世界では、女性同士が会話しているところに、気を引こうとする男が割り込んでくるのはよくあることなのだ。 it's common worldwide for two women to be having a conversation, only to find themsel... Read More

この写真の答えを教えてもらいたいです。 解説は簡単でいいのでお願いします。

1 | 日本語に合うように, 関係詞を使って英文を完成させなさい。 (1) スージーは娘の看病をしていて, 娘はひどい風邪で床についている。 Susie is taking care of her daughter, (2) その俳優は有名になりたいという夢を達成して、それは彼が少年時代から追い続けたものだった。 in bed with a bad cold. The actor achieved his dream of becoming famous, continued to chase since he was a child. had (3) この辞書は,私が昨日買ったもので,とても便利だ。 This dictionary, , is very useful. ② 下線部に注意して,各組の英文を日本語にしなさい。 (1)(a) Mr. Sato has two daughters who are singers. atory to anideの校名 (b) Mr. Sato has two daughters, who are singers. Sinus (200disi jo quong o Jam (2) (a) I have five dictionaries which were published in Britain. Mp To which (X (b) I have five dictionaries, which were all published in Britain. - daidw to con A 1 A B Thale (3) 状況 犬が怖いという妹。その理由は、彼女がまだ小さかったころに･･･。 A big dog suddenly barked at (her / scared / my sister, / what / which ). ③3 与えられた状況に合うように( )内の語句を並べかえ, 全文を書きなさい。 ただし、不要な語 句が1つずつ含まれています。 B (1) 状況 コンクールで優勝して以来、歌手のトニーを取り巻く環境はすっかり変わりました。 -Tony won first prize in (made / very popular / him / which/ the competition, / that). (2) 状況 中学時代は勉強が苦手だったタカシ。 その彼が思いもよらぬことに…..。 Takashi got into (who / we / a famous university, /expected/ hadn't / which) at all. くりなさい。 A B

なぜ、【4】この問題では、先頭がTのときと、 先頭がSまたはNの時で場合分けをするのですか？ どちらも子音なので場合分けはいらないと思ったのですが、、、、

問題4-1 (1) 赤玉4個,白玉3個を1列に並べるとき, 並べ方は何通りあるか。 (2)赤玉3個,青玉3個,白玉2個を1列に並べるとき, 並べ方は何通 りあるか。 (3) KITAMIの6文字を並べかえて得られる順列は何通りあるか。 (中部大) (北里工大) 難 (4) SATTUNの6文字を並べかえて得られる順列のうち, 先頭が子音 文字になるものは何通りあるか。 (鹿児島大)

場合分けが分からないので 詳しく解説お願いします

基 本 ! 例題 90円と直線の共有点の個数 点と直線の距離の利用 円 x2+y2=5と直線 2x-y+k=0 の共有点の個数は,定数kの値によって, どのように変わるか調べよ。 ･ CONSOPO CHART & GUIDE 円と直線の位置関係 点と直線の距離の利用 ①円 円の中心と直線の距離をd, 円の半径をrとすると, 次のことが成り立つ。 d<r ⇔ 異なる2点で交わる ( 共有点2個) d=r ⇔ 接する (共有点1個) (共有点 0 個) dr⇔共有点をもたない 円の中心と直線の距離 dを求める。 距離dと円の半径rを比較したのとる値で場合分けして答える。 解答 円の半径は r= √5 円の中心 (0,0)と直線の距離dは 2-0-0+kk 2²+ (−1)² √5 d= ! d<r となるのは |k| √5 IN d = r となるのは これを解いて すなわちん <5のとき。 SAT これを解いて <√√5 -5<k<5 |k| | LO √5 k=±5 k √5 YA/y=2x+k/ O k 15 √5 -5 =√5 すなわち|k|=5のとき。 √√5 d> となるのは これを解いて k<-5,5<k- 以上から, 共有点の個数は -5<k<5のとき2個; >√5 すなわち k>5のとき。 k=±5のとき1個; k <-5,5くんのとき0個 x ....... r = 5 ではない! ◆点 (x1, y1) 直線 ax+by+c=0 の距離 は -d<r d=r d>r ax₁+by₁+c √a² + b² 絶対値を含む 方程式・不等式 c>0 のとき |x|=c の解は x=±c |x|<cの解は円(s) -c<x<c |x|>c x<-c, c<x SPRATI X

答え教えてください

TRY! 次の英語を日本語に直しなさい. the crying baby 2 the window broken by Paul 3 Kathy looks disappointed with the news. 6 We saw the sun setting in the west. 5 Jack kept me waiting for a long time. 6 She had her hand bitten by the dog. How about going for a walk? ポ 1 2 3 4 5 6

33〜38は何が入りますか？？ 問3の35が特に分からないので 解説できる方がいたら教えてください。

第6問 次の英文を読み、 次の問い (問1~7) に答えよ。 Art is not only for museums and private collections 33 for city streets. This "public art" is free. It can be by everyone. 34 Most cities have hundreds of public artworks on display. Many are statues of famous leaders. 35 celebrate important events. Over time, these works can become landmarks. One well-known example is the Arc de Triomphe in Paris. The work features the talents of many great artists. Other public artworks are connected 36 projects and spaces. They may be next to a new building, or they may decorate a public square or park. Around Tokyo, there are 37 by Okamoto Taro. Other cities feature works by masters like Picasso and Michelangelo. Sculptures, fountains, and murals" are popular types of public art. They make open spaces more beautiful. Plus, they make interesting conversation topics. 38 they bring culture and joy to city streets. 3 (Andrew E. Bennett Reading Pass Intro Nan'un-do)

何から始めればいいのか分かりません…。 相加相乗平均を用いるのでしょうか？

42 a b n を自然数とするとき, a is in ならば√nsatnb a 7 ≤√n a+b' b 1/≧√n ならば√nzatnb a+b 〔99 京都教育大〕 であることを示せ.

答え合わせをしたいんですけど答え教えてくれる方いませんか💦

LESSON (38) (4) 1 次の各文の( )内に適当な疑問詞を入れなさい. (1) ( ) broke this flowerpot? (2) ( ) bike is this? It's Tom's. (3) ( ) are you waiting for? I'm waiting for Mary. ) did you have at the cafe? I had an apple ( juice. ( 5 ) ( 疑問詞 基本編 2 次の各文の下線部が答えの中心となるような疑問文を作りなさい. (1) The school festival will be held next Sunday. (2) Ms. Sato is from Okinawa. ) season do you like best? I like spring best. (4) Manabu went to the stadium by bus. Bob did. (3) Yumi didn't come to the farewell party yesterday because she felt sick. (5) She ate three doughnuts last night. 3 次の文中の誤りを正して全文を書きなさい。 (1) I want to know when will he come here. (2) Where do you know the next Olympics will be held ? (3) Do you think where that brown-haired girl is from ? 日本文に合うように、( )内の語(句) を並べかえなさい. (1) あなたが外出している間は, だれが犬の世話をするのですか. (of, who, your dog, care, takes) while you are out ? $1 (2) 彼女は手に何を持っているのだろう. (she, I, what, has, wonder) in her hand. 3 〔pp.381~387] HINTS 1 pp.381~384 (1) flowerpot 「植木鉢」 (3) wait for ~ 「~を待つ」 (5) 「どの季節」/限定 されたものの中から選 35. 2 pp.384~385 (1) school festival 「学園祭｣ hold ｢開催する｣ (3) farewell [fèorwél] party 「送別会」 (5) doughnut [dóunat -nit] 「ドーナツ」 3 pp.386~387 間接疑問文の語順に注意、 (3) brown-haired 「茶色い髪の毛をした｣ 4 (1) 「外出している｣ be out 「~の世話をする｣ take care of~ 18 58 月日 1 次の各文の( )に適するものをa~eから選びなさい. (1) ( ) is Jane going to stay at your house? c. How old (2) ( a. How far b. How long ) your father do ? b. What work ) they were absent? a. What does (3) Why( a. you suppose (4) Do you understand ( b. don't you suppose )? a. what this means b. what does it mean c. this mean what *(1) c. What is 2 次の各組の文がほぼ同じ意味になるように,( )に適語を入れなさい. [Why did you go to such a place alone? .( (2) ) did you go to such a place alone ( How many people were there in China ten years ago? ( ) was the ( What has brought you here? Tell me ( ) of China ten years ago? (3) ) you have come here. 3 次の文中の誤りを正しなさい. (1) I wonder where did she meet Ken. [東京情報大〕 (3) How do you think of that? c. do you suppose (2) Why do you know the earth is becoming warmer? HINTS 1 )? 〔 相模女子大 〕 LESSON 38 (3) suppose 「思う」 4 日本文に合うように、( )内の語(句) を並べかえなさい. (1) 私たちは1日にどのくらい進めると思いますか. (we, do, think, far, you, how) can go in a day? 2 (1) 460 「何のために･･･」 (2) 人口を尋ねる. (朝日大*) (2) この手紙を書いたのは彼らのどちらか知っていますか. (know, them, which, do, you, of) wrote this letter? 3 (2) Yes/No で答えら れる. 〔関西学院大〕 (3) ｢断る｣ turn (3) 私はなぜ私の提案が断られたのかわからない。 I (why, turned down, understand, my offer, don't, was). 発展

これの答えが探しても出てこなくて持ってる方いますか？または答え教えてくれる方いますか？私は裏面に解いてます！答え合わせがしたいのでお願いします🙏

14 LESSONS (38) (3) 次の各文の( )内に適当な疑問詞を入れなさい. (1) ( ) broke this flowerpot ? It's Tom's. (2) ( ) bike is this? ) are you waiting for? I'm waiting for Mary. ) did you have at the cafe? I had an apple. ) season do you like best? I like spring best. ( juice. (5) ( 疑問詞 2 次の各文の下線部が答えの中心となるような疑問文を作りなさい. (1) The school festival will be held next Sunday. (2) Ms. Sato is from Okinawa. 基本編 (4) Manabu went to the stadium by bus. (5) She ate three doughnuts last night. Bob did. (3) Yumi didn't come to the farewell party yesterday because she felt sick. 3 次の文中の誤りを正して全文を書きなさい. (1) I want to know when will he come here. (2) Where do you know the next Olympics will be held ? (3) Do you think where that brown-haired girl is from ? 日本文に合うように,( )内の語(句) を並べかえなさい. (1) あなたが外出している間は, だれが犬の世話をするのですか. (of, who, your dog, care, takes) while you are out? (2) 彼女は手に何を持っているのだろう. (she, I, what, has, wonder) in her hand. 今 2 HINTS 1 pp.381-384 (1) flowerpot 「植木鉢」 (3) wait for ~ ar 〔pp.381~387] (5) 「~を待つ」 「どの季節」 / 限定 されたものの中から選 ぶ, 2 pp.384~385 (1) school festival 「学園祭」 hold ｢開催する｣ (3) farewell [fèarwél] party 「送別会」 (8) (5) doughnut [dóunat -nit] 「ドーナツ」 4 (1) 3 pp.386~387 間接疑問文の語順に注意. (3) brown-haired 「茶色い髪の毛をした｣ ｢外出している」 be out 「~の世話をする」 take care of ~ 18 問詞 1 次の各文の( )に適するものをa~c から選びなさい. (1) ( ) is Jane going to stay at your house? c. How old b. How long ) your father do ? a. How far (2) ( a. What does (3) Why ( b. What work ) they were absent? b. don't you suppose c. do you suppose )? c. What is a. you suppose (4) Do you understand ( a. what this means b. what does it mean c. this mean what 2 次の各組の文がほぼ同じ意味になるように,( )に適語を入れなさい. [Why did you go to such a place alone? * (1) (2) ) did you go to such a place alone ( (How many people were there in China ten years ago? ( ) was the ( )of China ten years ago? (What has brought you here? Tell me ( (3) ) you have come here. 3 次の文中の誤りを正しなさい. (1) I wonder where did she meet Ken. (3) How do you think of that? [東京情報大〕 (2) Why do you know the earth is becoming warmer ? → 4 日本文に合うように,( )内の語(句) を並べかえなさい. (1)私たちは1日にどのくらい進めると思いますか. HINTS 1 )? 〔相模女子大〕 LESSON 38 (3) suppose ｢思う」 (we, do, think, far, you, how) can go in a day? (1) 460 「何のために･･･」 (2) 人口を尋ねる. 〔朝日大〕 (2) この手紙を書いたのは彼らのどちらか知っていますか. (know, them, which, do, you, of) wrote this letter ? 3 (2) Yes / No で答えら れる。 B 4 〔関西学院大 * 〕 (3) ｢断る」 turn (3) 私はなぜ私の提案が断られたのかわからない。 I (why, turned down, understand, my offer, don't, was). 発展

これの100字要約日本語でしていただけませんか？

5 19 A concerted drive to reduce obesity in one Australian town resulted in a whole generation of slimmer, faster, and healthier children, researchers reported yesterday. They said that the program, a simple mixture of persuasion and (A)incentives, was astonishingly successful. It led to 2,000 children gaining less weight, watching far less television, taze (and playing more sports. The "Be Active, Eat Well" project, conducted by Deakin University in the small town of Colac, 150 km southwest of Melbourne, ended with Colac's children weighing an average of one kilogram less than the norm for Australian children of their age. Their waistlines were an ウェスト average of cm smaller - 2 cm for boys and 4 cm for girls. Professor Boyd Swinburn from Deakin University in Melbourne said yesterday that the Colac experiment had proved to be "astonishingly successful." It was the first such program in the world to report significant reductions in waistline and weight. Professor Swinburn said: "Most people would think individual weight loss of one kilogram is not much, but here we're talking about shifting the weight of a couple of thousand kids, and 15 that's actually quite (B) phenomenal. In fact, across a population, that is absolutely huge." The experiment began three years ago when the university researchers descended on Colac's population of about 10,000 people, urging parents, teachers, doctors, and local fast-food outlets to support changes for all children aged between 4 and 12. The program included opening up more after-school activity centers for children and introducing 20 brightly colored lunch packs that contained a pitta salad wrap*¹ and fruit tub2. Parents were encouraged to (c) monitor strictly the amount of time their children watched television or walk or cycle to They were asked to encourage their children spent on computers. (3) school rather than drive them. While the researchers had hoped to cut television viewing by 10 percent, the final results 25 reported children's television viewing had dropped by 21 percent and soft drink consumption by 70 percent. There was an increase of almost 70 percent in the number of children participating in after-school sports. 10 7. ★★★ 参照チェックノート p.38 414 words 56 早稲田大学 Even the town's fish and chip shop owner switched from using animal fats to sunflower oil. He reduced the saturated fats3 in chips from 49 percent to 9.1 percent. The other fast-food outlets 30 also switched from animal fats, leading to a cut in saturated fats consumed in the town of 55 kg a week. Adults then began to follow their children's example, and the local self-defense academy went from 16 members to 75. pitta satu 1 (A (