(1)の問題の解説で、、 D<0になるのかが分かりません…解説お願いします🙇🏻‍♀️

3 [4プロセス数学Ⅰ 実践演習29(月)180実 2つの2次関数f(x)=x2+2ax+25, g(x)=-x2+4ax-25 がある。 (1) どんなxの値に対しても, f(x) > g(x)が成り立つような定数aの値の範囲を求めよ。 (2)どんなx1, x2 の値に対しても, f(x1) > g(x2) が成り立つような定数aの値の範囲を 求めよ｡

数Aの場合の数の問題です。 A,B,Cの3人に1~9のカードを3枚ずつ配る。Aのカードの番号の積が３の倍数となるような3人への配り方は何通りあるか。 という問題なのですが、 Aが3,6,9の内から少なくとも一枚のカード選ぶようにすればいいので、Aの通りは (3... Read More

回答4行目のθ=0で1というのはどのように求められるのでしょうか？

次の関数の最大値と最小値を求めよ。 また, そのときの0の値を求めよ。 ただ | とする。 LIDE y=cose-sino 162 三角関数の最大 最小 (3) ･･・ 合成利用 1 前ページの例題と同様に, 同じ周期の sin と cos の和では, 三角関数の合成が有効。 また,0+α など,合成した後の角の変域に注意する。 (2) sin(+)の 利用して, sir よって (2) (1) cos0-sin0=√2 sin0+ 0≦O≦πであるから ゆえに のままでは, 三角関数の合成が利用できない。 そこで, 加法定理を sin(0+57) をsino と cose の式で表す。 -1≦sin0+ 3 3 4' 4 0+- π= 93 3 5 (2) y=sin (01/10 ) -cose 0+ ● 3 4 ni -π≤0+ 4 3 Teosnië 37 -π≤. -π ≤ 4 1 √2 0+ π= - すなわち 0 4 2 sin(0+5)-cos √3 2 すなわち 0 0 で最大値 OS niet 41-(0) 5 -cos0=sinocostcosasin 6 3 4 7 = sin(0+ / +) 6 DEUG で最小値-√2 5 6 sin0+cos-cos 7 1+0 13 (-1,1) YA 1 n 基本160 -1 -1 小 √3 sino-1/2/cos cos&$500 2 NA √3 2 1 0 VAI - (-13³, 3 6 2, 2

この解答であってますか？ 教えて欲しいです🙇‍♀️

and res 1. 語･表現 日本語に合うように( 内に適切な語を入れて、言ってみましょう。 1. 由希子は、おとなしそうに見えます。 実際には、 彼女はとても活発です。 Yukiko looks quiet. (in) (Tact), she is very active. 2. 学校によって､ 規則は異なります。 Rules differ (from ) school (to) school. 3. 壁のポスターを見てください。 (Take) (a)((bok ) at the poster on the wall. 4. 哲矢は、クラスで人気があります。 それは、 彼が誰に対しても親切だからです。 Tetsuya is popular in his class. (It) (is) (because) he is kind to everyone. 2. 文型 下線部が目的語の場合はO、補語の場合はCを 1. I have a book written by Soseki. 2. This is a book written by Soseki. 3. Meg got interested in jazz. 4. Miki wonders if Meg is interested in jazz. (0) 内に書き入れましょう。 (○) (C) 3. 文型 ( )内の語を適切な箇所に入れて、言ってみましょう。 1. I wonder I should attend the party. (if) 2. She wants to know it is cold in Mongolia now. (if) 3. Masashi asked I liked Chinese food. (whether) 4. I doubt Kumi will come. (whether) One More I wonder if . (あなたが確かめたいことは?) 文型 )内の語を適切な形に変えて、 言ってみましょう。 1. The boy came (run) to me. ranning 2. He became(interest) in the book.interested 3. All of them look (tire) after the long meeting. fired 4. Ms. Mori kept(talk) on and on. Talking

（2）の問題で、丸をつけたところがどのような計算過程で出てきているのか教えて頂きたいです。

基本例題 151 ±ßの三角関数の値 π sinβ= <β<x, sinα= (1) 0<a</2, 2 cos(α-β), tan(α-β) の値をそれぞれ求めよ。 5 5 のとき, cos(α+B) の値を求めよ。 sina-sinβ= cosa+cosβ= p.241 基本事項 解答 指針 α±βの三角関数の値を求めるのだから,加法定理を利用する。 (1) cos a, cosβ の値が必要。 そこで, かくれた条件 sin²0 + cos²0=1 を利用して, 4 ゆえに この値を求める。 (2) 加法定理により cos(a+β)=cosacosβ-sinasinβ であるが, COS acOS β と sin asin βは、条件の式を2乗した式に現れることに注目。 また (1) 0<a<<B<πであるから cosa> 0, cosß<0 √ ₁ - ( 1²/3) ²2 = 1²/1² 3 1- cos 8= -√1-sin² ß = -√1-(1/2)² よって sin(a+β)=sinacosβ+cosasinβ= cosa=√1-sina tan a= ゆえに tan(α-β)= cos(α-β)=cosacos β+ sinasinβ= sinα 4 sin B COS α cos β 4 3' = ①+②から tana-tanβ 1 + tanatan β (2) 条件の式をそれぞれ2乗すると tan β= sina-2sinasinβ+sin²= cos2a +2 cosacosβ+cos² f= ゆえに 2+2cos(α+β)= 12 13 25 8 のとき, sin(a+β), 25 16 II 25 16 sin'β+cos-β=1 5 312 16 -4 (-33) +- ² + 1 - 550 = 13 5 13 65 53 12 5 25 2+2(cos acos β-sinasin/ 8 4 12 33 -³-(-353) + 1 - 2 - 300 = 13 5 13 65 3-(-1/2) 5 1 + 1/1/72. ( - 21/1/20 13 よって cos(α+B)= 角α, βが属する 象限に注意。 sin²a+cos'a=1 9 16 56 33 ◄sin(a-8) 0 を求め､ sin (α-B) cos(a-8) 計算してもよい を sin'a+cos'al sin+cus fal 練習 (1) α は鋭角, βは鈍角とする。 tanα=1, tanβ=2のとき, tan (α-β), ② 151 cos(α-β), sin(α-β) の値をそれぞれ求めよ。 (2) 2(sinx-cosy) =√3,cosx-siny=√2 のとき, sin (x+y) の値を求めよ。 p.254 EX03(火) ② 15 2

2枚目の画像の赤線部分の 「A man that had his life enter the twists and turns that occur in all our lives, but in his case, the road stopped much too ... Read More

次の英文を読んで, a~ f の 2 ]内の語(句) を正しく並べ替え, 本文中の 【 (1) 】 ~ 【(6) 】の適切な場所に入れなさい。 (a,bなどの記号は書かず,並べ替えた英文を記入するこ と) My first real job. Thirteen years since high school in training, in hospitals, in books. All of a sudden at 8 a.m. tomorrow morning I would suddenly become Dr. Dhillon. Time to heal and fix. I began my first real posting as a rural physician in a small town in rural Saskatchewan. A beautiful little hospital, staff happy to see a young doctor in town, and the welcoming red and green of the local Co-op sign. The day began innocuously enough: morning rounds at the hospital, learning about all the patients who had been handed over to my care for the next two weeks; trying to decipher other physicians' illegible writing and promising to never let mine get that bad, and failing quickly at that. C "Hello, good morning. My name is Dr. Dhillon and 【 (1) little while until your doctor is back." With a vague idea of what was actually happening inside each patient's body, and not a clue what was happening in their minds, I popped in from room to room as 【 (2) 】 of things to check and recheck after the morning ward round was done.//Thankfully, the nurses were there to handle any miscues and give me a vital, two-to-three-sentence summary of the patient and any concerns before entering into their realm with a quick knock on a half-opened door. When I got to the last patient I was to see that morning, I found his door was closed. It was at the back corner of the hospital. It was darker. "This is Gary, he's dying." The nurse's tone of voice lowered, naturally, to the level we use when discussing death, just in case death was nearby and would hear and come hither to hasten the process. "Metastatic, it was too late when he came in. Really sad story. He's still so young." She continued. I gently knocked, lighter, more gently 【 (3) 】 a gall-bladder attack whom I had just chatted to. "Hello Gary, how are you this morning?" is what I said. "Hello, who are you?" he asked. "My name is Paul and I'll be your doctor until your normal doctor comes back." I couldn't bear to say I was Dr. Dhillon. What was I going to doctor in his case? "I'm leaving on Tuesday. Next week. To be closer to home," he said. "That's great, so that's something to look forward to then." Inside, I wondered, Was that

4の解き方がわかりません。 例えば(a)で、続く文であくびを謝っていることも全て把握した上で、挨拶なのでpolitelyかと考えたのですが、なぜ誤りなのか教えていただきたいです。

13 Lucy is a British schoolgirl who lives in Oxford. She is talking to her father, Fred, in the kitchen of their home. Read the conversation below and answer the following questions. Lucy: (a) Good morning, Dad. Oh, sorry for yawning. What are you doing with that microwave oven? It looks heavy. Do you need a hand with moving it? Fred: I think I'll be OK, Lucy. I'm just going to put it in the car and take it to the city dump. Lucy: Couldn't you send it away to be repaired? Fred: It's ten years old and well out of warranty now, so I very much doubt that the manufacturer would do it. They probably don't even carry the spare parts anymore. Lucy: That's a shame. Oh, I know what! Why not take it to the Repair Café near my school? Fred: What's that? I've never heard of it. Lucy: It's brilliant! We visited it as part of our environmental science course recently. It's a meeting place where people can get together to mend broken items cooperatively. And have a chat and a cup of coffee! Fred: I'm all ears. Tell me more. Lucy: Well, the first Repair Café was started by a Dutch woman called Martine Postma in Amsterdam in 2009. (1) 彼女は,使い捨て文化で環境が破壊されて, ゴミの量が地球規模で増えることを心配してたん . She wanted to find a local solution to this global problem. Fred: That's what they call "thinking globally, acting locally," isn't it? Lucy: Exactly. She also wanted to address the decline in community spirit amongst urban dwellers and do something about people's loss of practical skills and ingenuity. Fred: And the idea (2) caught on? Lucy: Very much so. The concept has grown into a global movement. The one in Oxford started about four years ago. Fred: Impressive! What kind of things do they repair? Lucy: Oh, all sorts. Electrical appliances, clothes, furniture, crockery, bicycles, and even toys. Fred: How successful are they at repairing things? Lucy: Well, of course, they cannot guarantee to fix every item brought to them, but they have a fairly good success rate. One study found that on average 60 to 70 percent of items were repaired. The rate is higher for some items such as bicycles and clothes but lower for things like laptop computers. Fred: I can understand that. Just between you and me, I think some electronics manufacturers deliberately make products in such a way that you cannot disassemble them and repair them unless you have specialized tools and equipment. Lucy: Yes, and that's where Repair Cafés can help. But these cafés are not just about repairing things for people. They are places where we can meet others, share ideas, and be inspired. The volunteer repairers are very keen to involve the visitors in thinking about the repair and actually carrying out the repair themselves. They also encourage people to think about living together in more sustainable communities. Fred: I suppose you could say they are about repairing our minds, not just our things. Lucy: Quite so, although often the two are very closely related. Many people attach (3)sentimental value to old things that might, for example, be part of their family history. Fred: I see what you mean. It almost sounds too good to be true. (a)Is there a catch? For example, how much does it cost? Lucy: Advice and help from the repairers is free, but people who use the café are invited to make a donation. That money is used to cover the costs involved in running the café. If specific spare parts are needed, the repairers will advise you on how to obtain them. Fred: Well, that's marvelous! (e)Then I'll take this old microwave there. Are they open today? Lucy: Yes, and I'll come with you. I've got a pair of jeans that are badly in need of some attention. QUESTIONS 1. Translate the underlined part after (1) into English. 2. What does the underlined phrase after (2) mean? Select the most appropriate expression from the list below. (A) became popular (B) hit a dead end (C) occurred to you (D) played a significant role (E) worked in practice 3. The underlined phrase after (3) means the value of an object which is derived from personal or emotional association rather than its material worth. Give ONE object that has "sentimental value" for you and explain why it has such value. Your answer should be between 15 and 20 English words in length. (Indicate the number of words you have written at the end of your answer.)

（2）と（3）を教えていただきたいです

重要 例題 35 数字の順列 (数の大 一次の条件を満たす整数の組(a1, a2, a3, α4, as) の個数を求めよ。 (1)0<a<az<a <a <as <9 (2) mamaz≦assassas (3) ar+az+a+astas≦3, ai ≧0 (i=1, 2,3,4,5) を選び, 小さい順に a1,a2,......, α5 を対応させればよい。 求める個数は組合せ C5 に一致する。 指針 (1) a1, A2, '....', as はすべて異なるから, 1, 2, ……, 8の8個の数字から異なる5 て5個を選び,小さい順に a1,a2,…… α5 を対応させればよい。 → 求める個数は重複組合せ 4H 5 に一致する。 (2) (1) とは違って, 条件の式に を含むから, 0, 1, 2,3の4個の数字から重複を許し !! (3) おき換えを利用すると,不等式の条件を等式の条件に変更できる。 3-(a+a2+ax+a+α5)=bとおくとa+a2+ax+a+as+b=3 また, a1+a2+as+a+as≦3から 6≥0 よって、 基本例題 34 (1) と同様にして求められる。 解答 (1) 1, 2, ………,8の8個の数字から異なる5個を選び, 小さい 順に α1,a2,.., α5 とすると, 条件を満たす組が1つ決ま る。 よって, 求める組の個数は 8C5=gC3=56 (個) (2) 0,1,2,3の4個の数字から重複を許して5個を選び, 小 さい順に α1, a2, ・・・・・・, as とすると, 条件を満たす組が1つ 決まる。 よって, 求める組の個数は H5=4+5-1C5=8C5=56 (個) (3) 3-(a1+a2+a3+ax+as)=6とおくと a1+a2+ax+a+as+b=3, 1 ai≧0 (i=1,2,3,4,5), b≧0 よって, 求める組の個数は, ① を満たす0以上の整数の組の 個数に等しい。 これは異なる6個のものから3個取る重複組 合せの総数に等しく 6H3=6+3-1C3=gC3=56(個) …….... 別解 a1+a2+ax+a+as=k(k=0, 1,2,3) を満たす0以 上の整数の組(a1,a2,a3, a4, a5 の数は 5H であるから sHo+sHｭ+sH2+5H3=4Co+5C1+6C2+C3 =1+5+15+35=56 (個) |〇|〇〇|| 場合 (0, 1, 0, 2,0)を表すと 考える。このとき, 検討 (2),(3)は次のよ うにして解くこともできる。 (2) [p.348 検討の方法の利 用] bi=aiti(i=1,2,1 4,5)とすると,条件は 0<bｪ<b2<b<ba<b<9 と同値になる。よって (1) の結果から 56個 (3)3個の○と5個の仕切り を並べ,例えば, A|B|C|D|E|F とすると, A, B,C, D. E の部分に入る○の数を れぞれ a1, a2, 3, とすれば組が1つ決まるか ら 8C3=56 (1) 場合の数・ 場合 によるの 代表的な • (a+b) ・2700= 5桁の整数nにおいて,万の位, 千の位, 百の位、十の位, 一の位の数字をそれぞ 練習 35 na,b,c,d,eとするとき,次の条件を満たすnは何個あるか。 (1) a>b>c>d>e (2) a≥b≥c≥dze (3) a+b+c+dte≦6 10人な ・10人を (ア)特 (イ)牛 10人 ・異な 10人 3本 ・正n ・10月 ・10、 • a 3 ･3種 ・x+ (ア) (イ) 組分に ・15 ・15 ・15 ・15 15 ・1 6 }

大問2（2)で、aの値の分類をどのようにすればいいかわからなくて教えていただきたいです🙇‍♀️ 右の写真は答えです。

【2】 は正の実数とする. 定義域を0≦x≦1とする2次関数 y=x2-ax について,次の各問いに答えよ. (1) は結果のみを記入せよ. (2) (3) は結果のみでは なく、考え方の筋道も記せ. (1)a=1とa=2のときのこの関数の値域 (yのとり得る値の範囲) をそれぞれ求め (2) この関数の値域をαの値で分類して答えよ.

中２一次関数の問題でyの増加量と変化の割合の求め方は分かったのですが、画像の青ペンで引いてあるところの数はどうやって求めたのか分かりません。教えてください🙏🏻

3 反比例y= 18 IC で,xの値が次のように増 加したときのyの増加量と変化の割合を,そ れぞれ求めなさい。 (1) 1から6まで IC 1…6･ 18…3･･･ y (変化の割合)= MAYS exo--=v SIBRO . 表より,yの増加量は, 3-18=-15 xの増加量は, 6-1=5 (yの増加量) (xの増加量) retoo0 19508 -15-3 5 JOSTENOT (S NSAASAASAS りの 変化の 増加量 -15 割合 <-3