawar Tanjung]

Subtracting a fraction, a whole number, and a mixed number involves a few steps to ensure all numbers are in the same form. Here’s a step-by-step guide:

Example Problem:

Subtract <math xmlns=”http://www.w3.org/1998/Math/MathML”><semantics><mrow><mfrac><mn>3</mn><mn>4</mn></mfrac></mrow><annotation encoding=”application/x-tex”>\frac{3}{4}</annotation></semantics></math>43​, <math xmlns=”http://www.w3.org/1998/Math/MathML”><semantics><mrow><mn>2</mn></mrow><annotation encoding=”application/x-tex”>2</annotation></semantics></math>2, and <math xmlns=”http://www.w3.org/1998/Math/MathML”><semantics><mrow><mn>1</mn><mfrac><mn>1</mn><mn>2</mn></mfrac></mrow><annotation encoding=”application/x-tex”>1 \frac{1}{2}</annotation></semantics></math>121​ from <math xmlns=”http://www.w3.org/1998/Math/MathML”><semantics><mrow><mn>5</mn></mrow><annotation encoding=”application/x-tex”>5</annotation></semantics></math>5.

1. Convert Mixed Numbers to Improper Fractions:

   • Convert <math xmlns=”http://www.w3.org/1998/Math/MathML”><semantics><mrow><mn>1</mn><mfrac><mn>1</mn><mn>2</mn></mfrac></mrow><annotation encoding=”application/x-tex”>1 \frac{1}{2}</annotation></semantics></math>121​:
     <math xmlns=”http://www.w3.org/1998/Math/MathML” display=”block”><semantics><mrow><mn>1</mn><mfrac><mn>1</mn><mn>2</mn></mfrac><mo>=</mo><mfrac><mn>3</mn><mn>2</mn></mfrac></mrow><annotation encoding=”application/x-tex”>1 \frac{1}{2} = \frac{3}{2}</annotation></semantics></math>121​=23​

2. Convert Whole Numbers to Fractions:

   • Convert <math xmlns=”http://www.w3.org/1998/Math/MathML”><semantics><mrow><mn>2</mn></mrow><annotation encoding=”application/x-tex”>2</annotation></semantics></math>2 to a fraction with the same denominator as the fractions involved. For simplicity, use a common denominator (e.g., 4):
     <math xmlns=”http://www.w3.org/1998/Math/MathML” display=”block”><semantics><mrow><mn>2</mn><mo>=</mo><mfrac><mn>8</mn><mn>4</mn></mfrac></mrow><annotation encoding=”application/x-tex”>2 = \frac{8}{4}</annotation></semantics></math>2=48​

3. Combine Fractions and Whole Numbers:

   • Combine <math xmlns=”http://www.w3.org/1998/Math/MathML”><semantics><mrow><mfrac><mn>3</mn><mn>4</mn></mfrac></mrow><annotation encoding=”application/x-tex”>\frac{3}{4}</annotation></semantics></math>43​ and <math xmlns=”http://www.w3.org/1998/Math/MathML”><semantics><mrow><mfrac><mn>8</mn><mn>4</mn></mfrac></mrow><annotation encoding=”application/x-tex”>\frac{8}{4}</annotation></semantics></math>48​:

     <math xmlns=”http://www.w3.org/1998/Math/MathML” display=”block”><semantics><mrow><mfrac><mn>8</mn><mn>4</mn></mfrac><mo>−</mo><mfrac><mn>3</mn><mn>4</mn></mfrac><mo>=</mo><mfrac><mn>5</mn><mn>4</mn></mfrac></mrow><annotation encoding=”application/x-tex”>\frac{8}{4} – \frac{3}{4} = \frac{5}{4}</annotation></semantics></math>48​−43​=45​

   • Now, subtract <math xmlns=”http://www.w3.org/1998/Math/MathML”><semantics><mrow><mfrac><mn>3</mn><mn>2</mn></mfrac></mrow><annotation encoding=”application/x-tex”>\frac{3}{2}</annotation></semantics></math>23​ from <math xmlns=”http://www.w3.org/1998/Math/MathML”><semantics><mrow><mfrac><mn>5</mn><mn>4</mn></mfrac></mrow><annotation encoding=”application/x-tex”>\frac{5}{4}</annotation></semantics></math>45​. Convert <math xmlns=”http://www.w3.org/1998/Math/MathML”><semantics><mrow><mfrac><mn>3</mn><mn>2</mn></mfrac></mrow><annotation encoding=”application/x-tex”>\frac{3}{2}</annotation></semantics></math>23​ to a fraction with the same denominator as <math xmlns=”http://www.w3.org/1998/Math/MathML”><semantics><mrow><mfrac><mn>5</mn><mn>4</mn></mfrac></mrow><annotation encoding=”application/x-tex”>\frac{5}{4}</annotation></semantics></math>45​ (which is 4):

     <math xmlns=”http://www.w3.org/1998/Math/MathML” display=”block”><semantics><mrow><mfrac><mn>3</mn><mn>2</mn></mfrac><mo>=</mo><mfrac><mn>6</mn><mn>4</mn></mfrac></mrow><annotation encoding=”application/x-tex”>\frac{3}{2} = \frac{6}{4}</annotation></semantics></math>23​=46​

   • Perform the subtraction:

     <math xmlns=”http://www.w3.org/1998/Math/MathML” display=”block”><semantics><mrow><mfrac><mn>5</mn><mn>4</mn></mfrac><mo>−</mo><mfrac><mn>6</mn><mn>4</mn></mfrac><mo>=</mo><mo>−</mo><mfrac><mn>1</mn><mn>4</mn></mfrac></mrow><annotation encoding=”application/x-tex”>\frac{5}{4} – \frac{6}{4} = -\frac{1}{4}</annotation></semantics></math>45​−46​=−41​

4. Subtract from the Whole Number:

   • Convert <math xmlns=”http://www.w3.org/1998/Math/MathML”><semantics><mrow><mn>5</mn></mrow><annotation encoding=”application/x-tex”>5</annotation></semantics></math>5 to a fraction with the same denominator:

     <math xmlns=”http://www.w3.org/1998/Math/MathML” display=”block”><semantics><mrow><mn>5</mn><mo>=</mo><mfrac><mn>20</mn><mn>4</mn></mfrac></mrow><annotation encoding=”application/x-tex”>5 = \frac{20}{4}</annotation></semantics></math>5=420​

   • Subtract the result from the whole number:

     <math xmlns=”http://www.w3.org/1998/Math/MathML” display=”block”><semantics><mrow><mfrac><mn>20</mn><mn>4</mn></mfrac><mo>−</mo><mrow><mo fence=”true”>(</mo><mo>−</mo><mfrac><mn>1</mn><mn>4</mn></mfrac><mo fence=”true”>)</mo></mrow><mo>=</mo><mfrac><mn>20</mn><mn>4</mn></mfrac><mo>+</mo><mfrac><mn>1</mn><mn>4</mn></mfrac><mo>=</mo><mfrac><mn>21</mn><mn>4</mn></mfrac></mrow><annotation encoding=”application/x-tex”>\frac{20}{4} – \left(-\frac{1}{4}\right) = \frac{20}{4} + \frac{1}{4} = \frac{21}{4}</annotation></semantics></math>420​−(−41​)=420​+41​=421​

5. Convert Back to a Mixed Number (if needed):

   • Convert <math xmlns=”http://www.w3.org/1998/Math/MathML”><semantics><mrow><mfrac><mn>21</mn><mn>4</mn></mfrac></mrow><annotation encoding=”application/x-tex”>\frac{21}{4}</annotation></semantics></math>421​ to a mixed number:
     <math xmlns=”http://www.w3.org/1998/Math/MathML” display=”block”><semantics><mrow><mfrac><mn>21</mn><mn>4</mn></mfrac><mo>=</mo><mn>5</mn><mfrac><mn>1</mn><mn>4</mn></mfrac></mrow><annotation encoding=”application/x-tex”>\frac{21}{4} = 5 \frac{1}{4}</annotation></semantics></math>421​=541​

Final Answer:

The result of subtracting <math xmlns=”http://www.w3.org/1998/Math/MathML”><semantics><mrow><mfrac><mn>3</mn><mn>4</mn></mfrac></mrow><annotation encoding=”application/x-tex”>\frac{3}{4}</annotation></semantics></math>43​, <math xmlns=”http://www.w3.org/1998/Math/MathML”><semantics><mrow><mn>2</mn></mrow><annotation encoding=”application/x-tex”>2</annotation></semantics></math>2, and <math xmlns=”http://www.w3.org/1998/Math/MathML”><semantics><mrow><mn>1</mn><mfrac><mn>1</mn><mn>2</mn></mfrac></mrow><annotation encoding=”application/x-tex”>1 \frac{1}{2}</annotation></semantics></math>121​ from <math xmlns=”http://www.w3.org/1998/Math/MathML”><semantics><mrow><mn>5</mn></mrow><annotation encoding=”application/x-tex”>5</annotation></semantics></math>5 is <math xmlns=”http://www.w3.org/1998/Math/MathML”><semantics><mrow><mn>5</mn><mfrac><mn>1</mn><mn>4</mn></mfrac></mrow><annotation encoding=”application/x-tex”>5 \frac{1}{4}</annotation></semantics></math>541​.

[Mawar Tanjung]

Certainly! One example of an irregular verb is “to go.” Its forms are irregular and do not follow the standard pattern of adding “-ed” for the past tense. Here are its principal parts:

• Present: go
• Past: went
• Past participle: gone

Unlike regular verbs, where the past tense and past participle are created by adding “-ed” (e.g., “walk” becomes “walked”), irregular verbs like “go” change in unpredictable ways.

[Mawar Tanjung]

Creating a paper puppet theater is a fun and crafty project! Here’s a simple guide to make one:

Materials Needed:

• Cardstock or heavy construction paper
• Scissors
• Glue or tape
• Markers, crayons, or colored pencils
• Popsicle sticks or craft sticks
• Optional: Fabric scraps, stickers, or other decorative items

Steps:

1. Design the Theater Stage:

   • Cut a large piece of cardstock or construction paper into a rectangle for the backdrop.
   • Fold the paper into a “Z” shape to create a tri-fold stage with two side panels and a center panel. The center panel will be the front of your theater.

2. Create the Stage Opening:

   • On the center panel, cut out a large rectangle or arch to be the stage opening where the puppets will perform. Leave a border around the cutout to keep the structure sturdy.

3. Decorate the Backdrop:

   • Use markers, crayons, or colored pencils to draw or decorate the background scene. This could be a castle, forest, cityscape, or whatever theme you choose.

4. Make Puppets:

   • Decorate popsicle sticks with paper, markers, or stickers to create your puppets. Glue or tape the decorations onto the sticks. You can also make simple hand puppets by drawing characters on pieces of paper and attaching them to the sticks.

5. Assemble the Theater:

   • Fold the side panels back to form a “V” shape, then secure the folds with glue or tape. This will give your theater a freestanding, box-like shape with a stage in front.

6. Create a Curtain (Optional):

   • Cut a piece of paper or fabric to act as a curtain. Attach it above the stage opening so it can be pulled aside during performances.

7. Start the Show:

   • Place your paper puppet theater on a flat surface and use your puppets to put on a show!

This simple setup is great for creative play and can be easily customized to fit various themes and stories. Enjoy your puppet theater!

[Mawar Tanjung]

A rover is a type of unmanned vehicle designed to explore and navigate surfaces that are difficult for humans to reach. Here are a couple of contexts where the term “rover” is commonly used:

1. Space Exploration: Rovers are robotic vehicles sent to other planets or moons to conduct scientific research and gather data. Examples include NASA’s Mars rovers, like Curiosity and Perseverance, which explore the Martian surface and send back information to Earth.

2. All-Terrain Vehicles: Rovers can also refer to vehicles designed for off-road or rugged terrain exploration on Earth, often used in adventure sports or for surveying remote areas.

In both cases, rovers are equipped with various tools and sensors to perform their tasks autonomously or with remote control.

[Mawar Tanjung]

Certainly! Here’s an example sentence with an auxiliary verb:

“She is studying for her exams.”

In this sentence, “is” is the auxiliary verb, helping to form the present continuous tense of the main verb “studying.”