解き方教えていただけませんか？

呈 右の図のABCD で, E, Fはそれぞれ辺BC, DCを4 :1に 分ける点である。線分AE, AF が対角線BD と交わる点をそれぞ れP, Qとするとき, 次の問いに答えよ。 (1) AAPQ とAAEF の面積比を求めよ。 (2) AAPQ) の面積はABCD の面積の何倍か。

求め方がわかんないです😰教えてください🙏

1] 石の図の選ABCD で, Eは辺ABを5:2に分ける点, Fは辺 BC の中点である。線分DE, DF が対角線ACと交わる点をそれ ぞれP, Qとするとき, POQ : QC を求めよ。

解き方教えて欲しいです🙏

1] 石の図の選ABCD で, Eは辺ABを5:2に分ける点, Fは辺 BC の中点である。線分DE, DF が対角線ACと交わる点をそれ ぞれP, Qとするとき, POQ : QC を求めよ。

Q、下線部①の二つのグループに与えられた指示について日本語でまとめなさい。 ・最初のグループへの指示︰＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿と ＿＿＿＿＿... Read More

This article shows sharing ideas with other students is useful for learning. In one experiment。(①two groups of a few students tried to solve the same math problems jm different ways. Those math problems were very difficult. The students in both groups had about equal math skills. Im the first group, students were told to hSten to the teacher carefully, and ask him questions about the ways to solve the problems. In the second group、 he only told them to exchange their opinions. After a while, the students in the first group found the right answers. They asked him many questions easily and didnt have to talk among their group members. The students im 他e second group talked a lot. But they Were not able to find the right answers by themselves, and finally he gave them some advice. 。 Later the two groups were given a test on the same kind of math problem. Can you guess fhe resultss | ② | Byworking hard together without asking for the teacher's help, the students remembered better how to solve the problem. 1 think puttng our heads together to solve problems is more important than juSt getting the answers in a short Hme-

解き方教えて欲しいです(/. .\)

1] 石の図の選ABCD で, Eは辺ABを5:2に分ける点, Fは辺 BC の中点である。線分DE, DF が対角線ACと交わる点をそれ ぞれP, Qとするとき, POQ : QC を求めよ。

Q、下線部①の二つのグループに与えられた指示について日本語でまとめなさい。 ・最初のグループへの指示︰＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿と ＿＿＿＿＿... Read More

This artcle shows sharing ideas with other students iS useful for learning. In ome experiment,(Dtwo groups of a few students tried to solve the same math problems 品 different ways. Those math problems were very difficult. The students both groups ha about equal math skills. Im the first group, students were told to ISten to the teacher carefully, and ask him questions about the ways to solve the problems. In the second group、 he only told them to exchange their oDinionSs. After a while, the students in the first group found the right answers. They asked him many questions easily and didnt have to talk among their group members. Ihe students the second group talked a lot. But they were not able to find the right answers by ト temselves, and finally he gave them some advice. Tater, the two groups were given a test on the same kind of math problem. Can You gueSS the results? ② | By working hard together without asking for the teacher's help, 季e students remembered better how to solve the problem. 1 think puttmg our heads together to solve problems iS more important than just getting the answers in a Short Hme.

Q1、②の□□に適する分を次のアからエから1つ選びなさい ア、the first group got much better results than thesecond group. イ、the second group got... Read More

This article shows sharing ideas with other students is useful for learning. In one experiment。(①two groups of a few students tried to solve the same math problems jm different ways. Those math problems were very difficult. The students in both groups had about equal math skills. Im the first group, students were told to hSten to the teacher carefully, and ask him questions about the ways to solve the problems. In the second group、 he only told them to exchange their opinions. After a while, the students in the first group found the right answers. They asked him many questions easily and didnt have to talk among their group members. The students im 他e second group talked a lot. But they Were not able to find the right answers by themselves, and finally he gave them some advice. 。 Later the two groups were given a test on the same kind of math problem. Can you guess fhe resultss | ② | Byworking hard together without asking for the teacher's help, the students remembered better how to solve the problem. 1 think puttng our heads together to solve problems is more important than juSt getting the answers in a short Hme-

彼女がその時親切にも私を助けてくれた。(enoughを使って) という意味の英文を作るとどのように表せますか？

英語で手紙を書くことは、彼女には簡単なことではなかった。 を(it)から始まる英文で表すとどうなりますか？

相手に、自分がどちらを選ぶべきか示してくれないかと「to , will 」を使って英語で表すとどうなりますか？