教えて欲しいです😭😭

3 △ABCの辺 AB, BC, CA の中点をそれ ぞれ D,E,F とし, AD, DFを2辺とす る平行四辺形 ADFP を作ると,AE = PC となることを証明しなさい。 (25点引) (まず, AP // EC, AP = EC であること, つまり、 四角形 AECPは平行四辺形 であることを導く。) A P D F E C ADEC A EFGD EFGDの

教えて欲しいです😭🙇‍♀️

1) 次の文を日本語にしなさい。(5点引) ①We saw a cat whose eyes were brown. He lives in a house whose roof is blue. 3 A girl whose hair was long came here. That mountain whose top is covered with snow is Mt. Fuji. 2)関係代名詞 whose を使って, 2文を1文にしなさい。 (5点引) ①Nancy has a dog. Its name is John. I know a boy. His father is a scientist. the stop. They live in a house. Its roof is green. music.

教えて欲しいです😭

☆ 次の文に合う英文になるように、空所をうめなさい。 (3点引) ① 彼女は灰色の目をした猫を飼っています。 She has a cat eyes ② 頂上が雪でおおわれているあの山を見なさい。 Look that mountain *covered with snow. [kÁvar]動 ~をおおう *cover [kÁvar]|動 be covered with ~ 「〜でおおわれている」 gray. top is

ICTとAIの違いってなんですか？

中学英語です。 私の母は私に、もっと勉強をしなさいと言う。 My mom tells me that I must study more. これってなんでyou must study moreじゃないんですか？💦

9の（4）が分かりません。教えて欲しいです🙇‍♀️

身は 形を は, 去分 t+ + 9 次の日本語に合うように, □ (1) 彼の歌は多くの人々に愛されています。 His songs are に適当な語を書きなさい。 by many people. □ (2) この部屋は昨日使われましたか。 Was this room loved used yesterday? □ (3) はい、そうでした。 / いいえ、そうではありませんでした。 (2)に答えて) Yes, it Was . / No, it wasn't. seen □(4) この鳥は日本で見られます。 This bird is in Japan.

1の（2）が分かりません。教えて欲しいです🙇‍♀️

こに」「だ 春をたず に使う。 - 疑問文 いで主 える。 car. 1 次の文 内の指示に従って書きかえるとき, に適当な語を書き なさい。 □ (1) Meg likes blue. (「何色が好きですか」とたずねる疑問文に) → What color does Meg like? □ (2) That is Kaito's cap. (下線部が答えの中心になる疑問文に) → ・Who is that? □ (3) Ken gave Meg this camera. (下線部が答えの中心になる疑問文に) → Who gave Meg this camera?

(3)のこのような文法の時はisが最後に来ると習ったんですがこの文は違うのでなんでですか？😭

(1) 私は健がいつ来たか知っています。 { when / know I know when Ken came1/ came じろう (2) あなたは次郎がなぜイヌをほしがるのかわかりますか。 { wants / do / you / Jiro / understand p.18-19 why / a dog / ? } CP Do you understand why Jiro wants a dog? (3)ホワイト先生は生徒たちに科学はおもしろいということを示します。 p.22-23 LG {is/shows/science/ interesting the students / Ms. White / that /. } Ms. White shows the students that science is interesting. 2 show that

穴埋めの問題です。答えと考え方が知りたいです

15 11 10 5 This article shows ( students / *sharing / other / ideas/is/ with) useful for learning. In one *experiment, two groups of a ( あ ) students ( to solve the same math problems in different ways. Those math problems were difficult.] The students in both groups had about *equal math skills. In the first group, the teacher told students to listen to him carefully, and ask him questions about the way to solve the problems. In the second group, he only told to *exchange their opinions. After a while, the students in the first group found the right answers. They asked him many questions easily and didn't have to talk *among their group members. The students in the second group talked a lot. But they were not able to find the right answers *by themselves, and *finally he gave them some advice. Later, the two groups were (give) a test on the same kind of math problem. Can you *guess the *result? The second group got much group. By (work) hard together without remembered better how to solve the problem. solve problems is more important results than the first (ask) for teacher's help, the students I think *putting our heads together to just getting the answers in a short time.

英語です！アとイとウどれも場所で答えているので分かりません。

2 次の対話文の ( で答えなさい。 の中に最も適するものを,あとのア~エからそれぞれ一つずつ選び, 記号 (1) Wataru: Do you often come to this park ? Becky: Yes. Today I came with my sister. Wataru: Where is she ? Becky: ( ) She is talking with her friend. ア She is in her room. イ She is in the English club. ウ She is by that tree. I She is a student at our school.