このワークの解答冊子を無くしてしまったので 持っている方がいらしたら是非送って欲しいです

クリア 生物基礎 記入式演計 biology 『のまと Clear 画 WOFD TRAN計 第一学習社

高1です。数一の二次関数の問題です。 （8）の問題の答えを間違え、模範解答を見ましたが「y＝x^2-4x +3を原点に関して対称移動しさらに、x軸に関して対称移動するとＹ軸に関して対称移動したものになるから」の意味がわかりません。 どなたか解説お願いします。

-2ズ+6<3えs 2ス <Z3 ー- 48+3 のグラブを原点に関して対称移動し、さらにx軸に関して対称移動した リ= である。 放物線の方程式は y= である。 =a(E)+8 2- -メ aしオ+2+5 A0+5 2。 N しー C

合っていますか？

B Rewrite each sentence, using the underlined words as the subject. 10 1. Ken will take good care of my dog while I'm away from home. 2. We can see Mt. Fuji from here on clear days. 3. Everyone in this village knows the legend of Kappa. They believe a Kappa lives in Ushiku Pond. le

この英文の()に入る言葉が全然分かりません。 分かるところだけでも大丈夫なので説明してほしいです！

|1| The conversation begins with a British professor talking to a Japanese professor about a lesson he had conducted with his Japanese students. He explains how one of his students ( ① ) him by referring to one of the colors of traffic lights as blue 及する 指角する ( 2 ) of green. The Japanese professor points out that in the Japanese language some objects that are usually thought of as green in many languages are ((3 ) using a Japanese word for blue. The British professor then describes similar ( ④ ) in other languages and cultures, such as that of the Berinmo in Papua New Guinea. They also discuss how Japanese and other languages also have ( ⑤ ) words for light blue and blue. 特称もべろ 2| This leads to a discussion about whether Japanese people are( ⑥ ) different things when they look at objects, or whether they are just ( ⑦ ) different terms to describe them. The British professor then brings up a study that investigated how bilingual speakers of Greek and English ( ③ ) different shades of blue. He notes that the conclusion of the study was that those people who spent more time in the UK were ( 9 ) likely to describe the shades of light blue and blue as very different from each other. 3 The Japanese professor continues the conversation by bringing up a second study that further examines the idea that language can( 10 ) the way we think. This study involved Japanese and English speakers and found that the Japanese speakers judged shades of light blue and blue to be further apart. Both professors conclude the discussion by noting the ( ① ) in interpreting the results of these studies, with the Japanese professor observing that language could be influencing thought or that other ( 2 ) factors could be at work. (D) separate (B) cultural (F) effect (A) assessed (C) characteristics (G) society (H) in contrast (E) less (K) disagreeing (O) surprised (S) designed (W) seeing (L) more (1) using (J) instead (N) mistakes (P) dificulty (M) felt (T) critical (X) increasing (Q) need (R) affect (U) reinforce (V) referred )6(W) へ の( )の( C ) ⑤ ( の( 9

間違えが10個あります。 教えてください。

On July, a Japanese friend named Toshi and I decided to climb Kitadake, who is Japan's second highest mountain. Knowing this wouldn't be easy 1I started training. I went jogging and swimming regularly to trying and prepare and was feeling fit and ready at the end of July. At the beginning of August, the number of Corona cases was increasing so unfortunately we had to change our plans. Toshi doesn't want to catch the bus from Kofu to the Suothern Alps because of the risk of Corona infection, so we stayed in Shizuoka prefecture. Yanbushi was a mountain, 2014 meters high. It is not far from Umegashima, which is famous for it's hot springs. Instead of Kitadake, we climbed Yanbushi. In August 10, we woke up early and drove to the starting point. It was the day after a typhoon had passed and a beautifull, clear morning in Shizuoka city. However when we arrived, it was very cloudy and it was raining lightly. After a three and a half hour climb we arrived at the summit. It rained most of the way but it wasn't so bad under the trees and actually kept us cool. It was a challenging and rewarding experience. Ithink exploring nature is a fun, healthy and interesting way to spent your free time. T have included a photo of my climb.

説明を読んでも赤下線部の理由がわからないので、教えてください。

54 クリアー 数学II 199 円の中心は(1, -3), x 半径はV10 であるから, O 点(3, 1) から引いた接線 はx軸に垂直でない。 よって,点(3, 1)から 引いた接線の方程式は メ 1 y=m(x-3) +1 式の すなわち mxーyー3m+1=0 と表せる。 円の中心(1, -3) と接線の距離は, 円の半径 V10 に等しいから 801 |m.1-1-3)-3m+1| =V10 Vm?+(-1)? 両辺にVm?+1 を掛けると 1-2m+4|=V10Vm?+1 両辺を2乗して (-2m+4)?=10(m?+1) 整理すると 3m?+8m-3=0 ゆえに (m+3)(3m-1)=0 よって 1 m=-3, - 1_3時 したがって, ① から, 接線の方程式は 1 y=-3x+10, y= x 参考 0を(xー1)?+(y+3)?=10に代る1 ー な

この問題の解き方を教えてください！ ・着目している文字以外は全て数と考える ・同類項をまとめる ・最も次数が高いものから低いもの、そして定数項まで並べる と、ヒントがチャートには書かれてましたが、３つともよく分かりません... この３つの意味、問題の解き方を教えてください！

白 4ャ-ト ト Ri4 (Ex4)(3) 降べき順に整理せよ。 2a-38-8ad+5- 3a-6alat4a+2a-5 -R-2(74-2)a+2&+2a-5 答え

2次方程式の利用の問題です。 式と答えを教えてほしいです。 よろしくお願いします。

20%の食塩水が10kg あります。 そのなかから,いくらかの食塩水を取り出し, 同じ重さの水を加えて10kgにします。 これをよくかき混ぜ, 再び同じ重さの食塩 水を取り出し,水を加えて10kg にすると, 5%になった。 最初に取り出した食塩水の重さを求めなさい。 REDMI NOTE 9T

文章が何を言っているか掴めません。できれば部分的でもいいのでSVなどを振ってくれると嬉しいです

向想 く1 >次の英文を読んで、下の設問に答えよ。 Perhaps the single biggest mistaké we make when we say 'No' is to start from 'No'. , We derive our ‘No' from what we are against- the other's demand or behavior. A positive ‘No' calls on us to do the exact opposite and base our ‘No' on what we are for. Instead of starting from ‘'No', start from ‘Yes'. Root your ‘No' in a deeper 'Yes' -a Yes' to your core interests and to what truly matters. Nowhere didI learn this more clearly than from a relative of mine who suffered from a serious addiction to alcohol that nearly cost him and others their lives in a car accident. He tried many times to give up the habit but always failed. Then at the age of sixty, just when all hope seemed lost, he found in himself the will to say ‘'No' and stop drinking. The secret? “"When my first grandchild was born," he says, “I wanted more than anything to live long enough to see him grow up. It was his birth that motivated me to get treatment and stop drinking. Since then, for over fifteen years now, I have not touched a drop." His 'Yes' to being present for his grandchildren - to be able to play with them and see them grow - motivated his powerful ‘No' to alcohol. His story serves to illustrate an everyday paradoxical truth: the power of your ‘No' comes directly from the power of your 'Yes'. 1our Yes is the underlying purpose for which you are saying 'No', The first step in the method is to uncover the Yes' that lies behind your'No'.(1)The deeper you go into vour core motivation, the more powerful your Yes' will be and thus the more powerful your 'No'. aht ha Tt is ourselves. It is our 1*em ;TL

わかる方教えてください！！

許さ 梗; 淫 拐な 託を 濯を 汎え 茶RU 次に示した漢字と同じ部首の漢字を集めよう。 艦·難 - 鯨,路·斯( こう たまわ てい 貢·賜·貞 影。描·搭·抹 はわ 挟む、 演·洪·淑·津·漸 硬,柵· だく よう 訟·詔 *猫 論·語( )