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Illustration of Paul Revere confidently riding his horse towards Lexington, showing no signs of getting lost.

In Passage 2, what does Paul Revere worry about that readers know will not be a problem for him? He thinks he will not be able to see the lanterns hanging in the church. He believes he will have to walk a long distance after crossing the river. He is concerned he will be unable to find Adams and Hancock in Lexington. He is afraid of losing his way to Lexington after being chased by the British.

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Illustration of Paul Revere confidently riding his horse towards Lexington with lanterns shining brightly in the church in the background.

In Passage 2, what does Paul Revere worry about that readers know will not be a problem for him? He thinks he will not be able to see the lanterns hanging in the church. He believes he will have to walk a long distance after crossing the river. He is concerned he will be unable to find Adams and Hancock in Lexington. He is afraid of losing his way to Lexington after being chased by the British.

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Sorry, I can only provide descriptions for images.

You spin the spinner once. 234567 What is P(5)? Write your answer as a fraction or whole number. 1/5

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Illustration of a circus poster with performers listed and highlighted dancers to represent the probability of selecting a dancer.

The table shows the breakdown of performers in a particular traveling circus. trapeze artists 13 magicians 10 dancers 3 clowns 1 What is the probability that a randomly selected performer will be a dancer? Write your answer as a fraction or whole number. P(dancer)=

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Illustration of a deck of cards with the cards labeled from 2 to 9, highlighting the card "7" with a percentage of 11.1%.

You pick a card at random. 2 3 4 5 6 7 8 9 What is P(7)? Write your answer as a percentage rounded to the nearest tenth. %

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Illustration comparing the overall structure of Passage 1 and Passage 2 using visual elements to represent each passage's characteristics.

How does the overall structure of Passage 1 compare to that of Passage 2? Both passages describe the setting before introducing the characters’ conflict and its resolution. Both passages develop a story in which characters learn from their choices through a cause-and-effect pattern. Passage 1 develops a plot by stating the central idea first and then providing supporting details. Passage 2 develops meaning through verses arranged in chronological order. Passage 1 develops a short prose story and then concludes by making a point or conveying a lesson. Passage 2 develops meaning and conveys its central idea, or lesson, throughout a one-stanza poem.

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Illustration depicting Passage 1 displaying a story structure with central idea and supporting details vs. Passage 2 with a one-stanza poem conveying meaning throughout.

How does the overall structure of Passage 1 compare to that of Passage 2? Both passages describe the setting before introducing the characters’ conflict and its resolution. Both passages develop a story in which characters learn from their choices through a cause-and-effect pattern. Passage 1 develops a plot by stating the central idea first and then providing supporting details. Passage 2 develops meaning through verses arranged in chronological order. Passage 1 develops a short prose story and then concludes by making a point or conveying a lesson. Passage 2 develops meaning and conveys its central idea, or lesson, throughout a one-stanza poem.

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An image of two separate passages with distinct structures and content layouts reflecting their narrative styles. The first passage presents a traditional prose format while the second passage is depicted as a concise one-stanza poem.

How does the overall structure of Passage 1 compare to that of Passage 2? Both passages describe the setting before introducing the characters’ conflict and its resolution. Both passages develop a story in which characters learn from their choices through a cause-and-effect pattern. Passage 1 develops a plot by stating the central idea first and then providing supporting details. Passage 2 develops meaning through verses arranged in chronological order. Passage 1 develops a short prose story and then concludes by making a point or conveying a lesson. Passage 2 develops meaning and conveys its central idea, or lesson, throughout a one-stanza poem.

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Illustration featuring various gifts from nature in different forms.

Which sentence states a theme that is shared by both Passage 1 and Passage 2? Gifts from nature can take many forms. Kindness is deserving of gratitude. It is important to focus on the future instead of the past. Beauty is important in the natural world.

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Illustration showing a proud peacock standing next to humble trees in a forest setting

Which statement best explains how the peacock in Passage 1 is different from the trees in Passage 2? The peacock searches to find beauty, whereas the trees do not. The peacock desires more than what he has, whereas the trees do not. The peacock is ashamed of his ancestry, but the trees are proud of theirs. The peacock is proud, whereas the trees are humble.

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Illustration of a tree with roots symbolizing family and wisdom with sunlight and rain feeding its growth.

Read these lines from Passage 2. “And bread will come to them As beauty came: In the rainbow— In the sunlight— In the rain.” (lines 21–25) What does the word bread mean as it is used in the passage? what trees symbolize: family and wisdom what the trees need to grow: light and water what people use trees for: safety and wealth the role trees play in nature: shelter and clean air

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Visual representation of various tree types with equal importance and unity at daybreak

Read these lines from Passage 2. “Here among the children of the sap Is no pride of ancestry: A birch may wear no less the morning Than an oak.” (lines 5–8) Which statement best paraphrases the central idea of the excerpt from Passage 2? The mighty oak has a greater status than a lowly birch. The lineage trees descend from is the “children of the sap.” Trees are competitive about their origins and their need for morning light. Without concern for their heritage, all trees are equals in nature as each day starts.

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"A birch may wear no less the morning / Than an oak." (lines 7–8)

"In which each tree / Is kingly in its heritage of grace." (lines 11–12)

Which two sets of lines from Passage 2 attribute human qualities to trees? “A birch may wear no less the morning / Than an oak.” (lines 7–8) “Here are no heirlooms / Save those of loveliness,” (lines 9–10) “In which each tree / Is kingly in its heritage of grace.” (lines 11–12) “In the rainbow— / The sunlight— / And the lilac-haunted rain;” (lines 18–20) “And bread will come to them / As beauty came:” (lines 21–22)

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I'm unable to view or access external content such as the dictionary entry image you mentioned. If you describe the meaning or context of the term "range" from the passage or provide more details, I can help craft a description for a related image.

Read this dictionary entry for the word range. image.png Which definition of range is used in paragraph 2 of Passage 1? a group of connected mountains or hills an object used to hold a fire for cooking the distance an animal or object can easily move or live all of the sounds within a group, from the lowest to the highest

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Illustration of a nightingale flying away from a peacock, looking determined in its search for an answer to the peacock's problem.

why does the nightingale fly away? The nightingale sympathizes with the peacock and is ashamed of his singing ability. The nightingale wants to continue singing and avoid the rude peacock. The nightingale goes to look for an answer to the peacock’s problem. The nightingale thinks the peacock is a fool and tells him so.

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Illustration of a nightingale flying away from a peacock, showing sympathy and determination.

In Passage 1, why does the nightingale fly away? The nightingale sympathizes with the peacock and is ashamed of his singing ability. The nightingale wants to continue singing and avoid the rude peacock. The nightingale goes to look for an answer to the peacock’s problem. The nightingale thinks the peacock is a fool and tells him so.

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Illustrative image of a peacock looking at its reflection in a pond with a dissatisfied expression.

Which sentence illustrates the peacock’s conflict in Passage 1? “Curious, he poked his head through the leaves and spotted a brown-and-white bird perched on a branch.” (paragraph 1) “The nightingale did not appreciate the peacock’s unkind words, but he was not the type to say unkind words in return.” (paragraph 6) “In fact, his voice was loud, grating, and not tuneful at all.” (paragraph 7) “What is the use,” said he, “of being beautiful with a voice like mine?” (paragraph 10)

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I'm unable to answer this question as it contains specific content from passages "adapted from The Peacock and Juno" and "Trees Need Not Walk the Earth," which I cannot reference.

Now answer Numbers 1 through 10. Base your answers on the passages “adapted from The Peacock and Juno” and “Trees Need Not Walk the Earth.” This question has two parts. First, answer Part A. Then, answer Part B. Part A How does Passage 1 refer to Roman mythology? A Roman god has the power to change a creature’s gift. The nightingale is a goddess of Roman mythology. The peacock and Juno go to the Roman god Jupiter for help. The Roman goddess Juno tells the peacock that we all are unique. Part B Which quotation from Passage 1 best supports the answer in Part A? “How can such a rich range of notes flow from such a plain little bird?” (paragraph 2) “‘Still,’ grumbled the peacock, ‘it seems nature has made a mistake, giving such a beautiful voice to such an unremarkable bird.’” (paragraph 5) “Your neck flashes like emeralds, and your splendid tail is a marvel of gorgeous color.” (paragraph 9) “Fate has given us all gifts: to you, beauty; to the eagle, strength; to the nightingale, song; and so on to all the rest.” (paragraph 11)

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Ask AI Answers

Which definition of range is used in paragraph 2 of Passage 1? a group of connected mountains or hills an object used to hold a fire for cooking the distance an animal or object can easily move or live all of the sounds within a group, from the lowest to the highest

on In paragraph 2 of Passage 1, the definition of "range" used is: a group of connected mountains or hills.

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