数IIの青チャートの質問です。(1)で2つの解と言っているのに何故判別式に＝が付くんですか？

基本例題 50 2次方程式の解の存在範囲 00000 ①①①①① 2次方程式x2-2px+p+2=0が次の条件を満たす解をもつように,定数ヵの値 の範囲を定めよ。 (1)2つの解がともに1より大きい。 (2) 1つの解は3より大きく,他の解は3より小さい。 p.81 基本事項 ② 指針 α,βとする。 2次方程式x²-2px+p+2=0の2つの解を (1) 2つの解がともに1より大きい。 →α-1>0かつβ−1>0 (2) 1つの解は3より大きく,他の解は3より小さい。 →α-3とβ-3が異符号 以上のように考えると, 例題 49 と同じようにして解くことができる。なお, グラフを利用 する解法 (p.81 の解説) もある。 これについては, 解答副文の別解 参照。 解答 2次方程式x2-2px+p+2=0の2つの解をα, β とし, 判別式 | 別解 2次関数 をDとする。 f(x)=x2-2px+p+2の グラフを利用する。 =(-p)²-(p+2)=p²-p-2=(p+1)(p−2) 解と係数の関係から α+β=2p, aß=p+2 (1) =(p+1)(p−2)≥0, 軸について x=p>1, (1) α>1,ß>1 であるための条件は f(1)=3-p>0 D≧0かつ (α-1)+(β−1)>0 かつ (a-1)(β−1) > 0 から2≦p<3 D≧0から (p+1)(p-2) ≥0 YA x=py=f(x) よって p≤-1, 2≤p 11 (a-1)+(β−1) > 0 すなわち α+β-2>0 から 2p-2>0 VIZ よって p>1 + ol 1 B (a-1)(β−1)>0 すなわち αβ-(α+β)+1>0 から p+2-2p+1>0 よって p<3 (2) f(3)=11-5p<0から 求めるかの値の範囲は, ①,②, ③の共通範囲をとって -1 p> 11 2≦p<3 (2) α<β とすると, α<3 <βであるための条件は 題意から、 α=βはありえ ない｡ ! (a-3)(B-3)<0 すなわち aß-3(a+B)+9<0 ゆえに p+2-3・2p+9< 0 よって p> 11 ① 1 23 P 3- 83 2章 9 解と係数の関係、 解の存在範囲

この解き方を教えてくださいm(_ _)m

-2x+py = -1 = p (p-1)x - y = y (p は定数)

2021数学 共通テスト問題より 答えのみで回答が載っていないので (2)～(4)の解説をしていただけると助かります<(_ _*)> お時間ある方よろしくお願いします🙏💦

21花子さんと太郎さんのクラスでは, 文化祭でたこ焼き店を出店することにな った。 2人は1皿あたりの価格をいくらにするかを検討している。 次の表は、過 過去の文化祭でのたこ焼き店の売り上げデータから, 1皿あたりの価格と売り上げ 数の関係をまとめたものである。 1皿あたりの価格 (円) 200 250 300 200 150 100 売り上げ数(皿) (1) まず、2人は、上の表から, 1皿あたりの価格が50円上がると売り上げ数が 50皿減ると考えて, 売り上げ数が1皿あたりの価格の1次関数で表されると仮 定した。このとき1皿あたりの価格をx円とおくと, 売り上げ数は アイウーx ..…... .. 1 と表される。 (2)次に、2人は、利益の求め方について考えた。 花子:利益は,売り上げ金額から必要な経費を引けば求められるよ。 太郎:売り上げ金額は1皿あたりの価格と売り上げ数の積で求まるね。 花子:必要な経費は、たこ焼き用器具の賃貸料と材料費の合計だね。 材料費は、売り上げ数と1皿あたりの材料費の積になるね。 2人は,次の3つの条件のもとで、1皿あたりの価格xを用いて利益を表すこ とにした。 (条件1) 1皿あたりの価格がx円のときの売り上げ数として ① を用いる。 (条件2) 材料は、①により得られる売り上げ数に必要な分量だけ仕入れる。 (条件3) 1皿あたりの材料費は160円である。 たこ焼き用器具の賃貸料は 6000円である。材料費とたこ焼き用器具の賃貸料以外の経費はな 利益をy円とおく。 yをxの式で表すと (2) y=-x2+エオカ x- キ ×10000 である。 UN (3) 太郎さんは利益を最大にしたいと考えた。②を用いて考えると,利益が最大 になるのは1皿あたりの価格がクケコ 円のときであり,そのときの利益は サシスセ円である。 (4) 花子さんは,利益を7500円以上となるようにしつつ、できるだけ安い価格で 提供したいと考えた。 ② を用いて考えると, 利益が7500円以上となる1皿あ たりの価格のうち,最も安い価格はソタチ円となる。 [21 共通テスト (第2日程)〕

明日の朝までで手伝ってくれると嬉しいです

左右の語句を適切につなぎ, 英文を完成させなさい。 U 1. I was very happy · 2. They went to the library B 3. There are a lot of things 4. My grandfather lived 5. Julia was stupid (a) to pass the entrance examination. (b) to see in this town. (c) to be 100 years old. (d) to make such a mistake. (e) to do their homework together.

合っていますか？

G-1 受動態の分詞構文 (being + 過去分詞) 通常 being を省略して過去分詞で始める。 a. (Being) Loved by many people, Barry was missed when he died. cf. As he was loved by many people, Barry was missed when he died. b. (Being) Given enough training, most dogs can become a watchdog. G-2 完了形の分詞構文 (having + 過去分詞) 分詞句の表す時が, 主文の表す時よりも前であることを示す。 a. Having become a therapy dog, the dog was loved by many patients. cf. As[After] it had become a therapy dog, the dog was loved by many patients. b. Having played with the dog, I thought it could become my good friend. Exercises- 1 )に適切な語を入れなさい。 2文がほぼ同じ意味になるように,( G-1 1. If I am given enough time and money, I will visit Switzerland. =( Given ) enough time and money, I will visit Switzerland. 2. When they are seen from the hospice in summer, the Alps look so beautiful. =(Seen) from the hospice in summer, the Alps look so beautiful. 3. As he was found sleeping in a cave, the boy was carried back to the hospice. =( Found) sleeping in a cave, the boy was carried back to the hospice. 4. When she was asked about her dream, Yumi spoke of becoming a dog trainer. =( Asked about her dream, Yumi spoke of becoming a dog trainer. 2 )に適切な語を入れなさい。 G-2 2文がほぼ同じ意味になるように,( 1. Since I have found he has talent as a watchdog, I want to keep the dog. =( Having )( found ) he has talent as a watchdog, I want to keep the dog. 2. After he had had training, the dog started to serve as a police dog. = (Having ) ( had ) training, the dog started to serve as a police dog. 3. As he had spent all of his energy, the dog couldn't continue walking. = (Having )( spent ) all of his energy, the dog couldn't continue walking. 4. After they had heard his rescue story, the Swiss people were very proud of Barry. = ( Having ) ( heard ) his rescue story, the Swiss people were very proud of Barry.

解き方自体は把握しました。 ですが、なぜ二式を足すと交点を交わる直線が求まるのか分かりません

5/205/ 基本例題 78 2直線の交点を通る直線 2直線 2x+3y=7 る直線の方程式を求めよ。 128 ①, 4x+11y=19 ･･････ ② の交点と点 (5, 4) を通 1p.115 基本事項 5, 基本 77 SOLUTION 直線の交点と点を通る方程式を求める問まもそも 解法の 2直線 f(x,y)=0,g(x,y)=0 の交点を通る直線 意味が よく分か らない 方程式 kf(x,y)+g(x,y)=0 (kは定数) を考える x, y で表される式をf(x, y) などと表す。 問題の条件は2つある。 加えると [1] 2直線 ①, ② の交点を通る [2] 点 (54) を通る 2点の そこで,まず,①,②の交点を通る直線(条件 [1]) を考え、次に,この直線が点 交点に (5,4)を通る(条件 [2]) ようにする。 なったりする 3章 解答 kを定数とするとき、次の方程式 11 別解 2直線 ①, ② の交点 の座標は (21) ③は, 2直線①, ② の交点を通 る直線を表す。 (1) (5, 4) よって,2点 (2,1),(5,4) を通る直線の方程式は k(2x+3y-7)+(4x+11y-19) 2 1-1/-1/(x-2) =0 Py-1=- ...... これで①②の交点を通る直線を ③点 (54) を通るとするとしてる すなわち 7 2 ③にx=5,y=4 を代入して LER JELP 15k+45=0 よって k=-3 これを③に代入すると -3(2x+3y-7) + (4x+11y-19)=0嵐中 整理すると |x-x-1=0 (INFORMATION 2直線の交点を通る直線 交わる2直線ax+by+c=0, ax+by+cz=0 に対して.. k(ax+by+c)+ax+by+c=0 (kは定数) ...... (*) は,kの値にかかわらず2直線の交点を通る直線を表している。 (ただし,直線 ax+by+c=0 は除く。) 2直線の交点(x,y) は, ax+by+c=0, ax+by+C2=0 を同時に満たす点であ るから, (*)はんの値にかかわらず成り立つ。 すなわち, (*)は2直線の交点を必ず 通る直線になる。 この考え方は直線以外の図形を表す場合にも通用するので,応用範囲が広い。 PRACTICE... 78 ③ 次の直線の方程式を求めよ。 と(_2 1)を通る直線 CHART O 10 11 19 7 3 19 4 x-y-1=0 直線

教えてください！ お願いします！！ 至急です

2. 本文を読んでT/F の確認をしましょう。 In London, I happened to watch a TV program about a school for orphans and street children in Nairobi, Kenya. The children looked unhappy. I suddenly felt an urge to go to Kenya and paint something for those children. It wasn't easy, but finally in 2006, I got to Kenya, found the school, and was able to paint for the children. I painted an angry dragon. I was happy with it, but a teacher complained, "The children are frightened by the dragon. Some of them refuse to come to school." The children thought that it was a big snake. They did not know that dragons are imaginary. I asked them, "What would you like me to paint?" "Lions!" "Baobabs!" I asked the children to help me, and we had a lot of fun painting together. According to the teachers, the children became more active than before. Creating happiness through painting in That was a turning point in my career. collaboration with others is my thing. I made up my mind to do a painting project every year in different parts of the world. 3. もう一度本文を読んで以下の問いに答えましょう。 Q-1 Why did some of the children refuse to come to school? Q-2 Who did Miyazaki ask for help with the painting? Q-3 "Creating happiness through painting in collaboration with others is my thing." "My thing" means a. my life's work. b. my painting technique. c. my favorite belongings.

このQuestionsのところがわかんないので教えてください。 お願いします。

Lesson 3 7. even though ~ = although ~ 12. work part-time = have a part-time job 12. a guest house a small hotel 1( ) 2( 3 ( ) hatch [hæt] journey [dzárni] Belgium [béldzam] graduate [grædzuèit] part-time [pà:rttáim] guest [gést] gallery [gæləri] anger [æŋgər] injustice [indzástis] 1. share with... I shared a room with my sister. 5. spend~ V-ing I spent two days (in) writing a paper. 6. pass by cf. The express train passed by the station without stopping. 8. bring together The Olympic Games bring people together from all over the world. 18. live a life My aunt lives a happy life. G-1 She is the person who won the prize. G-2 The boy playing tennis there is my brother. 42 For Miyazaki Kensuke, art is a way to share happiness with people all over the world. He sees life as a journey to discover an answer to the question: Who am I as a person and as an artist? I've always loved painting. During a spring break in high school, I visited Belgium for two weeks. I spent my time G-1 painting on the streets. People who passed by seemed happy to see my work, even though I couldn't understand their language. I realized the power of art to bring people together. In college, I had a dream. I wanted people all over the world to recognize me as a great artist. After graduating, I went to London to become famous. In London, I lived and worked part-time in a guest house. I didn't have much money. No gallery accepted my paintings. My street artist friends and I thought it was cool to look angry. They were expressing their anger at social injustice, and their anger was real. But I was from an G-2 ordinary family living an ordinary life. I wasn't angry at all. I was in London for two years, but still I wasn't a famous artist. I decided I had to find a different way of expressing myself. ciles In Belgium Looking for a way to express himself % PROTECC In London In London. Questions Q-1 How does Miyazaki Kensuke see life? Q-2 What were Miyazaki's street artist friends expressing through their work? Q-3 In Belgium, Miyazaki realized the power of art. It was the power to a. change the world. b. make you famous. c. bring people together. Your Reaction When Miyazaki was just out of college, his dream was to be a famous artist. What is your dream? 43

英検2級のライティングの添削をしてほしいです。 間違えを教えて下さるだけでも全然大丈夫なので、どなたかお願いします🙇‍♀️💦 ちなみに問題は Today in Japan, many buildings and public areas have a lot of li... Read More

4 ライティング解答欄 I Free with the opinion that many buildings and public areas have lot of lights for decoration such as the lights used during Christmas. There are 31 two reasons for this. 5 . If First, a lot of lights make public areas safe. 20 there were not 'any I lights, it would be dark and it would be easy for others. Second, It people to do something had for become beautiful and lighter will feel happy. In public place. Then we 26 + 1( For those reasons, I think that many buildings and public areas have a lot of lights for decoration the lights used during Christmas is such as good idea. 15

川端康成の『雪国』で感想文を書こうと思っています。 さらっと読みましたが内容についての感想を書くのは難しいと感じ、川端康成の描く情景描写や風景描写について書く方が書きやすいかなと思っております。 そこで質問です、 本文の引用で特に美しいと感じる文をいくつかピックア... Read More