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Mathematics Senior High

1枚目の写真の不等号がわかりません。 なぜウオは≦、≧でしたに=があるのですか?個人的に問題文の範囲が≦とか下に=があるからかなと思ったのですが、2枚目の写真、これはフォーカスゴールドのやつなのですが、これも範囲は≦とかで下に=があるので、なぜ、1枚目の方の問題は≦、≧にな... Read More

3 2 数学Ⅰ・数学A 2015年度 本試験 数学Ⅰ・数学A 3 (注)この科目には,選択問題があります。(2ページ参照) y=-x2+2x+2 第1 1問 (必答問題) (配点 20 ) 問題 選択方法 第1問 必 答 第2問 必 答 2 4 2次関数 y=-x+2x+2 ① のグラフの頂点の座標は ア 3である。また -(x-1)2+3 y=f(x) =-(x²-2x)+2 ={(スーパー13+2 (x-1)2+1+2 第3問 必 答 -6 第4問 いずれか2問を選択し、 はxの2次関数で,そのグラフは、①のグラフをx軸方向にかソ軸方向にだ 平行移動したものであるとする。 y-9=-{(x-P)-132+3,y=(x-P-12+3+& 第 5問 解答しなさい。 (1)下 オ には,次の①~④のうちから当てはまるものを一つ 第6問 ずつ選べ。 ただし、 同じものを繰り返し選んでもよい。 y=(x-1)+3 (y-8)=(x-P)-132×3 x=2のとき y=-12-1743=+2 x=4のとき y=-(4-1)^+3=-6 y=(x-P-12+3+軸x=Pel.(Ptl.3+) 2≦x≦4 Maxf(2)→x=2が 12EXε4 Minf(2) → X=2p11 Minとるところ 2 4 Maxとるところ 2+4 Pt1≦2 均衡 =3 2 P§ (-- (7)(+) 35P+1 P+1≧3 X-P+1 414 © > ① < 2 ≥ ③ W ④ キ 2 x 4 におけるf (x) の最大値が f (2) になるようなの値の範囲は ウミ I であり、最小値がf (2) になるような♪の値の範囲は 2 カス P である。 r-n+1 P≧2-(オリ(カ) (数学Ⅰ・数学A第1問は次ページに続く。)

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Mathematics Senior High

最大値の方です!! 2枚目の写真が私が解いたやつなのですが、軸の2で場合分けをしたらダメなのですか?あと、その場合、③が2<0<aみたいに変になるのですがどうしてなのですか? どなたかすみませんがよろしくお願いしますか

Think 例題 41 定義域が広がるときの最大取 a>0 とする. 関数 y=x2-4x+5(0≦x≦a) について,次の問いに答 えよ. 最大値を求めよ. 考え方 グラフをかいて考えるとよい . 最大値 k2 最小値を求めよ. 4 最大 5 (1) 与えられた関数のグラフは下に凸で,軸は直線x=2 である. 定義域はαの値が大きくなるにつれて拡大して いくので,それにともない定義域の左右のどち らの端点が軸から遠くなるか考えてαについて 場合分けをする.そのとき, 両端点と軸からの 距離が等しいとき, つまり、定義域の中央と軸が 一致するときに着目する. M a=4 0 12 a x M ここでは,0≦x≦a の中央 x=1 と軸 x=2が一致する場合より、1/20 =2 つまり, a = 4 のときに着目する. (2)下に凸のグラフなので,最小値は定義域に軸が含まれるかどうかで場合分けする。 解答 y=x2-4x+5 =(x-2)2+1 (81) グラフは下に凸で,軸は直線 x=2 場合分けとグラフを 用いて考える. EX 0 ≤ x ≤a (1)(i) 0<a<4 のとき グラフは右の図のようになる. x=0 のとき最大となり, 最大 の中央=22 x=2 が一致する 最大値 5 きに着目して, O 2 a 4 x (ii) α=4 のとき y 1=2つまり 2 グラフは右の図のようになる. / 最大 を境に場合分け x=0, 4 のとき最大となり, 最大値 5 5 (1)x=0 の方が イーム P=3 (1)=(d (ii) α>4 のとき a=4 0 2 ax 4a+5 グラフは右の図のようになる. x=αのとき最大となり, 最大値 α-4a+5 最大 ら遠い場合 (ii) x=αの方が ら遠い場合 2 4 ax よって,(1)~(Ⅲ)より, [0<a<4 のとき, 最大値5 (x=0) a=4のとき、 最大値5 (x=0, 4) a4のとき、 最大値 α2-4a+5(x=α) R α=4のとき のどちらかに おいてもよ

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English Senior High

付箋で貼った2文がどうしてそのような訳になるのかわかりません。

た次の英文を読み, 設問に答えなさい。 (学習院 法学部 2022年) Society is everything. Many of us go through life thinking we are self-made and self-sufficient. Some may credit (or blame) their families for success or failure in life, but rarely do we think about (1) the bigger forces (that determine our destinies - the country we happen to be born in, the social attitudes common at a particular moment in history, the institutions that govern our economy and politics, and the randomness of just plain luck. These wider factors determine the kind of society in which we live and are the most important determinants of our human experience. 2 Consider an example of a life in which society plays a very (X) role. In 2004 I spent time with a family in the Ecuadorian Amazon*. Antonia, my host, had twelve children, and her oldest daughter was about to give birth to her first grandchild. They lived on the edge of the rainforest with no road, electricity, clean water or sanitation*. There was a school, but a considerable distance away, (Y) the children's attendance was irregular However, Antonia was a community health worker and had access via radio* to a doctor in a nearby town who could provide advice to her and others. Apart from this service (arranged by a charity), she and her husband had to be completely self-reliant gathering food from the forest, educating their children on how to survive in their environment. On the rare occasions when they needed something they could not find or make themselves (like a cooking pot), they searched for bits of gold in the Amazon, which they could exchange for goods in a market at the end of a long journey by boat. 3 This may seem like a very extreme and distant example, but it serves to remind us how accustomed we are to the things that living collectively gives us infrastructure, education and health care, laws that enable markets in which we can earn incomes and access goods and services. Antonia and her daughter promised to name the baby (they were Minouche, (2) which was a great honour. I often wonder what kind of life that other Minouche will be having as a result of being born in a very different society. V+ re expecting The way a society is structured has profound consequences for the lives of those living in it and the kinds of opportunity they face. It determines not just their material conditions but also their well-being, relationships and life The structure of society is determined by institutions such astical and legal systems, the economy, the way in which family and community life are organized. All societies choose to have some things left to individuals and others determined collectively. The rules governing how ? those collective institutions operate form what might be called the social contract, which 1 believe is the most important determinant of the kinds of lives we lead. Because it is so important and because most people cannot easily leave their societies, the social contract requires (Z) of the majority and necessary changes ás circumstances change. VF vf ⑤We are living at a time when, in many societies. people feel disappointed by the social contract and (3) the life it offers them. This is despite the huge gains in material progress the world has seen over the last 50 years. Surveys Social contract people

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English Junior High

問3 ェ 問5 イ 問6 ウエ なぜそうなるのかの解説お願いします

次の英文は,日本にホームステイしているエミリー(Emily) のことを書いたものです。これを読んで問いに答えなさい。 Emily is a high school student from the U.S. She is interested in Japan very much. She came to Japan and has stayed at Taro's house for one month. She is enjoying her stay in Sapporo. (1) One day, she went to a movie with Taro. The movie was really nice, so it made them excited. After that, they took a *subway to go back to their home. Emily was telling him what she thought about the quiet. He said, "Please talk in a small voice. movie_in_a *loud voice on the subway, so Taro In Japan, we are usually quiet on the subway." She was surprised to hear that, so she said to Taro, "Sorry, but I don't know why we have to be so quiet. In the U.S., we can talk with each other on the subway. Sometimes some people dance and sing a song." This time Taro was surprised to hear that. ① The next day, Emily was talking with Taro's father. She said, “Today I saw something *strange when I was on the subway. There were so many people and most of them could not sit down. Only one *seat was *empty, but *no one tried to sit there." Taro's father answered, “Did you see a sign near the seat? That seat is only for people who need some help like *elderly people or *pregnant women, or people with special *needs. *Even if there are no elderly people standing on the subway, other people won't sit there. The *priority seats are on the buses and trains in many towns in Japan, but the seats like this only in Sapporo." Emily thinks everyone should give a seat to elderly people or pregnant women. By doing so, they won't need special seats on the subway. Emily will stay in Sapporo for more two months and そうすることで (E) subway T loud... 大きな strange... おかしな, 奇妙な empty 空いている no one ~ ・だれも~しない seat... elderly ・・・ 高齢の even if ~・・・ たとえ~でも

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English Senior High

(4)について This is why にしてしまいました。  This is becauseというようなThis is whyの表現ではだめな理由を教えてください

(60分) Ⅰ 次の英文を読んで、下の設問 (1)~ (11) の語には注が付いています。 に答えなさい。 なお、 Food is fuel. When your body needs energy, you eat. When it doesn't you don't. It should be so simple when you think about it, but that's exactly the problem: us big smart humans can and do think about it, (, introduces all manner of problems and neuroses*. Have you noticed how you always have "room for dessert"? You might have just eaten the best part of a cow, or enough cheesy pasta to sink a gondola, but you can manage that fudge brownie or sundae. Why? How? If your stomach is full, how ice cream triple-scoop b) eating more even physically possible? It's largely because your brain makes an executive decision and decides that, no, you still have room. The sweetness of desserts is a palpable* reward (7)that the brain recognizes and wants so it overrules the stomach. C Exactly {c case is ③ is 4 the this why) uncertain. It may be that humans need quite a complex diet in order to remain in tip-top* condition, so rather than just relying on our basic metabolic systems to eat whatever is available, the brain steps in and tries to regulate our diet better. And this would be fine if that was all the brain does. But it doesn't. So it isn't. Learned associations are incredibly powerful when it comes ( d ) eating. You may be a big fan of something like, say, cake. You can be eating cake for years without any bother, then one day you eat some cake that makes you vomit. Could be some of the cream in it has gone sour; it might contain an ingredient you're allergic to; or (and here's the annoying one) it could be that something else entirely made you throw up shortly after eating cake. out of The disgust eating poiso g And it consider th The brain than food, it doesn't worryingl needlessl one of li shovelin the brai (注) (1) (2

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