数学Aの確率の問題です。 127の（2）がどうしても理解できません。 まず、なぜ式変形をして1＋4-n/n(n＋6)になるのから始まり、そこから下に関しては精講を読んでもわかりませんでした！ 教えてください！よろしくお願いします！

基礎問 127 確率の最大値 Pet 白玉5個、赤玉n個の入っている袋がある. この袋の中から、 2個の玉を同時にとりだすとき, 白玉1個, 赤玉1個である確率 をnで表すことにする. このとき, 次の問いに答えよ.ただし, n≧1 とする. (1) n を求めよ. を最大にする n を求めよ. 精講 条件に文字定数nが入っていると, 確率はnの値によって変化する ので,最大値が存在する可能性があります。 確率の最大値の求め方 は一般に,関数の最大値の求め方とは違う考え方をします.それは、 変数が自然数の値をとることと確率 ≧0であることが理由です。この考え方は、 パターンとして頭に入れておかなければなりません. その考え方とは次のようなものです.いま, すべての自然数に対して > 0 のとき, ある自然数Nで, n≦N-1 のとき, すなわち, n≧Nのとき, が成りたてば,nで表されている確率は, OSNO Pn+1>1 Pn pn+1 <1 Pn P₁<P₂<<PN> ÞN+1>...... が成りたちます。だからn=Nで最大とわかります. * LODED Pn+1 と1の大小を比較すればよいのです. ここで, pn Pn+1>1 Pn+1-Pn>0 Pn ですから、 Pn+1- 0の大小を比較してもよいのですが､ 確率の式という のは、ふつう積の形をしていますので,わった方が式が簡単になるのです. (1) pn= 20 pn+1. Pn (2) .. 5C₁*nC₁ n+5C2 = 参考 ポイント 演習問題 127 pn+1−1= Pn 2.5.n (n+5)(n+4) 10n (n+5)(n+4) (n+1)(n+4) n(n+6). 10 (n+1) (n+5)(n+4) (n+6)(n+5) 10n よって,n<4のとき, 解 ·X 4-n n(n+6) 4-n -=1+- 1² n(n+6) n+11 Pn n=4のとき, Ds=pa 答 : D₁<P₂<P3<Þ4=Þ5> P6> Þr>...... よって, n を最大にするnは, 4,5 n≧5のとき,P+1<1 Pn AnCr=- 207 18S n! r! (n=r)! Pn+1の形で1と大 pn 小を比較 <n(n+6)>0 だから 符号を調べるには分 子を調べればよい 確率の最大値は,わって1との大小比較 この式をかく方がわ かりやすい この考え方は確率以外でも ① 定義域が自然数 ②値域 > 0 をみたす関数であれば利用できます。 たとえば,f(n=n(n+3) などです. この関数は n=2で最大になりま 2" すので、各自やってみましょう. ある袋の中にn個の白玉が入っていて、そのうち5個に赤い印 がついている. その袋から, 5個の玉を同時にとりだしたとき 2 一個の玉に赤い印がついている確率をpとおく. ただし, n ≧8 と する.このとき、次の問いに答えよ. (1) n をnで表せ. (2) を最大にするnを求めよ。

すべてわかりません…教えてください！

Unit 4 長文問題 もしも時間を戻せたら? 1 ) able to change the past? If you Do you ever wish you (1) had (2) that ability, maybe you would spend more time practicing soccer, learn the instrument that you always wanted to play, study harder for that big test, or try to save more money for the future. 2 What would you do if you had the ability to turn back the clock? This was a question which Mr. Woodall, a high school teacher in Philadelphia, asked his students. Mr. Woodall wanted to know what was important to his students but was pleasantly surprised to see the results. I think their answers will be very interesting to you, too. (3) 3 Mr. Woodall expected to see answers (which were connected to the own good of the students, but he was wrong. The majority of the answers (5)which he received from his students were for the good of others. 4 Targ ①関係 2157 (4) A very common answer he found was, “If I could turn back the clock, I would take back some things that I said to a friend." Apparently, many of the students regretted saying something (5) friends and wanted to change that. Surprisingly, close to 40% of the students answered this way. ) hurt their 5 Another common answer was about pets. "If I were able to turn back the clock, I would spend more time with my dog," or "(7)I would be nicer to my cat," were some common answers. Almost 25% of the students missed their pet very much and wanted to show more love. These pets included dogs, cats, birds, rabbits and other animals. 6 There were other answers about reading more books, studying harder, or eating less junk food. However, Mr. Woodall was quite impressed with his students and their concern for others. He decided to share all of the answers with his students, and the students enjoyed hearing the different answers. Mr. Woodall decided to try this activity with his students every year. By asking, he felt he would learn a lot about his students. tu P e g n t

教えてくださる方お願いします！！至急です！！ 長文が苦手で教えてください

26 Unit 4 長文問題 もしも時間を戻せたら? 1 Do you ever wish you ( ) able to change the past? If you had (2) that ability, maybe you would spend more time practicing soccer, learn the instrument that you always wanted to play, study harder for that big test, or try to save more money for the future. 2 What would you do if you had the ability to turn back the clock? This was a question which Mr. Woodall, a high school teacher in Philadelphia, asked his students. Mr. Woodall wanted to know what was important to his students but was pleasantly surprised to see the results. I think their answers will be very interesting to you, too. 3 Mr. Woodall expected to see answers (which were connected to the own good of the students, but (3) he was wrong. The majority of the answers (5)which he received from his students were for the good of others. 4 A very common answer he found was, "If I could turn back the clock, I would take back some things that I said to a friend." Apparently, many of the students regretted saying something (5) ) hurt their friends and wanted to change that. Surprisingly, close to 40% of the students answered this way. 5 Another common answer was about pets. If I were able to turn back the clock, I would spend more time with my dog," or "I would be nicer to my cat," were some common answers. Almost 25% of the students missed their pet very much and wanted to show more love. These pets included dogs, cats, birds, rabbits and other animals. 66 6 There were other answers about reading more books, studying harder, or eating less junk food. However, Mr. Woodall was quite impressed with his students and their concern for others. He decided to share all of the answers with his students, and the students enjoyed hearing the different answers. Mr. Woodall decided to try this activity with his students every year. By asking, he felt he would learn a lot about his students. Target ①関係代名詞 ②仮定法・間接疑問文 turn back (時計を) 巻き戻す pleasantly 心地よく expected to 〜するだろうと思う good majority , t take back 取り消す apparently どうやら~らしい close to 〜近く be nice to 〜にやさしい concern for 問1 (1) ( 〜への気遣い配慮 Pag 2 junk food ジャンクフード 問3 い。 ( 問 問 (4) (6) 1

すみません、至急お願いします。 問1から問9まで教えてください🙇‍♀️

Unit 4 長文問題] もしも時間を戻せたら? ) able to change the past? If you 1 Do you ever wish you (2) had that ability, maybe you would spend more time practicing soccer, learn the instrument that you always wanted to play, study harder for that big test, or try to save more money for the future. 2 What would you do if you had the ability to turn back the clock? This was a question which Mr. Woodall, a high school teacher in Philadelphia, asked his students. Mr. Woodall wanted to know what was important to his students but was pleasantly surprised to see the results. I think their answers will be very interesting to you, too. Hou 3 Mr. Woodall expected to see answers (which were connected to the own good of the students, but (3) he was wrong. The majority of the which he received from his students were for the good of answers (う) others. Target ① 関係代名詞 ②仮定法・間接疑問文 66 4 A very common answer he found was, “(4)If I could turn back the clock, I would take back some things that I said to a friend.” Apparently, many of the students regretted saying something (5) friends and wanted to change that. Surprisingly, close to 40% of the students answered this way. 7) hurt their 5 (7) (6) Another common answer was about pets. "If I were able to turn back the clock, I would spend more time with my dog," or "I would be nicer to my cat," were some common answers. Almost 25% of the students missed their pet very much and wanted to show more love. These pets included dogs, cats, birds, rabbits and other animals. turn back and M (時計を) 巻き戻す pleasantly 心地よく expected to 6 There were other answers about reading more books, studying harder, or eating less junk food. However, Mr. Woodall was quite impressed with his students and their concern for others. He decided to share all of the answers with his students, and the students enjoyed hearing the different answers. Mr. Woodall decided to try this activity with his students every year. By asking, he felt he would learn a lot about his students. 〜するだろうと思う good majority , t take back 取り消す apparently close to どうやら~らしい t be nice to 〜にやさしい de 問 1 (1) ( 問2 問3 い。 1.9 ( junk food ジャンクフード concern for . 〜への気遣い、配慮 (4

❓のところ教えて欲しいです。！！！！！

To form a society individuals must be related in a certain manner. For instance, if people do not communicate with each other, if they are perpetually in aggressive physical combat, if they do not cooperate with each other, and do so routinely over a period of time, then their interactions are not social and they don't constitute a society.c 早稲田大> 読解プロセス 第1文, CANCISI to 不定詞から始まりますから, プロセス通り, to ~ はどこまでかを決 定しようと考えます。 a society と individuals とはつながらないので, (To form a society) individuals must be related in a certain manner. individuals が主語。 パラグラフの第1文で must ですから, この文 ラグラフのメインセンテンスになりそうです。 第2文, For instance 「例えば｣からですから, 例示何を示すため の例かを意識して, 第1文についての例示説明に入ることも考慮しなが ら読み進んでください。 続いて, if ~ ですから、 どこまでがif節かと思 いながら進むと, また if ~ です。 そしてさらに, コンマで切れて, また if ~ ですから, if節が三つ並んでいるのだろうと決定します。 そして and do so routinely over a period of time, if~, /and do so then their interactions are ~ という区切り方 ??? は if より前に迂f節に対する主節がないので間違いです。 ~部分と･･･ 部 11211 分を if が接続するのであれば, if ~, ... で, 部分と･･･部分はつな がり,さらに and を必要とはしないはずです。 (つまり, if ~, and ふむうむ

直接話法と間接話法の問題の答えを教えてください。

6. 彼女は私に, パーティーに来ないかと尋ねた。 (名桜大 * come to the party. She 7. コンピュータを直してもらったことがあるかと, ピーターは私に聞いた。 (龍谷大 *) Peter asked me computer repaired. 3〈Expressions + α> 日本語に合うように,( )内の語を並べかえて英文を完成させなさい。 1. ある統計調査によると, アメリカ経済は来年回復するようだ。 (青山学院大 * ) (to / survey/a/according), the American economy will pick up next year. According.. to a survey, the American econamy will pick up next year. 2. 私は、私たちと一緒にキャンプに来るように彼女を説得した。(高知大 * ) I (her / into/coming / talked) camping with us. I talked her into.coming.comping with us. 3. 今晩は雨になるらしい。 (八戸工業大 * ) (that/is/I/it/ hear / supposed) to rain this evening. 4. 学生たちは講義に遅れた理由を私に説明した。 (立命館大 *) The students (were/explained / they / to / why / me) late for the lecture. 4〈英作問題〉次の日本語を英語に直しなさい。 5. は下線部のみでよい。 1. 彼は,彼女の仕事の邪魔をしないようにと言われた。 (福岡大 * ) He was told interrupt her work. 2. 彼らは私にその会合を2週間延期することを提案した。 (高崎経済大 * ) 3. 私は彼に 「あなたはそれを正しいと思いますか」 と尋ねました。 (桜美林大*) I asked him. Do a think that's right?" 4. 私は学生たちに休暇中に何をするつもりかと尋ねた。 (埼玉工業大*) 5. 夏になるとしばしば熱中症が問題になる。外が暑いときには屋内にいるようにと医者は言うが、 そのような忠告を聞かない人は多い。(大谷大) 6. お留守だと申しましたら, またお伺いすると言ってその方はお帰りになりました。(京都産業大 * )

5番の問題なんですが、なんで答えがwashなんですか??どんな時にesをつければいいか分かりません💦教えてください🙇‍♀️

口 (5) I helped my father (wash/ washes / washed) his car. (5) impet obe 2 □ (1) Where do you live? (I don't know に続けて) )内の指示の通りに書きかえるとき, 文を作る( washeg に適する語句を指定の語数で言 知識・

(3)(4)の形容詞化した分詞のところがよく分かりません。(能動か受動か)

Q1 次の (1) The boy (watch ) TV is my son. (2) Makoto read the book (write) in simple English. (3) I heard a (shock) story. (4) His explanation was (confuse). (5) Judy seems (surprise) at the news. (6) She stood (wait) for her friends. (7) I heard the song (sing) at the end of the concert. (8) My mother had her bike (repair) in a day. Petubig S093 F 107 F 10 F 10 F 10 F1 F1 F1 F

五番ってcatsはだめですか？ 解説お願いします

3 1. 私は以前よりも犬が好きになりました。 I like [I've come to like] dogs better [more] than (I did) before [than I used to]. 2. ペットとして犬を飼う人がますます増えてきている。 More and more people are owning [keeping] dogs as pets. 3. チワワは見かけよりもずっと活動的です。 Chihuahuas are much [far] more active than they look. 4. 猫をしつけることは思っていたほど簡単ではなかった。 Training a cat was not as easy as I (had) expected [thought]. 5. 猫を長く飼うほど, 猫が好きになりますよ。 The longer you keep a cat, the better [the more] you will like it. 《 7

エステル結合の個数の求め方を教えてください

問30 末端にヒドロキシ基とカルボキシ基を1つずつもつPET 2.13g には, 1.00 x 10-3 molのカルボキシ基が含まれていた。 このPETの1分子中に 含 まれるエステル結合は,平均して何個か。 2桁の整数で答えよ。 ただし, 答 えが1桁の場合, 10の桁は0(ゼロ) をマークせよ。 100 以上の場合は,z欄 をマークせよ。 (CM₂) f HOT C - of HỌ (CHÍ