直訳すぎるのか日本語が不自然になってしまうので、I枚目の自然な翻訳を教えてほしいです。

Dear Readers, I have been studying English <for six months>. S V O <Now> I want to practice <by writing an English blog>. S V Sorry <if I make many mistakes>. I am <still> a beginner! C < SV O >. SV C I learned a lot <in a short time>. SVO I learned that it is important to communicate <in English> <as much as possible>. SVO[ (s)v c S[ ]. That is why I am writing <now>. S V I want to make many new friends. People <from all around the world> can read my blog. S V O S VO Did you know that more <than one billion people> speak English? V SVO[S vo]? Many of them speak English <as a second language>, <like me>. S VO Many of them make mistakes, <just><like me>. We can help each other improve our English. SVO <If you find a mistake <in my blog post>>, <please> tell me. mistake is a chance (to learn). SVO VO < SVO SV SV C You can be my teacher! We can <also> become friends. S V C S V C I like to learn many things. I want to visit many countries <someday>. S V O S V O I want to meet new people and try new food. I want to understand different cultures. S V1 O V2 OS V <To do these thigs>, I need English and friends! O Thanks! SV Let's get started. response <here><on my blog>. VOV C S V 01 02 Natsuko V SVO You can ask me anything! SVO A Will you help me? I will write a

2で何回割り切れるか、なので2で割った商を調べるのはわかるんですが、なぜ2の二乗、2の３乗、2の4乗も考える必要があるんですか？

115 素因数の個数 基本 例題 115 (1) 20! を計算した結果は, 2で何回割り切れるか。 (2) 25! を計算すると, 末尾には 0 が連続して何個並ぶか。 [類 法政大 ] 13 第1章でも学習したが, 1からnまでの自然数の積1・2・3···.... (n-1) n をnの階乗と ger+p'as (1) AT いい, n! で表す。 (1) 1×2×3×･･････×20の中に素因数2が何個含まれるか, ということがポイント。 25 32 > 20 であるから, 2, 22, 23 24の倍数の個数を考える。 (2) 25! に 10 が何個含まれるか, ということがわかればよい。 ここで, 10=2×5 であるが, 25! には素因数2の方が素因数5より多く含まれる。 したがって, 末尾に並ぶ0の個数は, 素因数5 の個数に一致する。 CHART 末尾に連続して並ぶ 0の個数 素因数5の個数がポイント Sapon で 解答 (1) 20! が 2で割り切れる回数は, 20! を素因数分解したときの 素因数2の個数に一致する。 1から 20 までの自然数のうち, 2の倍数の個数は20を2で割った商 についていく 10 といわ 22の倍数の個数は, 20 を2で割った ったとき 商で 5 About to... 2° の倍数の個数は20を2で割った 商で SOBOTE 08 249 250 22: 23: 24: 基本109 2:00 2 4 6 8 10 12 14 16 18 20 30121 素因数2は2の倍数だけが もつ。 483 ○･･･10個 〇･･･ 5個 2個 1個 ani 4章 2 2の倍数の個数は20を24で割った商で 注意 1からnまでの整数の うち の倍数の個数は,n 20<25 であるから,2"(n≧5の倍数はない。々で割った商に等しい(n. よって,素因数2の個数は、全部で 10+5+2+1=18(個) したがって 20! は2で18回割り切れる。 は自然数 25! を素因数 17 約数と倍数、最大公約数と最小公倍数 の

この問題がわからないので答えだけでもいいのでどなたか教えてくださいm(_ _)mちなみにワークは「未来につながる英作文」というものです。

動態 れた。」 して 人 EXERCISE BASIC SENTENCES EXERCISE 2 EXERCISE 3 空所に入れるのに最も適当なもの (1,4は誤っているもの)を、次のア~エのうちから1つ選び,記 TRY! 号で答えなさい。 The chairs in the dining room, which were in bad condition, were sent out yesterday to repair so that they might be available for my daughter's birthday. (2009 BIX) I 2 The result has ( ) into account. 7 to take 1 taken 3 The matter will () in this section. 7 cared of by 1 take care of to be taken be taken care of 1 has built I been taking イ 4 It was surprised that the musician postponed his show at the last minute due to ウ his illness. I be take cared of 5 It has been hard to concentrate on my studies lately because a road (=) in front of my house. (2008年度 センター試験本試 ) 7 builds I is building is being built 11 \12 13 14 15 16 17 18 19 20 41

共通テストのリーディングの問題で時系列的な問題があるのですが、何回やっても正解できません、 誰か教えて欲しいです。

B You found the following message on a personal blog written by an exchange student at your school. Save Our Park! Wednesday, April 21, 2021 Vera Sherman First, thank you for visiting my blog. Today I'm writing about something very close to my heart. I hope everyone in town has had a chance to spend some time at Kaneko Park. It is a lovely place, and it's easy to walk to from our school. As it is springtime, the park is currently full of blooming trees, singing birds, and people enjoying the outdoors. Some creative students even built little squirrel houses for the animals to live in. Unfortunately, however, we need to do more to help clean up our wonderful local park. One month ago, I was taking pictures of the flowers near the pond. When I looked at the pictures at home, I noticed some garbage in the background. I spoke to Mr. Tanaka, the city official who is in charge of the park. He told me that sometimes students eat fast food and leave packaging on the ground. He said that in the past he had asked students to clean up after themselves but very few students had actually done as he asked. Because students were a big part of the problem, I felt I should take some responsibility in trying to sort out this problem. I put up flyers explaining the situation and asking for students to help after school. A small group came out, but we were not well prepared. We didn't have enough trash bags, and we did not have a clear plan for cleaning up. I went back to Mr. Tanaka, and he promised me that next time we went to the park, the city would provide trash bags and maps of locations to clean. Now we are ready to make a difference. Maybe it doesn't seem fun to spend your time picking up trash, but please consider helping. We will be meeting outside the front gate of the park at 10 a.m. this Saturday. Please try to arrive by 10 a.m. as we will be starting the litter pick straight away. Let's all help clean up our beautiful park!

！！！至急お願いします！！！ 間違っているところがあったら指摘して欲しいです🙇‍♂️

atains abotialy evad 28820 a cafeteria (2) 学生時代に昼休みの食堂で/ひとりでご飯を食べるのがひどく苦手だっ食堂1000 た。テーブルの前にいる見知らぬ他人と目線を合わせるのが苦痛だった からだ。 [九州大†] 状況例 学食の「ぼっち席」 (1人専用の席) に関する記事を読んで, 識者が自分の学生時代 12 について述べている。っている) have 形は変わりました。 [状況例 大学入試改革の報道を受けて, 教育評論家が解説している。 one phowomo (3) 社会のさまざまな要求に応じるべく, 過去10年の間に大学の入学試験の 大学の 要求に応じる。 ing [成城大] ~と目線を合わせる have eye contact with ted# or bodaini WASXOX 〜の要求 (the) demands [needs] of ~の形 (→の方式) the style of in the

お願いします

次の英文の下線部と同じ意味になる1語を下から選んで、 適当な形に直し て書け｡ (1) Her application for a passport was turned down. (2) Keep an eye on my suitcase while I get my ticket. (3) She seems to be putting on weight. (4) She picked out the best book on the subject. (5) Gardening takes up most of my spare time. (6) I refuse to put up with her actions any longer. (7) She has always made good in every job she has had. (8) The meeting was put off until next week. (9) The enemy gave in without further resistance. (10) She was born in Texas but brought up in New England. breed intend choose occupy surrender watch depend endure postpone reject gain succeed (お茶の水女大)

お願いします🤲

下線部とかっこ内の語句が同じ意味になるよう, 空所に適当な一語を入れ よ｡ ) out. [omitted) (A) 1. This part of the report may be ( 2. There are many difficulties that have to be ( ) up with when you are camping. (endured) 3. You should never ( ) down on a man merely because he is poor. (despise) (以上 大阪大) [B] 1. George postponed painting the kitchen wall till next month. [put 2. I haven't recovered from my attack of flu yet. (got [C] 1. This problem requires serious consideration. [calls ) 2. This plane is scheduled to leave at 10 o'clock. (take ] (以上 亜細亜大) (以上 早大)

文が長くてどこからどう訳したらいいか分かりません 文構造(SVOC等)と訳を教えていただけると嬉しいです

+ 1 1. You might be walking along one sunny afternoon, texting on your cell phone or thinking about an exam, and come upon this.

この問題ってどうやって解くんですか？　 問題文の意味が分かりません。

A Write responses with too or either to agree with these statements. 1. I sleep late on the weekends. 2. I don't live near a subway. 3. I'm an only child. 4. I'm not a baseball fan. 5. I have two brothers. 6. I can't stand soap operas. 7. I love reality shows. 8. I can stand on my head.

高一英語についての質問です。 この解答はあっていますか？ 教えて欲しいです🙏🏻

ン 各文の[ ]内の語句を意味が通るように並べ替えなさい。 (1) Our [ very / always / homeroom teacher / talks ] fast. Our homeroom teacher talks always very (2) That [ Tom / tall / over there / boy / is ]. is Tom That Tall boy over there (3) I [ these books / read / of/ yesterday / some ]. I read these books some of yesterday. (4) [ the pond / we/ in / around / ran] the large park. We ran around the pond in (5) [ the map / he / to / showed ] everyone. He showed the map to (6) [in / a doctor / daughter / became / their ] the U.S. doctor in Their daughter became a doctor fast. the large par everyone. the U.S.