(2)の解き方を教えてください🙏

Check 例題 185 整数を作る問題 (1) (1) ** 01234 5 から異なる3つの数字を選んで3桁の整数を作る、 次の数の個数を求めよ.sdobe (イ) 偶数 が (20,1,2,3,4,5から異なる3つの数字を選んで3桁の整数を作る 86-0 とき, 異なる整数の和はいくつになるか. <3桁の数> <2桁の数 異なる整数 (2) *** 考え方 (1) (ア) 0 を含む6つの数字から3桁の整数を作る 2 317 百の位は0にならないことに注意 & (ウ)3の倍数

I talked my daughter out of eating too much,because she keeps taking in various snacks in all day. I'm worried about her not to get obesi... Read More

数A【空間図形】の問題です。 教えてもらいたいです。🧑‍🎓 問題の答えを見ましたが、どうしてその様な式になるのか分かりません。 （1）の答えに載っている式の数字は、何の数字なのか、 （2）の答えの式はどうしてその様な式になっているのか

例題 正四面体に内接する球 56 1辺の長さが2の立方体ABCD-EFGH を平 面 BDE, 平面 BEG, 平面 BGD, 平面 DEG で切ると,正四面体 BDEGができる。 この とき、次のものを求めよ。 (1) 正四面体 BDEGの体積Ⅴ (2) 正四面体 BDEG に内接する球の半径r 228 8 19 空間図形と多面体 8 2√3 V=4V であるから 22=4.2/3 3 A CE -r B 解答 (1) 正四面体 BDEG は, 立方体ABCD-EFGH から合同な4つの三角錐 ABDE, FBEG, CBDG, HDEGを除いたものである。 よって求める体積Vは D H₁ F 1/11/11/12/12/12 (12/2)}=2/3 ・△BDE ・r= - 1/1 ( 12 · 2 √/2 ·(√3³·2√/2)) · r = ²√3 3 よって V=2'-(1...12.2.2)×4-1/2 3回 (2) 正四面体 BDEG に内接する球の中心を0とすると, 正四面体は合同な 4 つの四面体 OBDE, OBEG, OBGD, ODEG に分割できる。 四面体 OBDE の体積をV とすると V₁=1 /3 r==23 3 JOHA問題 163 G 答

この問題全部教えて欲しいです

[2] をヒントにからふさわしい舗を選び、書きなさい。 (1) 彼女は2014年にノーベル平和賞を受賞しました。 She [ win / won / winned ] the Nobel Peace Prize in 2014. [思・判・表] (教科書 P (②2)彼はすぐれた打者であるだけでなく素晴らしい投手です。 He is a wonderful pitcher as well [as / than / by ] a good batter. (3) この橋はあの橋と同じくらい長い。 This bridge is as [ long/ longer/the longest ] as that one. (4) サムは純よりも速く走ります。 Samruns [fast / faster / the fastest J than Jun. 5) 世界でいちばん長い川は何ですか。 What is [ long / longer / the longest ] river in the world? 5) 今日は昨日よりも暖かい。 It's [warm/warmer / the warmest ] today than yesterday. [2] (1) (2) (3) (4) (5) (6)

1がわかりません… あと！！！！234は合ってますか？？

that 即が長 4. Who changed both Western art ander ( Yamobe b. Claude Marge 1 Complete the sentences. prób 1. 彼は事故にあった可能性があります。 ) ( ( ) ( as placed on the 1 2. 先生が生徒の言うことを聞こうとすることは大切です。 (It ) ( is ) (importante ( Ligoddle Go] lotnatpisat ) he had an accident. ex. (5):eved M No, I thought you would. Congratulations! 3. あの少年がけがをしたことは本当ですか。 cause (Is ) (it) (true) (that) the boy was injured? was injure ob ədi vigi ①講目):1 standaqqaradidin gninkam for) teachers try to listen to their students. 4. 彼女は今年限りで引退すると言われている。 (It ) (is) (said) (that) she will retire by the end of this year. beautyjol Melloulo Jaro 2 The following conversation is about the results of a game. Use the grammar in G10 (It~that...) quoy make a conversation like the example below. Then, have the conversation with your partner. prints, painting yoe Is it true that you won the game? ini sdi to stiqe a al to stiqa ol od view cool and TOY ) in reank AuflSTAD KO It's surprising, isn't it?eritage Thank you. I was just lucky.

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 (

（3）の問題がなぜwhere ではダメなのか分かりません！！解説お願いします！

2 下線部のうち, 誤りを含むものをそれぞれ選び、誤りを訂正しなさい。 onirged) suiam THE (1) Robert (a) slipped and fell, that made us (c) laugh. ) (10) TX) St-A!:( ned+# 6 dow (a) couldn't believe what he said such a stupid thing. (b) (c) ( ) (3) This summer we (a) went to Paris, where is called "the City of Light." (b) which A++3+20 WILL ......... snim es solans as to es ab k 27- )

画像の長文で オレンジの下線が引いてあるwhat is はどのような意味があるのか、またwhat isは英文でどのような構成で使われるのか教えて頂きたいです🙇‍♀️

Count Robert II lived in Hesdin Castle in what is now France during the late Middle Ages. He and his family spent a lot of time and money making it a place that guests would never forget. Imagine being in a castle in the 15th century. You walk through a door for

英文法の比較です。どなたかお願いします

6. The planet is ( ) as Earth. four times as large 3 large as four times on todsord slusil M 1020012 four times largering the larger four times as nogal eds levensy ni a □ 7. 私は視野を広げるために, できるだけ多くの国を訪れるように努めています。 (茨城キリスト教大) I'm trying to (as / as / countries / many / possible / visit) to expand my outlook. u 1913ed pris 19mmuz jasttod a sramus ratiod 8. Our professor is not so ( ) a scholar as a TV personality. 201 2 many 1 much isynia 15 3 better Talaqoq) that I do 9. People live ( ) today than they did in the past. 2longer 3 longing long 10. She is ( ) healthy than she used to be. daily 2 more little little Ind odmaw why (二松學舍大 ) 99MBVbE 4 the longest (愛知大) 3 lesszion\ggu leasts) (天使大)

2枚目の写真aｎ＋２〜の方は知っているのですが、1枚目の写真an＋1〜の方も同じようにできないのはどうしてですか？解説を見る限りかなり解法が違うのでこの２つの違いを詳しく教えてください。お願いします。

586 00000 重要 例題 133 確率と漸化式 (2) ・・・ 隣接3項間 座標平面上で,点Pを次の規則に従って移動させる。 問 1個のさいころを投げ, 出た目をaとするとき, a≦2 ならばx軸の正の方向へ 原点を出発点としてさいころを繰り返し投げ, 点Pを順次移動させるとき, 自然 αだけ移動させ, a≧3 ならばy軸の正の方向へ1だけ移動させる。 数nに対し,点Pが点 (n, 0) に至る確率をpm で表し, p=1 とする。 (1) +1 を P, Dn-1 で表せ。 (2) n を求めよ。 指針▷ (1) Pn+1:点Pが点(n+1, 0) に至る確率。 点Pが点 (n+1, 0) に到達する直前の状態 を次の排反事象 [1], [2] に分けて考える。 [1] 点 (n, 0) にいて1の目が出る。 [2] 点(n-1, 0) にいて2の目が出る。 (2) (1) で導いた漸化式から を求める。 Pn+1 = = = = P₂ + 1 - p よって (2) 5 Pn+1+. Pn+17 + / - P₁ = = = 2 (pn + 1/3-Pn-1), -pn-1 - 12 D₁ = - = -(Da = - = - Du-1) Pn= -Pn-1 3 (②③)÷/から Pn+1+1pn=pit po=1, p=1/2から x + ₁ - 1 1/2 P₁ = ( D ₁ - 1 1/2 Po ) · ( - 13 ) " 解答 (1) 点Pが点(n+1, 0) に到達するには回 [1] 点 (n, 0) にいて1の目が出る。 [2点(-1, 0) にいて2の目が出る の2通りの場合があり, [1], [2] の事象は互いに排反である。 点 (n, 0), (n-10) に る確率はそれぞれ よって Pn, pn-1 63, \n+1 2 + + — + P ₁ = ( 1² ) ² + ² Pn+1+ n-1 pn-1 - Pn=(P₁+ } } Þo)·( ² )", +1) „J+JS ARE (2) (+) 3118 2, [2] 6 n+1 -- / / (( - )**'-(- - -) **) = pm n 11 6 〔類 福井医大] 基本 123,132 n+1 x=x+言から 6x²-x-1=0 n+1 Pn+1 - - 2 P = (- - -) 0 3EROBE +1¯ y軸方向には移動しない。 pe+1 245 ape+1 よってx=-13.0/1/2 よってx=- 3' (a, B)=(−}}, }), (1/12-1/23)とする。