(2)です。 解説を読んでも理解できませんでした。 分かる方、教えてください🙇‍♂️

19 129 2直線のなす角 半角団ah 0 OOO00 1 1) 2直線 y=3x+1, y== *+2 のなす角0(0<0<)を求めよ。() 2 π )直線 y=2x-1とその角をなす直線の傾きを求めよ。 b.195 基本事項2 OLUTION HART 2直線のなす角 tan の加法定理を利用OITUJTO (1) 2直線とx軸の正の向きとのなす角を α, βとし, 2直線のなす角0を図か ら判断。 tan (α-B)を計算し, α-Bの値を求める。 (2) 求める直線は, 直線 y=2x-1 に対して2本存在する。この直線とx軸の 正の向きとのなす角を考える。 TSAHO tana, tanβ の値を求め, 加法定理を用いて (解答 ) 図のように,2直線とx軸の正の 向きとのなす角を, それぞれα, Bと すると,求める角0はα-Bである。 別解p.195 基本事項2の 公式を利用した解法 2直線は垂直でないから 2 1 3- 2 tan a=3, tan β= であるから a tan 0= -=1 1 1+3 2 0 x tan 0=tan (α-B)= tan α-tanβ 1+tan a tan β 1 3 0<0<であるから 0= 3- ias2) 4 0<0<号であるから 0=4 14直線 y=2x-1とx軸の正の向き とのなす角を αとすると tana=2 T - 2直線のなす角は,それ ぞれと平行で原点を通 0 1 x る2直線のなす角に等 π tan α土tan しい。そこで、 y=2x-1 を平行移動 した直線 y=2x をも tan T π 1千tan a tan 4 とにした図をかくと見 2土1 (複号同順) 通しがよくなる。 1年2-1 よって,求める直線の傾きは る 1 3 さん キず 15+3) を 5|2|5|2| N1|2

(2)で答えが１:√2:√3になるんですけどどうゆう基準で数を揃えるんですか？

260 1辺の長さが3の正四面体 ABCD がある。頂 A 17 E 点Aから底面BCD に下ろした垂線を AH, 辺 AB を1:2の長さに分ける点をEとする。次 のものを求めよ。 D →圏p.155 B 3 (1 BH, AH の長さ (3) 正四面体 ABCD の体積 V. (4)) sinZABHの値,四面体EBCD の体積 V2 (2) BH:AH: AB ロ

画像下線分でaと２４の最小公倍数が２４０となるのはa=2^4・3・5に決定できる理由がわかりません。

479 基本 例題 111 最大公約数 最小公倍数と数の決定 (2) 次のA,国,を満たす3つの自然数の組 (a, b, c) をすべて求めよ。 ただし, aくあくeとする。 (A) a, b, cの最大公約数は6 B) あとcの最大公約数は24, 最小公倍数は144 C aとbの最小公倍数は240 4章 17 [専修大] p.476 基本事項3, 基本110 指針>前ページの基本例題110 と同様に, 最大公約数と最小公倍数の性質 を利用する。 2つの自然数a, bの最大公約数を g, 最小公倍数を 1, a=ga', b=gbとすると 1a'とがは互いに素 2 1=ga'b' 3 ab=gl (A)から, a=6k, b=6, c=6mとして扱うのは難しい(k, 1, m が互いに素である,とは 仮定できないため)。 (B) から 6, c, 次に, (C) から aの値を求め, 最後に (A) を満たすものを 解とした方が進めやすい。 このとき,b=246', c=24c' (b', dは互いに素でが<c)とおける。 最小公倍数について 246'c'=144 TSAHO これから6, c'を求める。 解答 (B)の前半の条件から, b=246', c=24c' と表される。 ただし,が, c'は互いに素な自然数で b<c. (B) の後半の条件から これとDを満たすが, c' の組は の 246'c=144 すなわち b'C=6 gb'で=l ゆえに (6, c)=(24, 144), (48, 72) (b=246', c=24c (A)から, aは2と3を素因数にもつ。 また,(C) において 240=2*.3·5 最大公約数は 6=2-3 [1] 6=24(=D2° 3) のとき, aと 24の最小公倍数が240 であ るようなaは これは, a<bを満たさない。 240=2*-3-5 [1] b=2°-3 [2] b=2-3 これからaの因数を考え a=2*.3·5 [2] 6=48(=2*.3) のとき, aと 48の最小公倍数が240 であ a=2°-3-5 a<48を満たすのは p31 の場合で, このとき 30, 48, 72 の最大公約数は6で, (A) を満たす。 (a, b, c)=(30, 48, 72) るようなaは ただし p=1, 2, 3, 4 る。 a=30 以上から 約数と倍数、最大公約数と最小公倍数

英語の倒置の問題なんですけど、問題bのThe book we had been looking for was right under the bag.を倒置したら、どんな文になるんですか？どなたか教えてください。

Grammar 倒置 The Asahi never gathered in one place again.(普通の文) → Never again did the Asahi gather in one place. ☆ Rewrite the following sentence. a.I have never heard sueh a terrible story. → Never( I )C have )(heurd ) such-a terrible story. b. The book we had been looking for was right under the bag. Right under the bag

ELEMENTlessons9です。この課末問題の回答を教えて欲しいです。お願いします。

2021 英語 2A の英 1808 課末問題 aiio19 Lesson 9 The Vancouver Asahi er eaoonO ofa do8 oddio Comprehension tndW 9 A Reading for main ideas: Choose the best answer. 1. What is the main idea of the passage? @ The hardships that the Nikkei had during World War II. O The first Nikkei baseball team in North America. © The relationship between the Nikkei and other Canadians through baseball. 2. The Vancouver Asahi finally won o ni ebi t s @ the respect of other Canadians through fair play nebioos sdT O the championship, improving their physical strength © the award for sportsmanship during the Pacific War c eviansage ne 2obaw asw buo) sedW S B Reading for details: Fill in the blanks with the words in the box below. There are some unnecessary words. Then divide the paragraphs into the following sections. TA Japanese beganimmigrating to Canada in the 1870s, but they faced prejudice and (1. The Nikkei enjoyed baseball, and they (2. |2 ) the Vancouver Asahi. |3 The Asahi joined the strongest (3. ) league, the Terminal League. 4 The Asahi couldn't win against the white teams because of their lack of (4. ) power. The manager, Harry Miyasaki, used the strategy called “Brain' Ball" to (5. ) the team. Harry also required the Asahi to play (6. 7 The white teams played rough against the Asahi, but they never (7. ) back. many times. ) and sent Even the white people began to support the Asahi, and they won the (8. The Pacific War changed the lives of the Nikkei. They were treated as the (9. 19 to camps. Life in camps was uncomfortable, and the people living near the camps were (10. Nikkei. 1|However, baseball (11. 12| The members of the Asahi were (12. )of the ) their hate. They understood each other by playing baseball. )into the Canadian Baseball Hall of Fame in 2003. Paragraph Organization Words Introduction ( The Asahi playing against white teams ( Rebuilding the team amateur / championship / professional enemy / established / fairly/ fearful fought /inducted/ named/neutralized physical/ discrimination/rebuild The war and baseball Epilogue Class & No. Name

ELEMENTⅡのLesson9「The Vancouver Asahi」の予習ノートのBの2番の解答を教えてください🙏よろしくお願いします！

選手たちに何があめって も(べすべき )試合を行わないよう忠告した。 B Reading Comprehensions 次の問いに英語で答えよう。 m/ 1. What did Harry think the Nikkei characteristics were? a/ tanght. they. wete. conpentok _ technigee. guickres, and ti pence. ong 2. Why their style of play was called “Brain Ball”? 次のポイントに注意しよう。 C Sentence Structures U The results showed /that there was a need to rebuild the team. // 無生物主語 ユ, 人や動物ではない無生物を主語として, 「物事が人

答え合わせがしたいので教えてください🙇‍♀️

Come under this heading, and are spending an average of 4 hours each day on care. 60% d of second-year public junior high and 4.1% of second-year public senior high school students |I|次の文を読んで、あとの問いに答えなさい。(~~~~のついた語句は文末に注があります。 |was to create opportunities for the yOung to talk to a school social worker about the domestic issues that were keeping them from attending class without young people who are obliged to help with the care of a family member. It reports that 5.7% has revealed one very different reason for absence, and that is the increase in the number d In its latest study, the Japanese government is making an effort to identify the rees for long-term absence from school. Long-term absence at elementary, junior and senior high levels has various causes, not least of which is the ongoing coronavirus pandemic. The study ow the former, and more than half of the A are looking after a younger brother or siste- though the exact figure is not known. The Asahi Shimbun's article of April 14", 2021 also described the case of one shudee who was looking after a grandparent with dementia because both her parents were working and her absence from school was because she could not get up in the morning. Instead of being treated as a separate reason in itself, like a student's refusal to attend school, or sickness, or economic considerations, family care is put into the category of 'other B to highlight the problem. Despite the recent introduction of reasons'. This does not school social workers, and the understanding that domestic issues are often at the root of school absence, much more needs to be done to provide support to enable these young carers Japanese society still expects the C to have enough time to spend on their studies. family to care for its members. The mental health of these young carers is an important issue, though this problem cannot be solved unless the whole domestic environment in which they are placed Is improved. This has led to the criticism that. although the government study may hdVC nelped to identify some of these young carers, there is not enough actual support bes offered. AS early as 2015, Minami Uonuma City conducted a survey which tried to ldeirers) specific cases in which young children were acting as carers. and then started to p them with real support. D the fear that this might reflect badly on their family.

リスニングの問題です。 ①が正解なのも分かるんですが、②はなぜ不正解なのですか？訳を見てもよく分かりません...

Producers and retailers in developing countries waste less food than those うなことが言えるか。最も適切なものを, 四つの選択肢(0~)のうちから- 問33 講義の続きを聞き, 下の図から読み取れる情報と講義全体の内容からとのよ つ選びなさい。 33 Per capita food losses and waste (kg/year) 350 ■Consumer ロproduction to retailing 300 250 200 150 100 50 0 North/ America,Developed Australia, etc Europe North Africa, West & 80uth & Southeast Asia Subsahara Latin America Pars of Asia Africa Central Asia Food losses in production vs consumption across regions. Source: FAO 0 0 Consumers in developed countries tend to waste much more food than those in developing ones. Consumers in south and southeast Asia waste less food than any other boo oou group in the world. 3 More than half of the food loss and waste in North America is causeu by consumers. Producers and retailers in developing countries waste less food than ue in developed ones.

数Ⅰ 不等式の問題です。 下の「参考」の所なのですが、なぜBの正負に関係なく成り立つのかが分かりません。 本来|A|＜B⇔-B＜A＜Bなどが成り立つのは、B≧0の時だけではないのでしょうか？

6 基本 例題109 800000 2次不等式の解法 (3) 不等式 |x°-2x-3|23-xを解け。 基本 41,106 指針> 絶対値 場合に分ける 0 A20のとき |A|=A ② A<0 のとき |A|=-A を利用して、場合分けをすることにより, 絶対値をはずす。 場合分けのカギとなるのは, | |内の式 %3D0 となるxの値 である。 |「内の式 =(x+1)(x-3) となる。| |内の式が20, 「<0と なるxの値の範囲を2次不等式を解いて求める。 ー.70 の基本例題 41 参照。 ソ=(x+1)(x-3) - をつけてはずす。 次帯不 立 3 x TSAHO 解答 x2-2x-3=(x+1)(x-3) であるから x-2x-320の解は x°-2x-3<0 の解は [1] xS-1, 3<xのとき, 不等式は xS-1, 3<x 1 (x+1)(x-3)20 -1<x<3 x2-2x-323-x E x°-x-620 (x+2)(x-3)20 ゆえに よって -2 -1 3x xS-2, 3<x これはxミ-1, 3<xを満たす。 [2] -1<x<3のとき, 不等式は x2-3x<0 したがって の ー(x-2x-3)w3-x ゆえに -1 0 3 * 基本た ト ーx8-S よって x(x-3)<0 したがって 0SxS3 0- にX -1<x<3との共通範囲は 求める解は,①と②を合わせた範囲で 0<x<3 2 xミ-2, 0Sx ハニーメ)(x) 参考 b.72 参考事項で紹介した |A|<B→ -B<A<B, |A|>B→A<-Bまたは B<A (Bの正負に関係なく成り立つ)を利用して解くこともできる。解答編 p.88 参照。

最終文です。 「情報を持つもの」と「情報を持たざる者」はなぜこのような語順になるのでしょうか？

10 Although this possibility is inherent in the new technologies, /, it is far from a reality for most of the world's population. There are more telephones in Tokyo than in the whole of *sub-Saharan Africa. Television is a mass medium only in the most developed countries. Computers and the Internet are not accessible to most of the world's poor. ,。 The information revolution has led to the combining 5 of the world's banking services, commodity markets, data systems and capital flows but has widened the division between the information haves and the information have-nots.