Rationale: The text and image do not contain any Australian-specific spelling, units, or terminology. The content is dialect-neutral.

Rationale: The question, image, and answer use mathematically neutral terminology and notation that is identical in both Australian and American English. There are no units, specific spellings, or cultural references that require localization.

Rationale: The question and image contain metric units ("cm"), which are identified in the classification criteria as content requiring localization for a US audience. The conversion from centimeters to inches is a simple unit swap that preserves the mathematical integrity of the problem and maintains the integer nature of the answer, fitting the "RED.units_simple_conversion" category.

Rationale: The question and image use the abbreviation 'm', which is the standard SI symbol for both 'metres' (AU) and 'meters' (US). No AU-specific spellings (like 'centre') or terminology are present. Since no specific unit conversion table was provided to map metric units to US customary units, and 'm' is commonly used in US mathematics education, the content is bi-dialect neutral.

Rationale: The question uses metric units (cm), which are standard in Australia. For a US audience, these are typically converted to US customary units (in) in general math contexts. The conversion is simple (1:1 replacement of units) and does not affect the mathematical operations or the requirement for a whole-number answer.

Rationale: The question uses the term 'units' for measurements and contains no Australian-specific spelling, terminology, or cultural references in either the text or the image.

Rationale: The question and image use universal mathematical notation and terminology. There are no instances of Australian-specific spelling, units, or cultural references.

Rationale: The text and image use universal mathematical terminology and notation. There are no spelling, unit, or cultural differences between AU and US English in this specific content.

Rationale: The question and image use standard mathematical terminology ("hypotenuse", "triangle") and units ("cm") that are bi-dialect neutral and commonly used in both Australian and American English educational contexts. No Australian-specific spellings (e.g., "centimetres") or terms are present in the text fields or the image.

Rationale: The question and image use centimeters (cm), which is a metric unit. For US localization, these are converted to inches (in). This is a simple conversion because there are exactly four numerical values, and the conversion preserves the mathematical integrity and the integer answer requirement.

Rationale: The question text and the image use mathematically neutral terminology and notation that is standard in both Australian and American English. No units, spellings, or cultural references specific to Australia are present.

Rationale: The question and image use centimeters (cm), which is a metric unit. For US localization, these should be converted to a US customary unit like inches (in). Since the math is a simple scale factor multiplication, a direct unit swap is appropriate and straightforward.

Rationale: The question uses the Australian spelling "aeroplane" and metric units ("m" and "cm"). While "aeroplane" is localized to "airplane", the metric units are preserved because they are deeply entangled in the mathematical calculation. Converting 20 m and the resulting 50 cm to US customary units (feet and inches) would result in non-integer values, fundamentally changing the difficulty and pedagogical intent of the scale factor problem.

Rationale: The question text and the image use standard mathematical notation and terminology that are identical in both Australian and American English. There are no units, spelling differences, or cultural references that require localization.

Rationale: The question and image use universal mathematical terminology and notation. There are no spelling, unit, or cultural differences between Australian and American English in this specific content.

Rationale: The term "Right-angled" is the standard Australian English term for a triangle with a 90-degree angle, whereas "Right" is the standard term used in American English in this context.

Rationale: The question uses metric units (km/h and km) which are standard in Australia. For a US audience, these should be converted to US customary units (mph and miles). The conversion is straightforward as it involves a direct unit swap that preserves the numerical values and the mathematical integrity of the Pythagorean theorem problem.

Rationale: The question text and the image are entirely dialect-neutral. There are no Australian-specific spellings, units, or cultural references that require localization for a US audience.

Rationale: The image contains metric units (kg) for weight. In a US educational context, weight is typically measured in pounds (lb) for this type of comparison problem. The conversion is simple and does not affect the mathematical logic of the question.

Rationale: The image contains metric units (kg) used in an everyday context (weighing pets). For a US audience, pounds (lb) is the standard unit for this context. The conversion is simple and does not affect any mathematical equations or complex dependencies.

Rationale: The question text and the image use universal terminology and contain no Australian-specific spellings, units, or cultural references.

Rationale: The question contains metric units (cm, cm², centimetres) in both the text and the image. For a US audience, these are typically localized to imperial units (inches). Since the numerical values (12, 48) allow for an integer answer (10) regardless of the unit label, this is a simple unit conversion that preserves mathematical integrity and adheres to the whole-number answer constraint.

Rationale: The question uses the metric unit 'cm' (centimeters) in the text and suffix. In a US educational context, customary units like 'in' (inches) are typically preferred for geometry problems of this nature. The conversion is straightforward as it only requires changing the unit label; the numerical values and the mathematical logic (based on ratios of similar triangles) remain identical, and the answer remains a whole number.

Rationale: The question uses metric units (cm), which are identified in the classification criteria as content requiring localization. The conversion to US customary units (inches) is straightforward, involves only two values (12 and 9), and preserves the mathematical integrity and the integer answer (20).

Rationale: The question and image consist entirely of numbers and standard mathematical symbols. There are no units, Australian-specific spellings, or cultural references that require localization.

Rationale: The question uses metric units (kilometres, km) which are standard in Australia. For a US audience, these should be localized to US customary units (miles). The conversion is simple and does not affect the mathematical logic of the question.

Rationale: The question requires converting between various metric units (km, m, cm, mm). In a US educational context, while imperial units are common, metric conversion is a specific curriculum skill. Converting the values to imperial would break the mathematical logic of the problem (which relies on powers of 10) and change the pedagogical intent. Therefore, the metric units are preserved, and only the spelling of "metres" is localized to "meters".

Rationale: The question and image use universal units of time (hours, minutes, seconds, days) and standard mathematical notation. There are no Australian-specific spellings, terms, or cultural references present. The image actually depicts the Americas, making it naturally aligned with a US audience.

Rationale: The question contains the Australian spelling "travelled" and uses metric units (km, m, cm). While the spelling is a simple fix, the metric units are deeply integrated into the mathematical logic of the problem (converting $3$ km, $200$ m, and $5000$ cm to a total in meters). Converting these to US customary units (miles, feet, inches) would result in complex decimals, fundamentally changing the difficulty and pedagogical goal of the question. Therefore, the units are preserved while the spelling is localized.

Rationale: The question uses metric symbols (km, cm, mm) which are standard and identical in both Australian and American English. There are no instances of Australian-specific spelling (such as "metres" or "kilometres") or regional terminology. The image is a generic illustration of a person walking and contains no text, units, or cultural markers that require localization. Since the mathematical values are within LaTeX and the pedagogical focus is on metric unit conversion, the content is fully bi-dialect neutral.

Rationale: The question and answers contain Australian spellings for metric units ("Litres", "Metres", "Millilitres") which require conversion to US English spellings ("Liters", "Meters", "Milliliters").

Rationale: The question and answers contain Australian/British spelling variants for units ("Tonnes", "drachms", "Metres") which need to be converted to their American English equivalents ("Tons", "drams", "Meters"). The image itself is a neutral photograph of a baby and requires no edits.

Rationale: The question and image use standard mathematical terminology and notation that is identical in both Australian and American English. There are no units, specific spellings, or cultural references present.

Rationale: The question text and the image are both dialect-neutral. There are no Australian-specific spellings, units, or cultural references present.

Rationale: The question text and the image do not contain any Australian-specific spelling, units, terminology, or cultural references. The content is dialect-neutral.

Rationale: The question uses metric units (grams and tonnes). While "tonnes" is the standard international and Australian spelling, it is also used in the United States to specifically denote the metric ton (1,000 kg) and distinguish it from the US customary short ton (2,000 lb). In a mathematical context focusing on metric conversions, "tonnes" and the symbol "t" are acceptable and understood in both dialects. The rest of the text ("box of chocolates", "carton") and the image are bi-dialect neutral.

Rationale: The question and image use terminology and units (mg, g, kg) that are standard in both Australian and American English, particularly within medical and scientific contexts. No spelling variations (e.g., "gramme") or region-specific terms (e.g., "maths") were identified in the text or the image.

Rationale: The question specifically tests the skill of converting between metric units of mass (tonnes to grams). Converting these to US customary units (tons to pounds/ounces) would break the mathematical integrity of the problem, change the pedagogical focus, and result in non-integer values that would violate the answer format constraints. Therefore, the metric system is preserved, but the terminology is localized from the Australian "tonnes" to the American "metric tons".

Rationale: The question uses the Australian spelling "kilolitres". This needs to be converted to the American English spelling "kiloliters". The metric units (m, kL) are preserved as they are central to the mathematical problem (converting volume in cubic meters to capacity in kiloliters).

Rationale: The question uses the Australian spelling "litres", which needs to be converted to the US spelling "liters". The metric units (kL, L, m$^3$) are preserved because the skill being assessed is specifically about converting between metric units of capacity and volume, and changing them to US Customary units would invalidate the mathematical purpose of the question.

Rationale: The question and image are bi-dialect neutral. The unit "cm" is a standard international abbreviation used in both Australian and American English, particularly in mathematical and scientific contexts. There are no instances of Australian-specific spelling (such as "centimetre"), terminology (such as "maths"), or cultural references. The mathematical values are correctly formatted in LaTeX and must be preserved according to the core principles. Since no specific unit conversion table was provided to mandate a change from metric to imperial, and "cm" is acceptable in US educational content, the question remains unchanged.

Rationale: The question and image use the abbreviations 'cm' and 'cm²', which are standard in both Australian and American English. There are no instances of Australian-specific spelling (like 'centimetre') or terminology (like 'maths'), making the content bi-dialect neutral.

Rationale: The question uses metric units (grams and kilograms) and standard terminology that is perfectly acceptable and common in US mathematical contexts, especially for a skill specifically about converting units of mass. There are no spelling differences (e.g., 'grams' is standard in both AU and US) or cultural references requiring localization.

Rationale: The question and image use universal mathematical terminology and notation. There are no Australian-specific spellings, units, or cultural references present.

Rationale: The question and image are bi-dialect neutral. The abbreviation 'cm' is used for centimeters, which is standard in both Australian and American English. No Australian-specific spellings (such as 'centimetre'), terminology (such as 'maths'), or cultural references are present. The mathematical notation and units are consistent across both dialects.

Rationale: The question uses standard mathematical notation and terminology that is identical in both Australian and American English. There are no units, spellings, or cultural references that require localization.

Rationale: The question and image use the abbreviation 'm' for units, which is the same in both Australian and American English. All terminology ('radius', 'height', 'surface area', 'cylindrical pipe') and spelling are bi-dialect neutral.

Rationale: The question uses standard mathematical notation and terminology (ASA congruence, "units") that is identical in both Australian and American English. There are no spelling differences or specific regional units present in the text or the image.

Rationale: The question and image use metric units (cm). For a US audience, these should be converted to US customary units (in). This is a simple conversion involving four labels where the numerical values can be preserved to maintain the mathematical integrity of the problem and the whole-number answer constraint.

Rationale: The question and image are bi-dialect neutral. The abbreviation "cm" for centimeters is standard in both Australian and American English, especially in mathematical and scientific contexts. All other terminology ("square", "semicircles", "diameter", "perimeter", "composite shape") and spellings are identical in both dialects. There are no cultural references, specific school year levels (e.g., "Year 7"), or other AU-specific markers.

Rationale: The question contains the Australian spelling "metres" and uses metric units (m, m², m³). While the spelling needs to be localized to "meters", the metric units themselves must be retained. Converting to US customary units would require changing numerical values within LaTeX delimiters (e.g., $1.5$, $250$), which is strictly prohibited. Furthermore, any conversion would result in non-integer values, violating the constraint that the answer must be a whole number.

Rationale: The question uses generic "units" and "square units" which are dialect-neutral. There are no spelling or terminology differences between AU and US English in this specific content.

Rationale: The question and image use "cm" and "cm$^2$", which are standard international abbreviations used in both Australian and American English. No Australian-specific spellings (e.g., "centimetre", "centre") or terminology (e.g., "maths", "Year 7") are present in the text or the image. The mathematical notation and terminology are universal.

Rationale: The text and image are bi-dialect neutral, containing no Australian-specific spelling, units, or terminology.

Rationale: The text and image are entirely dialect-neutral. There are no spelling differences (e.g., "volume", "displaced", "completely" are the same in AU and US English), no units, and no cultural references.

Rationale: The question text and the image are both dialect-neutral. There are no Australian-specific spellings, units, or cultural references present.

Rationale: The question uses centimeters (cm), which is a metric unit. For US localization, metric units in general geometry problems are typically converted to US customary units like inches (in). The conversion is simple and does not affect the mathematical logic of the problem.

Rationale: The question and image use standard metric symbols ("m" and "m$^3$") and terminology that are universally accepted in both Australian and American English. No AU-specific spellings (like "metres") or cultural references are present. Since the units are represented by international symbols and the spelling is already US-compatible, the content is bi-dialect neutral.

Rationale: The question and answers use metric units that are standard in both Australia and the US for medical contexts (syringes), but the spelling of these units (Millilitres, Metres, Litres) follows the Australian convention (-re) and needs to be converted to the US convention (-er).

Rationale: The question, answers, and image use standard geometric notation and terminology that is identical in both Australian and American English. There are no units, regional spellings, or cultural references present.

Rationale: The question and image use standard geometric terminology and notation that is identical in both Australian and American English. There are no units, specific spellings, or cultural references that require localization.

Rationale: The question text uses the Australian spelling "centre", which needs to be converted to the US spelling "center". No other localization is required.

Rationale: The question contains the Australian spelling "litres", which needs to be converted to the US spelling "liters". The metric units (mL and L) and the numerical values are preserved because the question is specifically designed to test conversion within the metric system, which is a standard part of the US math curriculum.

Rationale: The question and accompanying image use metric units (centimeters), which require localization to US customary units (inches). The conversion is straightforward as it involves a single value and does not affect the mathematical logic or the values within LaTeX delimiters.

Rationale: The question and image use metric units (cm), which are identified as Australian-specific content in this context. A simple conversion to imperial units (in) is appropriate for a US audience, as it does not affect the mathematical logic or the numerical values used in the LaTeX expressions.

Rationale: The question and image use the unit abbreviation "m" (meters/metres) and standard mathematical terminology ("diameter", "perpendicular height", "total surface area") that is identical in both Australian and American English. Additionally, the units in the answer choices are contained within LaTeX delimiters ($...$), which must remain byte-identical according to the core principles. Changing the units in the text or image would create a mathematical inconsistency with the answer choices.

Rationale: The question and image use metric units (cm), which are standard in US geometry curriculum. There are no Australian-specific spellings (e.g., "centre", "colour") or terminology. Furthermore, the units in the answer choices are contained within LaTeX delimiters ($...$), which must remain byte-identical according to the core principles. Therefore, no localization is required.

Rationale: The question and image use the abbreviation "cm" and standard mathematical terminology ("diameter", "height", "volume", "cone") which are identical in both Australian and American English. No spelling differences or cultural references are present.

Rationale: The question and image use the unit abbreviation 'm', which is the standard SI abbreviation for both 'metres' (AU) and 'meters' (US). There are no spelling differences, region-specific terminology, or cultural references present in the text or the diagram.

Rationale: The question and image use the abbreviation "cm" for centimeters, which is standard in both Australian and American English. There are no instances of Australian-specific spelling (e.g., "centimetre"), terminology (e.g., "maths"), or cultural references that require localization.

Rationale: The question and image use the abbreviation "m" for meters/metres, which is identical in both Australian and American English. No Australian-specific spellings (such as "metres" or "colour") or terminology (such as "maths") are present in the text or the image. The mathematical content is bi-dialect neutral.

Rationale: The question and image are bi-dialect neutral. The unit 'cm' is the standard international abbreviation for centimeters and is commonly used in US mathematics education. No Australian-specific spellings (e.g., 'centimetre', 'centre'), terminology (e.g., 'maths'), or cultural references are present.

Rationale: The word "centre" in the question text is Australian spelling and needs to be converted to the US spelling "center". The image contains no text or units and does not require modification.

Rationale: The question and image use the unit symbol 'm' (meters/metres) and standard mathematical terminology ('sphere', 'diameter', 'volume', 'in terms of pi') which are identical in both Australian and American English. No spelling or unit conversions are required as the abbreviation 'm' is bi-dialect neutral.

Rationale: The question and image use the abbreviation 'cm' and standard mathematical terminology ('perpendicular height', 'rectangular base', 'volume') which are bi-dialect neutral and identical in both Australian and American English. No Australian-specific spellings (like 'centimetre') or cultural references are present.

Rationale: The question and image use the unit symbol 'm' for meters/metres, which is bi-dialect neutral. No Australian-specific spellings (e.g., 'metres'), terminology, or cultural references are present in the text or the diagram.

Rationale: The question and image use "cm" and "cm$^3$", which are standard international symbols for centimeters and cubic centimeters used in both Australian and American English. There are no Australian-specific spellings (e.g., "centimetre"), terminology (e.g., "maths"), or cultural references present in the text or the image. The mathematical content is bi-dialect neutral.

Rationale: The question uses international symbols (m, cm) and standard geometric terminology (square pyramid, slant height, total surface area) that are identical in both Australian and American English. No AU-specific spellings (like 'metres' or 'colour') or school-context terms (like 'Year 7') are present. While there is a minor unit discrepancy between the image (cm) and text (m), the symbols themselves are bi-dialect neutral.

Rationale: The question and image use standard mathematical terminology and metric abbreviations ("cm" and "cm$^2$") that are universally accepted and used in both Australian and American English. There are no spelling differences (e.g., "centimetre" is not used, only the abbreviation) or region-specific cultural references.

Rationale: The question and image use metric units (cm), which are identified as requiring localization for a US audience. The conversion to US customary units (in) is straightforward and does not affect the mathematical logic or the integer nature of the answer.

Rationale: The question uses the Australian spelling "metre". This needs to be converted to the US spelling "meter". The unit abbreviation "m" used in the image and the LaTeX suffix "m$^2$" are standard in both dialects and do not require modification.

Rationale: The question and image use metric units (cm) and mathematical terminology that are standard in both Australian and American English. There are no spelling differences (e.g., "cm" is used instead of "centimetre"), and the terms "slant height" and "equilateral triangular pyramid" are used identically in both dialects.

Rationale: The question and image use the unit symbol 'm' (meters), which is the standard international symbol used in both Australian and American English. There are no spelled-out units (like 'metres'), Australian spellings, or region-specific terms present in the text or the diagram.

Rationale: The question and image use the metric symbols 'm' and 'cm', which are bi-dialect neutral and standard in both Australian and American mathematical contexts. No Australian-specific spellings (like 'metres') or terminology are present in the text or image. Although there is a discrepancy between the text ('2 m') and the image ('2 cm'), this is a mathematical typo rather than a localization issue. Furthermore, converting units to imperial would violate the constraint to preserve LaTeX numbers and the requirement for a whole-number answer.

Rationale: The question and image use the abbreviation "cm" and standard mathematical terminology ("slant height", "square base", "total surface area") which are identical in both Australian and American English. No AU-specific spellings (like "centimetre") or cultural references are present.

Rationale: The question and image use metric symbols ('m', 'm$^2$', 'cm', 'cm$^2$') which are standard in both Australian and American English. There are no instances of Australian-specific spelling (e.g., 'metres', 'centimetres') or terminology (e.g., 'maths'). While there is a unit discrepancy between the text (meters) and the image (centimeters), this is a content consistency issue rather than a localization requirement. Since the text and image are already bi-dialect neutral, no changes are required for a US audience.

Rationale: The question and image use the unit abbreviation 'cm' and standard mathematical terminology, both of which are identical in Australian and American English. No regional spelling differences (like 'centimetre') or cultural references are present.

Rationale: The question and image use the abbreviation "cm" for units, which is bi-dialect neutral and commonly used in both Australian and American educational contexts. There are no instances of Australian-specific spellings (such as "centimetre") or terminology (such as "maths" or "Year 7"). The mathematical terms "square pyramid," "slant height," and "side length" are standard in both dialects.

Rationale: The question contains metric units (cm) and Australian terminology ("right-angled"). These require localization to US customary units (inches) and US terminology ("right triangular"). The conversion is simple as it involves four numerical values and maintains an integer answer.

Rationale: The question and image use the unit symbol "cm", which is bi-dialect neutral and standard in both Australian and American mathematical contexts. There are no Australian-specific spellings (e.g., "centimetre"), terminology (e.g., "maths"), or cultural references present. The mathematical notation and units are already compatible with US educational standards.

Rationale: The question and image are bi-dialect neutral. The unit symbol "m" for meters is used in both Australian and American English, and no Australian-specific spellings (like "metres") or terminology are present. The mathematical content and notation are standard for both regions.

Rationale: The question and image are bi-dialect neutral. The abbreviation 'cm' for centimeters/centimetres is identical in both US and AU English, and metric units are standard in US mathematics education. There are no AU-specific spellings (e.g., 'centimetre'), terminology, or cultural references present in the text or the image.

Rationale: The question uses standard mathematical terminology and metric units (cm), which are standard in US mathematics education. There are no Australian-specific spellings, cultural references, or terminology that require localization.

Rationale: The question and image use the abbreviation "cm" for centimeters, which is a standard unit of measurement in both Australian and American English mathematical contexts. There are no instances of Australian-specific spellings (such as "centimetre"), terminology (such as "maths"), or cultural references. The terms "radius," "slant height," "total surface area," and "exact form" are all standard in US English. Since no localization is required to make the content suitable for a US audience, the question is classified as truly unchanged.

Rationale: The question and accompanying image use metric units (cm). For a US audience, these are typically converted to US customary units (in) in introductory geometry contexts. This is a simple conversion as it only requires changing the unit labels without altering the numerical values or mathematical structure.

Rationale: The question and image use the abbreviation "cm" for centimeters and standard mathematical terminology ("radius", "perpendicular height", "volume", "exact form") which are all bi-dialect neutral between Australian and American English. No Australian-specific spellings (like "centimetre") or terms (like "maths") are present.

Rationale: The question and image use the unit 'cm', which is the standard abbreviation for both 'centimetre' (AU) and 'centimeter' (US). There are no AU-specific spellings (e.g., 'centimetre'), terminology (e.g., 'maths'), or cultural references present. The mathematical content and units are bi-dialect neutral and standard in US geometry curricula.

Rationale: The question and image use the abbreviation "cm" and the term "rectangular prism," both of which are standard and neutral in both Australian and American English. No Australian-specific spellings (like "centimetre" or "colour") or terminology (like "maths" or "Year 7") are present.

Rationale: The question and image contain metric units ("m" and "cm$^2$"). While these are listed as items to identify for localization, no conversion table was provided in the instructions. Furthermore, there is a unit discrepancy in the source (meters in the image vs. square centimeters in the suffix), but the numerical answer (408) is mathematically dependent on the values provided. Converting to imperial units without an approved mapping or altering the LaTeX suffix would risk the mathematical integrity of the problem. Therefore, the metric units are retained as per the "complex_keep_metric" policy.

Rationale: The question and image use metric units (cm), which are standard in Australia but should be localized to US customary units (in) for an American audience. The conversion is a simple unit swap (cm to in) that preserves the numerical values and the mathematical integrity of the problem, ensuring the answer remains a whole number.

Rationale: The question and image use standard mathematical terminology and abbreviations that are bi-dialect neutral. The unit "cm" is a standard abbreviation used in both Australian and American English, and no spelling differences (e.g., "centimetre") or region-specific terms (e.g., "maths") are present.

Rationale: The question uses the Australian spelling "centre," which needs to be localized to the US spelling "center." While metric units (cm) are present, they are standard in US mathematics education, and no specific conversion table was provided to facilitate a move to imperial units. Therefore, only the spelling change is applied.

Rationale: The question and image use the unit abbreviation "cm" and standard mathematical terminology that is identical in both Australian and American English. No spelling variations (e.g., "centimetre"), region-specific terms, or cultural references are present.

Rationale: The question and accompanying image use the abbreviation "mm" for millimeters and standard geometric terminology (cylinder, hemisphere, radius, surface area). No Australian-specific spellings (e.g., "millimetre," "centre") or terminology (e.g., "maths") are present. The content is bi-dialect neutral.

Rationale: The question and image use the unit abbreviation 'm' (meters) and standard geometric terminology ('hemisphere', 'cone', 'radius', 'slant height') which are identical in both Australian and American English. No Australian-specific spellings (such as 'metres') or cultural references are present.

Rationale: The question and image use metric abbreviations (cm) and standard mathematical terminology (radius, height, surface area) that are identical in both Australian and American English. No Australian-specific spellings (like "centimetre") or terms (like "maths") are present. Furthermore, the numerical values are contained within LaTeX delimiters, which must remain byte-identical according to the core principles, preventing any unit conversion that would require changing those values.

Rationale: The question uses the metric unit "cm" (centimeters), which is standard in both Australian and American mathematical contexts. There are no Australian-specific spellings (e.g., "centimetre") or terminology present in the text. Furthermore, the Core Principles state that all LaTeX expressions must remain byte-identical (e.g., the radius '$10$') and that LaTeX in the suffix must be preserved exactly. Since the suffix 'cm$^3$' contains LaTeX, and the radius is enclosed in LaTeX delimiters, changing the units or values would violate these core constraints.

Rationale: The question and image are fully bi-dialect neutral. The abbreviation "cm" for centimeters is standard in both Australian and American English, and no AU-specific spellings (like "centimetre") or terminology (like "maths") are present in the text or the image.

Rationale: The question and image are bi-dialect neutral. The unit abbreviation "cm" is used, which is the same in both Australian and American English. There are no instances of Australian-specific spelling (like "centimetre") or terminology.

Rationale: The question and image use the unit abbreviation 'm' (meters) and standard mathematical terminology ('perpendicular height', 'square base', 'volume'), which are bi-dialect neutral. No Australian-specific spellings (like 'metres') or regional terms are present.

Rationale: The question and image use metric units (cm), which are standard in Australia. For a US audience, these are typically localized to customary units (in) in a geometry context. The conversion is straightforward and maintains the mathematical integrity of the problem, resulting in the same integer answer.

Rationale: The question and image use the unit abbreviation 'm' (meters/metres) and standard mathematical terminology that is identical in both Australian and American English. No AU-specific spellings, terminology, or cultural references are present.

Rationale: The question and image contain metric units (cm). While these are used in US mathematics, the classification guidelines provided identify metric units as Australian-specific content requiring evaluation. Because the volume calculation is directly dependent on the provided dimensions (20 and 6) to reach the integer answer (800), and no specific conversion table was provided to map these to US customary units, a conversion is deemed 'unsafe' to perform surgically. Thus, the metric units are preserved to maintain mathematical integrity.

Rationale: The question uses metric units (meters and centimeters). While these units are used in the US, they are often localized to imperial units in a US educational context. However, converting these values to imperial (feet/inches) would result in non-integer values, which would violate the answer constraint ("Answer must be a whole number") and compromise the mathematical integrity of the problem. Therefore, the metric units are retained. Additionally, there is a discrepancy between the units in the text (m) and the image (cm) which requires a surgical edit to ensure consistency.

Rationale: The term "right-angled" is localized to "right-angle" for a US audience. Metric units (cm) are retained to ensure the answer remains a whole number as per the constraints, as a literal conversion to imperial would result in decimals. Additionally, the image labels are surgically edited to change "m" to "cm" to match the units used in the question text and suffix.

Rationale: The question and image use the abbreviation "cm" for centimeters and standard geometric terminology ("slant height", "volume", "square base") which are identical in both Australian and American English. No spelling differences (like "centimetre") or region-specific terms are present.

Rationale: The question and image use metric units (cm, cm³) and standard mathematical terminology (volume, square base, perpendicular height) that are bi-dialect neutral and commonly used in both Australian and American educational contexts. No Australian-specific spellings (e.g., "centimetre") or cultural references are present. Furthermore, since no conversion table was provided and LaTeX expressions must remain byte-identical, no unit conversions can be performed without violating the core principles.

Rationale: The question text contains the Australian spelling "centre" (used twice), which needs to be localized to the American English spelling "center". The units used are metric (cm, m), which are commonly used in US mathematics curricula, and since no specific conversion table was provided to map metric values to imperial ones while maintaining integer answers, the units remain unchanged. The image contains a label "12m" which is bi-dialect neutral in its symbolic form.

Rationale: The question and image are bi-dialect neutral. The unit abbreviation "m" is used instead of the full word "metres/meters", and the mathematical terminology ("pyramid", "rectangular base", "height", "volume") is identical in both Australian and American English. No Australian-specific spellings, cultural references, or date formats are present.

Rationale: The question and image use the unit abbreviation "cm" and standard mathematical terminology (pyramid, apex, volume, rectangular base) which are identical in both Australian and American English. There are no spelling differences (e.g., "centimetre") or regional terms present.

Rationale: The question and image use the SI symbol 'm' for meters/metres, which is bi-dialect neutral and standard in both Australian and American English mathematical contexts. There are no instances of Australian-specific spellings (e.g., 'metres', 'centre', 'colour') or terminology (e.g., 'maths', 'Year 7') in the text or the diagram. Since the content is already fully compatible with a US audience, no localization is required.

Rationale: The question uses the Australian spelling "metres" and metric units (m, cm). While US localization often involves converting to customary units, the calculation for the surface area of this trough involves equilateral triangles and specific dimensions that result in the provided answer of 2.71. Converting these to imperial units (inches/feet) would involve irrational numbers (sqrt(3)) and would result in a complex decimal that does not align with the clean answer key. Therefore, the metric units are retained to preserve mathematical integrity, and only the spelling is localized.

Rationale: The question and image are bi-dialect neutral. The terminology ("weight", "scale"), spelling ("kilograms"), and units ("kg") are standard in both Australian and American English. Metric units are a standard part of the US mathematics curriculum, and since the units are contained within LaTeX delimiters in the answers, they must remain unchanged to preserve mathematical integrity.

Rationale: The text and image use "kilograms," which is the standard American English spelling. No other Australian-specific spellings, terminology, or cultural references are present in the question or the image. Metric units are standard in US mathematics curricula and are retained here.

Rationale: The question content and answer choices are already fully compatible with American English. The term "kilograms" and the abbreviation "kg" are standard in the US, especially in mathematical and scientific contexts. No Australian-specific spellings (such as "analogue" or "grammes"), terminology, or cultural references are present in the editable text fields or the image. While the skill title contains the word "analogue," it is not part of the question fields provided for conversion.

Rationale: The question text and image are bi-dialect neutral. The spelling "kilograms" and the abbreviation "kg" are standard in both American and Australian English. The term "weight" and the plural "scales" (referring to two separate devices) are also appropriate for both audiences. No localization is required for the provided fields.

Rationale: The question and image use the metric abbreviation 'cm' and standard mathematical terminology that is common to both Australian and American English. No spelling differences (like 'centimetre') or region-specific terms are present.

Rationale: The text and image use terminology and spelling that are identical in both Australian and American English. There are no metric units, specific cultural references, or spelling differences (like 'colour' or 'centre') that require localization.

Rationale: The question and image use terminology and spelling that are identical in both Australian and American English. There are no units, cultural references, or spelling differences (like 'maths' or 'metres') that require localization.

Rationale: The question and answer text use terminology and spelling that are identical in both Australian and American English. The image is a simple geometric shape with no labels or units.

Rationale: The text and image use mathematical terminology and notation that are identical in both Australian and American English. The term "right triangle" is already used (which is the standard US term, whereas AU often uses "right-angled triangle"), and there are no units, specific spellings, or cultural references requiring localization.

Rationale: The question and answer use the Australian spellings of metric units ("millilitres" and "litres"). These must be converted to the US spellings ("milliliters" and "liters"). No other localization is required as the metric units themselves are appropriate for the pedagogical context of identifying units of capacity.

Rationale: The question and answer text use terminology and spelling that are identical in both Australian and American English. The image is a simple geometric shape with no labels, units, or text.

Rationale: The text and image use standard mathematical terminology and notation that is identical in both Australian and American English. There are no units, specific spellings (like 'centre' or 'metres'), or school-context terms (like 'Year 7') that require localization.

Rationale: The text and image are entirely dialect-neutral. The mathematical terminology ('vertex', 'degree', 'edge') and spelling are identical in both Australian and American English. There are no units, cultural references, or region-specific date/currency formats.

Rationale: The word "centre" is used in the answer text, which is the Australian spelling. It needs to be converted to the US spelling "center". No other localization is required.

Rationale: The text and image use mathematical terminology and spelling that are identical in both Australian and American English. There are no units, specific school year references, or regional spellings (like 'colour' or 'centre') present in the content or the diagram.

Rationale: The question and answer text use dialect-neutral language. There are no Australian-specific spellings, units, or cultural references in either the text or the image.

Rationale: The terminology ("right prism", "oblique prism", "cross-section", "perpendicular height") and spelling used in both the text and the image are identical in Australian and American English. There are no units, currency, or cultural references requiring localization.

Rationale: The question and image contain metric units ("m"). While these are standard abbreviations in both Australian and American English, metric units are often localized in a US educational context. However, because the mathematical solution (12.5) is directly dependent on the provided values and no conversion table was provided to map these to imperial units while maintaining the required answer format, the units are kept as metric to preserve mathematical integrity.

Rationale: The question and answer text use terminology and spelling that are identical in both Australian and American English. The image is a simple geometric shape with no text, labels, or units.

Rationale: The question and image use universal mathematical notation and terminology. There are no Australian-specific spellings, units, or cultural references present in the text or the diagram.

Rationale: The question text and the image do not contain any Australian-specific spelling, units, or terminology. The content is dialect-neutral.

Rationale: The question and image use the abbreviation 'm' for units, which is the standard abbreviation for both 'metres' (AU) and 'meters' (US). There are no Australian-specific spellings, terminology, or cultural references in the text or the image. The mathematical notation and context are bi-dialect neutral.

Rationale: The question and image use mathematical terminology ("rectangular prism") and labels ("Shape A", "Shape B", etc.) that are identical in both Australian and American English. There are no units, specific spellings, or cultural references present.

Rationale: The question uses the metric unit 'cm' (centimeters) in the content and suffix. For US localization, simple geometric problems typically use US customary units like 'in' (inches). The conversion is straightforward and does not change the numerical answer or the mathematical integrity of the problem.

Rationale: The text and image use standard mathematical terminology and notation that is identical in both Australian and American English. There are no units, AU-specific spellings, or cultural references.

Rationale: The question text and the image are mathematically and linguistically neutral. There are no Australian-specific spellings, units, or cultural references present.

Rationale: The question and image use standard mathematical terminology ("complementary", "supplementary") and notation (degrees) that are identical in both Australian and American English. There are no spelling differences or regional units present.

Rationale: The question and image use the universal unit symbol 'm' (meters/metres) and standard mathematical terminology ('perimeter', 'figure'). No Australian-specific spellings (e.g., 'metres'), terminology, or cultural references are present. Since the unit symbol 'm' is identical in both Australian and American English and no specific unit conversion mapping was provided in the instructions, the content is considered bi-dialect neutral.

Rationale: The question and image use metric units (cm), which are identified as AU-specific content in the provided guidelines. The conversion to US customary units (in) is straightforward and does not affect the mathematical calculation or the numerical answer, as the radius value remains 2.

Rationale: The question uses standard mathematical terminology and notation that is identical in both Australian and American English. There are no units, specific spellings (like 'centre' or 'metres'), or cultural references that require localization.

Rationale: The question and image use mathematical terminology ("obtuse angle") and spelling ("True", "False") that are identical in both Australian and American English. There are no units, cultural references, or specific regional terms present.

Rationale: The question and image use the international symbol 'cm' for centimeters, which is standard in both Australian and American English. There are no regional spelling differences (such as "centimetre" vs "centimeter") or Australian-specific terminology or cultural references present in the text or the image.

Rationale: The question text and the image use universal mathematical terminology and notation. There are no units, Australian-specific spellings, or cultural references that require localization.

Rationale: The question and image use the abbreviation 'cm' for centimeters and standard mathematical terminology ('circumference', 'diameter', 'circle'). These are identical in both Australian and American English. No regional spelling differences (like 'centimetre' or 'maths') or cultural references are present.

Rationale: The text and image are entirely dialect-neutral. There are no units, specific spellings, or cultural references that require localization between Australian and American English.

Rationale: The question text, answer choices, and image labels use terminology and notation that are standard in both Australian and American English. No specific AU spelling, units, or cultural references are present.

Rationale: The question and image use centimeters (cm), which is a metric unit. For US localization, this should be converted to a US customary unit like inches (in).

Rationale: The terminology ("ray", "line segment", "line", "angle") and the mathematical notation ($\overrightarrow{AB}$) are identical in both Australian and American English. There are no units, regional spellings, or cultural references present in the text or the image.

Rationale: The question and image use the metric abbreviation 'cm' and 'cm²', which are standard in both Australian and American mathematical contexts. There are no instances of Australian-specific spellings (e.g., 'centimetres'), terminology, or cultural references. The content is bi-dialect neutral.

Rationale: The question, suffix, and image use the unit symbol "m" (meters/metres) and standard mathematical terminology ("opposite side", "length", "diagram") which are identical in both Australian and American English. No Australian-specific spellings (like "metre") or terminology (like "maths") are present.

Rationale: The question and image are bi-dialect neutral. The text uses standard metric symbols ($km^2$ and $m^2$) which are used in both Australian and American mathematics. There are no Australian-specific spellings (like "metres"), terminology, or cultural references in the text or the illustration.

Rationale: The question and image use standard mathematical terminology and the metric abbreviation "cm", which are identical in both Australian and American English. No spelling differences (like "centimetre" vs "centimeter") are present, and no unit conversions are required as "cm" is standard in US math curricula and no conversion table was provided.

Rationale: The question and image use the metric unit 'cm' (centimeters). For a US audience, metric units in a geometry context are typically localized to US customary units like 'in' (inches). This is a simple conversion as it only involves swapping the unit label while preserving the numerical value to maintain mathematical integrity.

Rationale: The text and image use standard mathematical terminology and notation that are identical in both Australian and American English. There are no units, region-specific spellings (like "centre" or "colour"), or cultural references present.

Rationale: The terminology ("supplementary angles"), spelling, and units (degrees) used in both the text and the image are identical in Australian and American English. No localization is required.

Rationale: The question and image are bi-dialect neutral. The mathematical terms "circumference," "diameter," and "circle" are spelled identically in both Australian and American English. The unit symbol "m" (for metres/meters) is the standard international symbol used in both regions. Since no AU-specific spellings (like "metres" or "centre") or cultural references are present, and the unit symbol "m" is common in US mathematical contexts, no localization is required.

Rationale: The question and image use universal mathematical notation and terminology. There are no units, Australian-specific spellings, or cultural references that require localization.

Rationale: The question and image use standard geometric notation (lettered vertices and tick marks for side equality) and neutral English terminology that does not require localization for a US audience.

Rationale: The question and image use standard mathematical notation and terminology that are identical in both Australian and American English. There are no units, specific spellings, or cultural references requiring localization.

Rationale: The question uses standard geometric terminology (acute, obtuse, straight, reflex) and notation (degrees) that are identical in both Australian and American English. The image contains no text or units requiring localization.

Rationale: The word "centre" in the question text is the Australian spelling and needs to be converted to the US spelling "center". The image contains only mathematical labels and values which are dialect-neutral.

Rationale: The question and image use the unit abbreviation 'm', which is bi-dialect neutral (representing both 'metres' and 'meters'). The terminology used ('pole', 'shadow', 'distance') and the mathematical context are standard in both Australian and American English. No Australian-specific spellings or cultural references are present.

Rationale: The question and image use metric units (meters/m), which are identified in the classification rules as requiring localization for a US audience. The conversion to imperial units (feet/ft) is straightforward, preserves the mathematical logic of the problem, and maintains the required integer answer.

Rationale: The question text and the image are both dialect-neutral. The LaTeX expressions for time are standard and do not require localization. No Australian-specific spelling, units, or terminology are present in the provided fields or the image.

Rationale: The text and image are mathematically neutral and do not contain any Australian-specific spelling, units, or terminology.

Rationale: The question uses standard mathematical terminology ("triangular prism") and generic objects (tent, matchbox, can, soccer ball) that are common to both Australian and American English. There are no spelling differences, unit conversions, or cultural references requiring localization.

Rationale: The question and image use metric abbreviations (cm) and mathematical terminology (sphere, volume, scale factor) that are identical in both Australian and American English. No spelling differences (like "centimetre") or region-specific cultural references are present. As "cm" is a standard unit in US mathematics education and no specific unit conversion list was provided to mandate a change to US Customary units, the content is classified as truly unchanged.

Rationale: The question and image are fully bi-dialect neutral. The unit symbol "m" (meters) is the standard international symbol used in both Australian and American English. There are no instances of Australian-specific spelling (like "metres") or terminology (like "maths") in the text or the image.

Rationale: The question uses standard metric abbreviations ("cm") and mathematical terminology ("length", "width", "area") that are identical in both Australian and American English. No localization is required.

Rationale: The question uses metric units (cm, cm²), which are converted to imperial units (in, in²) for US localization. This is a simple unit swap that preserves the numerical values and mathematical logic, as the scale factor relationship remains identical regardless of the unit system used.

Rationale: The question text and answer choices use terminology and spelling that are identical in both Australian and American English. The image contains no text, units, or cultural references.

Rationale: The question uses standard geometric terminology ("vertically opposite angles") and notation that is common to both Australian and American English. There are no units, regional spellings, or cultural references requiring localization.

Rationale: The question uses the Australian spelling "metre" in the text, which needs to be converted to the American English spelling "meter". The unit symbol "m" used in both the text and the image is universal and does not require localization. No unit conversion to US Customary (e.g., feet) was performed because no conversion table was provided in the instructions, and maintaining the metric units preserves the mathematical integrity and the whole-number answer constraint.

Rationale: The question text, image labels, and answer choices contain no Australian-specific spelling, units, or terminology. The content is mathematically and linguistically neutral.

Rationale: The question requires localization for terminology ("packet" to "bag") and spelling ("flavoured" to "flavored" in the image). While metric units are used, they are retained because the pedagogical focus is on "mass," which is taught using metric units (grams/kilograms) in the US curriculum, whereas "weight" is associated with US customary units.

Rationale: The question uses metric units (cm), which are standard in Australia. For a US audience, these are typically localized to US customary units such as inches (in) in introductory geometry problems. The conversion is straightforward and the numerical values are preserved to maintain the mathematical integrity of the perimeter calculation.

Rationale: The question, answers, and image use standard geometric terminology (reflex, acute, straight, right) that is identical in both Australian and American English. There are no units, spellings, or cultural references requiring localization.

Rationale: The question and image use universal mathematical notation and contain no Australian-specific spelling, units, or terminology. The content is bi-dialect neutral.

Rationale: The term "trapezium" is used, which requires localization to "trapezoid" for a US audience. Metric units (cm, cm^2) are present in both the text and the image. These units are kept because converting them to imperial units would result in non-integer values, which would violate the "Answer must be a whole number" constraint.

Rationale: The question uses the Australian term "trapezium" (US: "trapezoid") and metric units. While units are often converted for US audiences, these specific metric values are precisely calibrated to result in a whole-number answer (4). Converting them to imperial units would result in complex decimals and violate the "whole number" answer constraint, making it a complex/unsafe conversion. Therefore, terminology is localized while metric units are retained.

Rationale: The question and image are bi-dialect neutral. The abbreviation "cm" for centimeters/centimetres is standard in both Australian and American English. There are no instances of Australian-specific spelling (e.g., "centimetre"), terminology (e.g., "maths"), or cultural references. Since no conversion table was provided and "cm" is commonly used in US mathematics education, the content remains unchanged to preserve mathematical integrity.

Rationale: The question text and the image are entirely dialect-neutral, containing no Australian-specific spelling, units, or terminology.

Rationale: The question and image use the unit symbol 'cm' and standard geometric terminology ('area', 'triangle') which are identical in both Australian and American English. No Australian-specific spellings (like 'centimetre') or terms are present.

Rationale: The text and image contain no Australian-specific spelling, terminology, or units. The content is mathematically universal and appropriate for both AU and US audiences without modification.

Rationale: The question and image use metric units (cm). These should be converted to US customary units (in) for a US audience. The conversion is simple as it involves only two values and the numerical answer remains the same if we swap units directly.

Rationale: The question and image use standard mathematical notation and terminology that is identical in both Australian and American English. There are no units, specific spellings, or cultural references that require localization.

Rationale: The question and image are fully bi-dialect neutral. The unit symbol "m" is the standard international abbreviation for both "metres" (AU) and "meters" (US) and is commonly used in American mathematical contexts. There are no instances of Australian-specific spelling, terminology, or cultural references in either the text or the image.

Rationale: The terminology "complementary" and the mathematical notation used in both the text and the image are standard in both Australian and American English. There are no units, specific spellings, or cultural references that require localization.

Rationale: The question text and the image contain no Australian-specific spelling, units, or terminology. The mathematical term "prism" is standard in both Australian and American English.

Rationale: The question and image use metric units (meters, abbreviated as 'm'). For a US audience, these are typically localized to US customary units (feet, abbreviated as 'ft') in a mathematical context involving real-world objects like trees and shadows. The conversion is simple as it preserves the numerical values and the mathematical logic of similar triangles, ensuring the answer remains a whole number.

Rationale: The question text, hint, and image contain no Australian-specific spelling, units, or terminology. The mathematical concept and notation are universal.

Rationale: The question and image use metric units (cm and cm²). For a US audience, these should be converted to US customary units (in and in²). The conversion is a simple unit swap that preserves the mathematical integrity and the integer answer.

Rationale: The question and image use standard mathematical notation and terminology that is identical in both Australian and American English. There are no units, regional spellings, or cultural references present.

Rationale: The question and image contain metric units (cm). While the abbreviation 'cm' is bi-dialect neutral, the presence of metric units in an Australian context typically triggers localization. However, there are 6 distinct values to convert, which exceeds the 'simple conversion' threshold of 4. Additionally, no specific conversion table was provided in the instructions. Converting these values without a defined mapping could compromise mathematical integrity and the specific answer format requirements. Therefore, the metric units are retained.

Rationale: The question text and the image contain no Australian-specific spelling, units, or terminology. The term "kite" is standard in both Australian and American English for this geometric shape.

Rationale: The question and image use the abbreviation "cm" for centimeters and "cm$^2$" for square centimeters. These abbreviations are standard in both Australian and American English. No Australian-specific spellings (such as "centimetre") or terminology are present in the text or the image. Additionally, the units in the image are contained within a LaTeX expression ($10 \text{ cm}^2$), which must remain byte-identical according to the core principles. Since the content is bi-dialect neutral, no localization is required.

Rationale: The question text contains the Australian spelling "centred", which needs to be converted to the American English spelling "centered". The rest of the content and the image are dialect-neutral.

Rationale: The question text and the image labels (A, B, C, D) do not contain any Australian-specific spelling, units, or terminology. The content is dialect-neutral.

Rationale: The question and image use the unit abbreviation 'cm' and standard mathematical terminology ('perimeter', 'figure') which are identical in both Australian and American English. There are no AU-specific spellings (like 'centimetre') or cultural references present.

Rationale: The text and image are entirely dialect-neutral, containing no Australian-specific spelling, units, or terminology.

Rationale: The question and image use standard mathematical terminology ("arc", "sector", "length") and the metric unit abbreviation "mm", all of which are bi-dialect neutral and commonly used in US mathematics. No Australian-specific spellings or cultural references are present.

Rationale: The question and image use the metric unit symbol 'cm' and 'cm$^2$', which are standard international abbreviations used in both Australian and American English. There are no Australian-specific spellings (like 'centimetre'), terminology, or cultural references present in the text or the image.

Rationale: The question and image use the unit symbol "m" (meters) and the term "surface area," both of which are standard and bi-dialect neutral in both Australian and American English. There are no instances of Australian-specific spellings (like "metres"), terminology, or cultural references.

Rationale: The question text uses the Australian spelling "linearise", which requires conversion to the American English spelling "linearize". The image contains only mathematical labels (x, y) and numbers, which are bi-dialect neutral.

Rationale: The word "centred" in the question content is the Australian spelling; the US spelling is "centered". No other localization is required as the units are generic ("units") and the image contains no AU-specific text or units.

Rationale: The question and image are bi-dialect neutral. The abbreviation "cm" is used for centimeters, which is standard in both Australian and American English. There are no Australian-specific spellings (like "centimetre"), terminology (like "maths"), or cultural references present in the text or the image.

Rationale: The question text and the image labels use terminology and spelling that are identical in both Australian and American English. There are no units of measurement or cultural references that require localization.

Rationale: The text and image are entirely dialect-neutral. There are no spelling differences (e.g., "color" vs "colour"), units, or specific terminology that require localization for a US audience.

Rationale: The question text and image use mathematical terminology and notation that are identical in both Australian and American English. No spelling differences (e.g., "center" vs "centre"), unit conversions, or cultural references are present.

Rationale: The question and image use centimeters (cm), which is the standard metric unit in Australia. For a US audience, these should be converted to US customary units (inches). A simple unit swap is appropriate here as it preserves the mathematical relationship (similar triangles) and ensures the answer remains a whole number.

Rationale: The question and image use generic "units" for all measurements and contain no Australian-specific spelling, terminology, or cultural references. It is fully bi-dialect neutral.

Rationale: The question uses the Australian spelling "millilitres" in the answer field, which needs to be converted to the American spelling "milliliters". The abbreviation "mL" and the term "juice boxes" are appropriate for both audiences.

Rationale: The question and image use standard mathematical terminology and labels that are identical in both Australian and American English. No units, specific spellings, or cultural references are present.

Rationale: The question and image use standard mathematical terminology and the international symbol 'm' for meters, which is used in both Australian and American English. The names 'Joey' and 'Ben' are common in both regions, and there are no spelling differences (like 'metres' vs 'meters') or specific Australian cultural references that require localization.

Rationale: The text and image are entirely neutral and do not contain any Australian-specific spelling, terminology, units, or cultural references.

Rationale: The question uses the term 'congruency' and the answer choice 'RHS' (Right-angle, Hypotenuse, Side), which are standard in Australian mathematics. In the United States, 'congruence' is the preferred noun, and 'HL' (Hypotenuse-Leg) is the standard term for this specific triangle congruence theorem.

Rationale: The question and image use metric units (cm), which are standard in both Australian and American mathematical contexts. The abbreviation "cm" is identical in both dialects, and there are no other spelling or terminology differences (e.g., "maths", "centre", "metres"). Converting the units to imperial (inches) would result in non-integer values, violating the answer format constraint that the answer must be a whole number. Since the content is bi-dialect neutral and mathematically consistent, no changes are required.

Rationale: The question and image are bi-dialect neutral. The text uses metric units (km² and m²) which are standard in US mathematics curricula, especially for conversion exercises. The units are represented using LaTeX or symbols (km$^2$, m$^2$) which must be preserved to maintain mathematical integrity and consistency with the provided answer. No Australian-specific spellings, terminology, or cultural references are present in the text or the image.

Rationale: The question and image use the metric unit abbreviation 'cm' and standard geometric notation (overline for segments). In American English, 'cm' is the standard abbreviation for centimeter and is widely used in mathematics curricula. There are no instances of Australian-specific spellings (e.g., 'centimetre'), terminology (e.g., 'maths'), or cultural references that require localization. Since no conversion table was provided and 'cm' is bi-dialect neutral, no changes are necessary.

Rationale: The question and image use "cm" (centimeters), which is a standard unit of measurement in both Australian and American math curricula. The term "paint brush" is used, which is acceptable in both dialects. Since the measurement (21 cm) is an integer and the ruler uses a non-zero starting point (5 cm), any conversion to inches would result in non-integer values or require a complete redesign of the image and answer, which is unnecessary as metric measurement is a standard part of US education. The content is bi-dialect neutral.

Rationale: The text and image contain no Australian-specific spelling, terminology, or units. The terms "regular prism" and "irregular prism" are standard mathematical terms used in both Australian and American English.

Rationale: The question and image use standard mathematical terminology ("rectangular prism", "base area", "height") and international unit abbreviations ("cm", "cm²", "cm³") that are identical in both Australian and American English. No spelling, terminology, or unit localizations are required.

Rationale: The text and image use standard mathematical terminology and notation that is neutral between Australian and American English. No specific AU spelling, units, or cultural references are present.

Rationale: The question and image use standard mathematical terminology and labels (A, B) that are identical in both Australian and American English. There are no units, spellings, or cultural references requiring localization.

Rationale: The question and image are bi-dialect neutral. The spelling of "horizontal" and "parallel" is the same in both Australian and American English. While "co-interior" is the term used in the hint, it is a mathematically recognized term in both regions (though "consecutive interior" is more common in the US). Since no specific terminology conversion list was provided to mandate a change, and the term is mathematically accurate, the content remains unchanged.

Rationale: The terminology, spelling, and visual elements in both the text and the image are identical in Australian and American English. The dollar sign on the coin is used in both regions.

Rationale: The question text and the image are both dialect-neutral. There are no instances of Australian spelling, units, or cultural references in the provided fields or the visual content of the image.

Rationale: The question and image use metric units (cm), which are localized to imperial units (in) for a US audience. The conversion is simple as it involves swapping the unit labels while keeping the numerical values the same, which preserves the mathematical integrity and ensures the answer remains a whole number.

Rationale: The question uses standard geometric notation and terminology that is identical in both Australian and American English. There are no units, specific spellings, or cultural references in either the text or the image that require localization.

Rationale: The question and image use the abbreviation "cm", which is bi-dialect neutral and commonly used in both Australian and American English. There are no instances of Australian-specific spelling (e.g., "centimetre"), terminology, or cultural references. As no conversion table was provided to move from metric to imperial, and "cm" is acceptable in a US educational context, the content is classified as truly unchanged.

Rationale: The terminology and notation used in both the text and the image are standard across both Australian and American English. There are no units, specific spellings (like 'centre' or 'metres'), or cultural references that require localization.

Rationale: The question and image contain metric units (cm), which require localization for a US audience. The conversion is simple as it involves changing the unit labels while preserving the numerical values to maintain mathematical consistency with the provided answer.

Rationale: The question text and the image contain no Australian-specific spelling, units, or terminology. The mathematical concept and terminology (parallelogram) are identical in both Australian and American English.

Rationale: The question text, suffix, and image contain no Australian-specific spelling, units, or terminology. The content is bi-dialect neutral.

Rationale: The question and image use "cm" (centimeters) and "rectangular prism," both of which are standard and commonly used in American English math contexts. There are no Australian-specific spellings (e.g., "centimetre," "colour") or terminology (e.g., "Year 7," "maths"). Since no specific unit conversion table was provided and the mathematical integrity (including the whole-number answer constraint) must be preserved, the metric units are retained as they are bi-dialect neutral in an educational context.

Rationale: The question and answer choices use terminology and objects that are common to both Australian and American English. The image of the football is an American-style football, and the term "football" is used correctly in both dialects to describe that object. There are no spelling differences or units of measurement present.

Rationale: The question and image use standard mathematical terminology and spelling that are identical in both Australian and American English. There are no units, currency, or cultural references requiring localization.

Rationale: The terminology and spelling used in both the text and the image ("oblique prism", "perpendicular", "parallel", "Face") are identical in Australian and American English. There are no units, currency, or cultural references requiring localization.

Rationale: The question and image use standard mathematical terminology and the international unit symbol 'm' (meters/metres), which is bi-dialect neutral. No Australian-specific spellings (like 'metres' or 'colour'), terminology (like 'maths'), or cultural references are present in either the text or the image.

Rationale: The question and image are bi-dialect neutral. The unit abbreviation 'm' (meters/metres) is standard in both Australian and American English. All terminology used ("angle of depression", "pole", "ball", "road", "height", "distance") and the spelling of all words are identical in both dialects. Since no specific conversion list was provided to mandate a change from metric to imperial units, and 'm' is a universally accepted abbreviation, the content remains unchanged.

Rationale: The question uses generic "units" and standard mathematical terminology that is identical in both Australian and American English. There are no spelling differences, unit conversions, or cultural references present in the text or the image.

Rationale: The text and image use standard mathematical terminology and notation that is identical in both Australian and American English. There are no units, specific spellings, or cultural references requiring localization.

Rationale: The question and image contain metric units (cm). Following the localization policy for a US audience, simple metric units are converted to imperial units (in). The numerical values are preserved to maintain mathematical integrity as they are contained within LaTeX delimiters which must remain byte-identical.

Rationale: The question and image use standard mathematical terminology ("complete weighted bipartite graph") and notation that is identical in both Australian and American English. There are no units, regional spellings, or cultural references present.

Rationale: The question text and the image are entirely neutral. No Australian-specific spelling, units, or terminology are present in the question content or the diagram. While the skill title in the metadata uses the Australian spelling "centre", the question bundle itself requires no localization.

Rationale: The question and image use generic mathematical terminology ("units") and standard notation that is identical in both Australian and American English. No localization is required.

Rationale: The question and image use universal mathematical notation and units ($cm^3$ and $mL$) that are standard in both Australian and American English. The text "Fill in the blank:" is also neutral.

Rationale: The question content, suffix, and answer are all mathematically and linguistically neutral between Australian and American English. The image contains only standard coordinate plane labels (x, y, and integers) with no localized units or spellings. While the skill title in the metadata contains the word 'centre', the question fields themselves require no localization.

Rationale: The text and image use universal mathematical terminology and notation that is identical in both Australian and American English. There are no units, regional spellings, or cultural references present.

Rationale: The question text and the images provided are dialect-neutral. There are no Australian-specific spellings, units, or cultural references that require localization for a US audience.

Rationale: The question and accompanying image use centimeters (cm), which is a metric unit. For US localization, simple units like centimeters are converted to US customary units (inches). This is a straightforward conversion that does not affect the mathematical logic or the numerical answer.

Rationale: The question and image use universal mathematical notation and terminology. There are no units, regional spellings, or cultural references that require localization.

Rationale: The question uses the Australian spelling "kilometres," which needs to be updated to the American English spelling "kilometers." The metric units themselves are preserved as they are standard in US math curricula for unit conversion exercises.

Rationale: The question and image are bi-dialect neutral. The unit "cm" is a standard abbreviation for centimeters used in both Australian and American English, and there are no spelling differences (such as "metres" vs "meters") or Australian-specific terminology present. As no specific conversion list was provided to mandate a change from metric to imperial units, and "cm" is commonly used in US mathematics education, the content is classified as unchanged.

Rationale: The question and image use universal mathematical terminology and notation. There are no Australian-specific spellings, units, or cultural references present in either the text or the diagram.

Rationale: The question uses the Australian spelling 'metres' in the suffix, which needs to be converted to the American spelling 'meters'. The symbol 'm' used in the image is standard in both dialects.

Rationale: The question and image use kilometers (km), which is the standard metric unit for distance in Australia. For a US audience, miles is the more common unit for large-scale distances in trigonometry problems. The conversion is simple (a direct unit swap) and does not change the mathematical logic or the final integer answer.

Rationale: The question and image use the universal symbol 'm' for meters/metres. There are no instances of AU-specific spelling (like 'metres' or 'centre') or terminology. The content is bi-dialect neutral.

Rationale: The text and image use terminology and spelling that are identical in both Australian and American English. There are no units, cultural references, or specific spelling differences (like 'colour' or 'centre') present in this question.

Rationale: The question and image use standard geometric terminology ("straight angle") and notation that are identical in both Australian and American English. There are no units, regional spellings, or cultural references present.

Rationale: The question and image use the unit symbol 'm' (meters/metres) and 'm$^2$', which are standard international symbols used in both Australian and American English. The text "Find the area of the following shape" is bi-dialect neutral. No Australian-specific spellings (like "metres") or terminology (like "maths") are present. Furthermore, no conversion table was provided in the instructions to map metric units to imperial units, and the core principles prohibit inventing conversions.