Grade

Type of questions

English Senior High

1枚目の本文に対する2枚目の問題の答えを3-イか3-ロで迷っているのですが、どちらが正解かわかりません。どなたか理由もあわせて教えてもらいたいです。 よろしくお願いします!

Omoiyari is said to be a key concept of the Japanese mentality. (Its primary meaning is the ability to imagine other people's feelings. Japanese people's good manners have often (2) been associated with it and reported in news articles. For example, Japanese soccer supporters cleaned up the stadium after the matches at the World Cup, actions that were praised by the foreign media. Some experts say the supporters' behavior is related to education in Japan, where children clean their classrooms every day. Another example was seen during the frequent natural disasters. Even in such situations, many people still kept calm and patiently waited in lines for emergency supplies. JANET [ 3-1 ] According to a survey by an organization to promote good manners in Tokyo, less than 30 percent of Tokyo residents think people in Tokyo have good manners. [ 3-□ ] For example, Tokyo residents notice bad manners on the train. (4)Some young people sit in priority seats and do not give sit (5). V₂ 1 up their seats to the elderly, and others put on makeup. [ 3-> ] In an effort to get the passengers to 52 act more (5), railway companies display posters, saying things such as, "Please line up and c wait your turn" or "Please switch your phone to silent mode while ( 6-a) the train." 5 [ 3-= ] Omoiyari is often seen in school mottoes and emphasized in moral education at school. Some of the values that students are ( 6-b) include respecting the elderly, helping those with disabilities, and keeping promises. Students also take turns (6-c) in charge of cleaning the classroom, serving lunch, taking care of plants and animals. In addition, volunteer clubs collect money for charitable organizations and members visit elderly people in nursing homes. In moral education class, students read stories and discuss the topics in them. The teacher facilitates the discussion and the students draw their own conclusions. (Nakaya, et al., Discuss the Changing World, Seibido)

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Mathematics Junior High

5番がわからないので教えてください。 自分で何度か解いてみてるのですが、計算が間違っているのか解き方が間違っているのかもわからないです。

(1) xとyの関係を式に表しなさい。 点 (3,-5) を通ります。 5 S = -x] (2)yx反比例し、グラフが, 点 (29) を通ります。 ① xとyの関係を式に表しなさい。 18 C = - (2) x=6のときのyの値を求めなさい。 す b'x 3 5 右の図で、関数lはy= -xのグラフ, 関数はy= 4 ② xとyの関係を式に表しなさい。 また, xの変域を求めなさい。 ② xの変域が1≦x≦6のときのyの変域を求めなさい。 〕 7/ 12 2 のグラフです。 点Aは関数ℓ上の点でx座標が 6, 点Bは関 数m上の点でy座標が-4です。 3点O, A,Bを結んでできる三角形の面積を求めなさい。 ただし, 座標の1目もりを1cmとします。 - 4 = 6 x 12 = 51₁ ( [ 2 123 1,8 Z 3 2 66 - IC Mov x q 1593 6 次の各問に答えなさい。 29742= X =< (1) 図のように,平面上で,縦6cm 横10cm の長方形 ABCD を固定し, 110cmの正方形 EFGH を,直線lにそって矢 印(⇔)の方向に毎秒1cm の速さで点Gが点Cと重なるまで 動かします。 点Gが点Bと重なってからx秒後の2つの図形が 重なった部分の面積をycm2 とします。 17 ① 点Gが点Bと重なってから3秒後の2つの図形が重なった 部分の面積を求めなさい。 153 6 (18 cm²] 2 cm² y = min X EIN OR - 3 元 6 6 6.x -13 m E ⑤18 F -4 4 12 718 ≤ y ≤ - 3] 千丸 10 3 y i-4 X 4 x = H N/W G m 1cmi15 270 B -HE|~ B ・A 10 ---- l IC $x. D C M/F 0 sas 10] てから何動後ですか。 #

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