確率の問題です。 (2)の解説を読んでもいまいちピンとこず、止まってしまっています。 特に不等式の変形、そして成り立つabcの求め方が自分にとっては複雑に感じます。 飛ばしたほうがよいでしょうか？ 知恵袋では、スマートで応用の効く求め方もありました。そこでの疑問があり 「a... 続きを読む

EX 332 次の問いに答えよ。 (1) 1/+1/21 -≧1 となる確率を求めよ。 a 大・中・小3個のさいころを同時に投げて、出た目の数をそれぞれa, b, c とする。 このとき [滋賀] a (2)/1/+1/2/ となる確率を求めよ。 (1)[1] a=1のとき bの目は1~6の 6通り [2] α=2のとき b=1,2の2通り 知恵袋に [3] α=3 のとき b=1の 通り a=4,5,6 のときも同様に1通りずつ [1], [2],[3] から, 求める確率は 1 1 1 -≥ である。 a 6 6 3 [1] c=3,4,5,6 のとき 結果はcの値にはよら ないので,2個のさいこ ろの目のみについて考え 別解ありればよい。 6+2+1×4=130 62 a,bは何であっても不等式が成り立つから, いずれも36通りずつ [2] c=2 のとき 1 a 12 を満たすα, b を求める。 a = 1, 2, 3 のとき 1=1 1=1 6から1/22/16 b≤6 a 1から言 c≧3 であるから 11 C M + ab VII a 11/11/13 から 2 a 11 1 また 1/13/1 13 12 1 +a≤3 6 +6≤6 Jei 6 b よって、すべてのbに対して 12/21/11/12が成り立ち、い ずれも6通りずつ a b 6=1,2,3,4の4通り a=4 のとき a=5のとき 6=1,2,3の3通り a=6 のとき [3] c=1 のとき (1)の結果から 12通り b=1,2,3の3通り [1],[2],[3] から, 求める確率は 36×4+(6×3+4+3+3)+12_184_23 63 216 27 27 1 IIV b 12 10 b

（1）が全くわかりません。解説お願います🙇答えは0.3です

大量(mol Sol) (1) 02の値を 2°=512,2'=1024 を利用して, 小数第1位まで求めよ。 (2) log37 は有理数でないことを証明せよ ( golia yの値を求めよ (慶應義塾大) → p.348 17

答えあっていますでしょうか😭😭 28番が①と②で迷いました、、

? 22. James doesn't want to eat anything, but I'll () him to eat something. get A to do. I get 2 make 23. "Oh, my computer doesn't work." "You should take it to the shop to get it ( 1 fix 24. I got my bag ( catching 25. Have you ever ( I saw her dancing 3 seen her dance 2 to fix 3 let roy Jee of 4 insist neinil over Aに~させるしてもらう <明〉 )." (③3 fixed (3 caught )? She really has talent. holicis 2 saw her to dance 受動→seen to do 4 seen her to dance 〈京都産業大〉 ) between the doors. 2 to catch get A done <便後>Aを~してもらう 4 fixing W breder 190 4 catch seeは知覚動詞で目のあとは原 〈東京都市大〉 <被害>Aを~される < 東邦大〉 26. Her irregular work hours didn't ( 不規則な allow 27. The money ( 1 became 2 let y ) her to spend time with her children on weekends. 3 make ) the couple to buy a new house. (2 came ③enabled 4 take allow A to do Aが~することを許す 〈摂南大〉 enable A to do Aがんすることを可能に 28. She ( ) to look after her friend's children for the evening. require to do ①required 29. Dentists ( 1 demand 30. I tried to ( 高) 2 ordered 4 made 72 <東京経済大〉 3 was asked ami Ai~するよう要求する was wished <松山大 > ) you to have your teeth checked every six months. 2 suggest 3 hope 4 advise <福岡大〉 VETI ) John to wait until the rain stopped before setting out, but he wouldn't listen. ⑩persuade 2 argue 3 influence 4 discourage persuade A to do, Aを説得して~させる < 南山大 >

解説お願いします。 (2)でd.whileにして、｢周りの人達が〜に見える一方で｣が間違いな理由を教えてください。 よろしくお願いします。

3 Many intelligent people have thought themselves slow and dull (1) they could not produce witty remarks in rapid succession? (2) their companions seemed able to do. (1) a. as (2) a. as b. because c. ifold. though b. because hinc. if oⱭ→) d. while di

下線部クの次のaccess〜のとこの訳が2枚目のカッコのとこだと思うんですけど、そこの「なかなかない」という訳がどこからきているかを教えてください

Mulky Today we live largely cut off from this spectacle, with smog and light pollution *obscuring our view of this *perpetual cosmic drama, the unfolding of which once seemed intimately connected to questions of both natural and social order. But if we want to see Mars as it appeared ancient humans, access to a clear night sky is only half of our problem. We also have to put ourselves in their minds. (ク) to (キ) [ 1 ] We have seen the surface of the Sun, the landscapes of Mars, the

これの解き方を分かりやすく教えてくれると嬉しいです！🙇🏻‍♀️

200 3 π 1 2 O π 278 下の三角関数 ①~⑧のうち、グラフが右の図の ようになるものをすべて選べ。 2 ①y=sin(0+) 3 y=sin(-0+) - sin (0-% 5 2y=cos 0+ 3 2 y=-cos (0+1/3+x) 5 6 y=cos (0-33x) ③ πC ⑤y=-sin 6 ⑦y=-sin 0 4)y--cos(-0+x) 11 11 π

数学Cの問題です。 わからないので教えてください！🙇🏻‍♀️՞

TRAINING 8 ③ 右の図の正六角形ABCDEF において, 対角線 AD と BE の 交点を0とし,OA=d, OB とする。 このとき、次のベクトルをa, を用いて表せ。 (1) DE (3) AC (2) FC (4) BF B F 0 D E

BとCの空いているところを教えてください。かいているところの確認もお願いします！

-mən/ (id)/ 1 Have you ever broken your favorite cup and thrown it 修復できません。 In away? Broken pottery cannot usually be repaired. Japan, however, there is a traditional technique that allows broken pottery to continue to be used. It is called kintsugi. 金継ぎ 2 Kintsugi is said to have been developed by Hon'ami Koetsu, a craftsman and artist of the Edo period. When a tea bowl cracked during firing, Koetsu fixed the pieces together with lacquer and applied gold to the join. Repaired by this kintsugi technique, the tea bowl held 10 water without leaking. 3 Kintsugi does not try to hide repair work. The gold joins stand out, adding new beauty to the repaired pottery. One of the tea bowls that Koetsu repaired by 雪峰せっぽう kintsugi is called Seppo, "Snow Ridge." Koetsu compared 15 the white glaze on the bowl to a snowy mountain and the gold joins to streams of melted snow. 4 Kintsugi combines two features of the Japanese spirit. One is mottainai, the valuing of things we use; and the other is the appreciation of beauty in everyday things. As 20 an expression of the Japanese spirit, kintsugi is attracting wider attention not only at home but also overseas. way 13. *stand out 9. join の意味は? (1) T/F (2) T/F (3) T/F 5 ほんこうえつ Koetsu 本阿弥光悦 (1558-1637) ぼう 雪峰 しょうせい 8. firing far(a)ng/ 焼成 陶器を焼くこと うるし

17行目のtheirは神ということですか？教えて頂きたいです。よろしくお願いいたします。

10 The energies of conquest were not merely more efficient technologies. The European settlers used technological advantages for personal benefit. They viewed - the land as a source of commodities as raw material waiting for transformation 心理学 Although the psychology of the settlers varied considerably, according to class, religion, and nation of origin, most of them shared a set of beliefs that led to *4* 15 expansionism. They believed in the Biblical *injunction to be fruitful and multiply, 集めよ揃えよ and they believed that they were to use their talents to the maximum to develop the 摂理 land, which *divine providence had placed in their hands. They saw the Native *REV Americans as *heathens who had failed to utilize the New World, which to Europeans orld, wh seemed a wilderness. The technological differences between Native and European C 実証する。 o cultures appeared to demonstrate the superiority of the newcomers. Machines xoa 新しくもののが優れていること increasingly would become the measure of man, and the very energies of conquest (3) seemed to justify the victory. RS 1月

数1の問題です。（４）の解説をお願いしたいです。

(3) (x−1)(x*+1)(x³+x²+x+1) 2. (4) (a+b+c)(a²+b²+c²-ab-bc-ca) (5) (a+b+c)(a+b−c)(a−b+c)(-a+b+c)