1. The blueprint for the new SA middle school uses 1 inch to represent 6 meters. If approximately 3 meters make up 10 feet, how many feet does 1 inch represent in the blueprint? 

To determine how many feet 1 inch represents in the blueprint, we need to follow these steps:

1. **Find the number of feet equivalent to 6 meters:**

   Given that 3 meters is approximately equal to 10 feet, we can set up a proportion to find the number of feet in 6 meters.

   \[
   \frac{3 \text{ meters}}{10 \text{ feet}} = \frac{6 \text{ meters}}{x \text{ feet}}
   \]

   Cross-multiplying to solve for \( x \):

   \[
   3x = 60 \quad \Rightarrow \quad x = \frac{60}{3} = 20 \text{ feet}
   \]

   So, 6 meters is equivalent to 20 feet.

2. **Determine the number of feet represented by 1 inch on the blueprint:**

   Since 1 inch on the blueprint represents 6 meters, and 6 meters is equivalent to 20 feet, 1 inch on the blueprint represents 20 feet.

Thus, **1 inch represents 20 feet** on the blueprint.

Would you like more details on this problem or have any other questions?

Here are 5 related questions you might find interesting:
1. How many meters does 2 inches represent on the blueprint?
2. If a hallway is 45 feet long, how many inches will it be on the blueprint?
3. What is the real length in meters of a room that is 3 inches on the blueprint?
4. How many meters does 5 inches represent on the blueprint?
5. If the school’s courtyard is 150 feet wide, how wide is it on the blueprint in inches?

**Tip:** When converting units, it's often useful to set up a proportion, which allows for easy cross-multiplication to solve for the unknown quantity.

The blueprint for the new SA middle school uses 1 inch to represent 6 meters. If approximately 3 meters make up 10 feet, how many feet does 1 inch represent in the blueprint?

Learn how to convert measurements on a blueprint where 1 inch represents 6 meters, and 3 meters are approximately equal to 10 feet. This problem involves proportions and unit conversion, ideal for students in Grades 6-8.

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