このwhichがbyの目的語らしいのですが、つまり、most of the higher animals survive by 【the　fundamental cooperative act】（【】はwhich）という解釈でいいのですか？

1 7 「危ない!」 When someone sees a car coming, he shouts at you, Hearing the shout, you jump just in time to avoid being 140 WOR "Look run ove by an automobile. You owe your escape to the fundamenta cooperative act by which most of the higher animals survive, that sefel så of 5 is, communication by means of noises. You didn't see the coming, but someone else caught sight of it, and he made noise to communicate his alarm to you. 2 In other words, although your nervous system took no note of the danger, you were not injured because another nervous system 当 10 took note of it. For the time being, you took advantage of someone else's nervous system in addition to your own. min! 利用 3 Indeed, we are dependent on the nervous systems of others to make up for what we have missed by ourselves without paying た 10 14 attention. 「危な 跳びの れた is th あな あな

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18. 二つの文が似た意味を表すよう、空所に入る適当な語を記せ。 hope you will succeed in business. I hope you will be () in business. He was dressed in a black suit. He had a black suit ( ). { (1) { (3) (4) { (5) He is practically dead. He is as ( ) as dead. He has good reason to be angry. He may ( ) be angry. I did not want to do such a thing at all. This is the ( ) thing I wanted to do. CA (九州

この文章に出てくるclassesって何を表しているのでしょうか？？普通に授業と言う意味では通じないですよね？

【筆記回 4 中学生4人と留学生のアメリア (Amelia)が、担任の上野先生 (Ms. Ueno) とボランティア活動の内容 について話をしています。 会話とポスターを読んで、あとの問いに答えなさい。 Yuta: Ms. Ueno, we saw the poster for this year's HPVA. This year's activity is to teach Japanese culture. We are interested in joining it. 加 Tomoko: Yes! We can do a lot of things for this event. Ms. Ueno: Good! I think you can do many things in this year's HPVA. When people from America visited our school last year, you were good teachers. Because you learned a lot about Japanese culture. So, I think you will be good teachers for children from foreign country, too. Kana: Yes! We'll join HPVA CULTURE together! I think Amelia can help us because this. is her second year in this school. She learned about Japanese culture with us and her Japanese is very good. Amelia, why don't you teach with us? You can help the children as an interpreter, too. Amelia: ( A ) Thank you. Yuta: Ms. Ueno, is it OK if I make a leaflet for the Japanese culture classes? Ms. Ueno: Sure! Now let's talk about the classes.. Tomoko: Yes. First, what will we do to teach Japanese culture to the children? Mamoru: How about reading picture books of Japanese stories like Momotaro and Kaguyahime to them? I think they will easily understand the stories with pictures. Tomoko: ( B ) Then, can we do something else to make the classes more interesting? Amelia: I think children from foreign countries will be happy to play with Japanese toys. Mamoru: Yes! Let's teach them how to play Karuta! Amelia: Wow! That's a good idea 7 can /they/studying /Japanese /enjoy/ because) Yuta: The children will be glad to learn these two things together! Tomoko: Next, we must decide the date of the classes. Yuta: We must prepare for the speech contest in July, so let's have all the classes in August. Kana: I agree. But I cannot have a class on the 13th because I have to visit my grandparents. Mamoru: We also should not have a class on the 27th. We have to finish our homework... Kana: So we'll have the class on ( 1 ). Now, what should the children do if they war to come? Ms. Ueno: If they want to come, their parents should call me.

中学英語です この2つの文の日本語は似ているのに、なぜnoとanyで別れるのでしょうか？

私は今日、1つも授業がありません。 I don't have any classes today. あなたは1本もペンを持ってい You have no pens. ません。

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14. 二文が同意になるよう空所を完成せよ。 (1) (2) Three years have passed since he died. ) three years since he died. ) ( (Please be seated. Please seat ( 2 two ( 金沢経大 ) (富山大)

15番の2文目はなぜis とlearningの間にnowが入って良いのでしょうか？

15 My grandmother likes trying something new. She is now learning how ( ). I to buy tickets to like each other to cook for dinner to put it ウ to have passed the test to use a smartphone

最後の文の began to feel concerned は、どうに訳したらいいのでしょうか？ 私は トムの家族がスノーボールのことを心配し始めている だと思ったのですが皆さんはどう思いますか？ トムの家族が"新しいうさぎ"をでしょうか？ 分かる方いらっしゃったら教... 続きを読む

careful. ELEITZ Snowball was actually hiding in the garden. She felt sorry that she had run away without thinking carefully about what would happen. Being outside her home was 恋しかった 家族が much more dangerous than if she had just stayed where she was. She missed having Tom's family around) But then she wondered if they had already got a new rabbit, そばにいるのが、 ~ではないかと思った and began to feel concerned. ha found That evening, the weather was bad, and Tom

logの問題です！この問題の答えが合っているか知りたいです。

Unit 3 Assignment: Logarithm Puzzles SN olsu 1557 habent 10d] 02 25xed ads mm 601 0 2gb élt gmizu anonski sono bre xed sold 01 seed and apoi xod Directions: Download and print the PDF worksheet, follow the activity directions to complete, then take a picture of your work and submit. este prisenonl sane vine tylb Hous Puzzle #1 2010+0201 Opol Directions: Using the digits 1 to 9, fill in the boxes to produce log that meets the indicated requirements. Each digit can only be used once. 70 log Produces an integer pol =2 0801 -pol gol 6 log 5 09 tert Seep way bib gadsitz ted 8 log_ 4 prieseonl esia =6 ムソ数 Produces an irrational number nobela meal woy bib fedwzmoje Brit griboil to zasamy ent no boltu Strening navour't issed over 2 is gothow, boy japst Produces a rational number

数Bベクトル (2)のアなのですが丸のところを逆にしたら間違えでしたっけ？

基本例題 33 直線のベクトル方程式,媒介変数表示 (1) 3点A(a), B(L), C(c) を頂点とする △ABC がある。 辺ABを23に内 分する点 M を通り,辺 AC に平行な直線のベクトル方程式を求めよ。 (2) (ア2点(-3,2), (2, -4) を通る直線の方程式を媒介変数を用いて表せ。 (イ) p.432 基本事項①) 指針 (1) 定点A(a) を通り, 方向ベクトルの直線のベクトル方程式は=a+td ここでは, M を定点, AC を方向ベクトルとみて、この式にあてはめる (結果は、 こおよび媒介変数t を含む式となる)。 A (2) t を消去した形で表せ。 (ア)で求めた直線の方程式を, t 2点A(a), B() を通る直線のベクトル方程式は=(1-t)a+ p=(x,y), a=(-3, 2), =(2, -4) とみて,これを成分で表す。 解答 (1) 直線上の任意の点をP(n)とし, tを媒介変数とする。 3a +26 5 M (m) とすると m= 辺ACに平行な直線の方向ベクトルはACであるから 3a+26 p=m+tAC= +t(c-à) 5 = よって (x,y)=(1-t)(-3,2)-(2-4) =(5t-3, -6t+2) x=5t-3 整理して b=(²³ −t)ã+ ²/b+tc († 1±#^TB) (2)(2点(-3, 2), (2,-4) を通る直線上の任意の点の座でもよい。 標を(x,y) とすると t=-1 <BP(p) (Aa) =(-3(1-t)+2t, 2(1-t)-4t)414 30 ...... ・②とする。 (イ) x=5t-3 ・ ①, y=-6t+2 ① x6+② ×5 から 6x+5y+8=0 M(m) 123 B(6) ( t は媒介変数) y=-6t+208 JJSSEL C(C) I2X>0 p=3a+25 +t(c-à) 5 t=0 c-a t=1 P(x,y), A(-3, 2), B(2, -4) とすると, OP=(1-t)0A+tOB と同じこと (Oは原点)。 各成分を比較。 を消去。 [参考] 数学ⅡIの問題として, (2) を解くと, 2点(-3,2),(2, -4) を通る直線の方程式は, -4-2(x+3) から 6 8 y=-5 y-2= XC 5

答えがあっているかどうかと、空欄の場所は分からないので教えて頂きたいです。

②② 日本語に合う英文になるように,空所に入る語句を下の語群から選び、書きなさい。 ただし、1度し か使えません。 1. Could .nem jert notall you give me a ride to the station? 駅まで車で送っていただけませんか。 2. I used to play catch with my father when I was a child. rosed arit vbget Fact G 私は子どものころよく父とキャッチボールをしたものでした。 3. I think that had better be the best way. それが最善の方法なのだろうと思います。myd [ Doy af 4. Shall we go fishing in the afternoon? 午後,釣りに行きませんか。 5. You_would 台風が近づいているので, 家にいたほうがいい。 ③3 日本語に合うように, 英文を完成させなさい。 1. Sam can't have been He was sick in bed all day. [ would/ had better/could/used to / shall ] C ev 2. My sister stay home because the typhoon is approaching.bad of] Fact G sloeq erti \em \livr there yesterday. evert サムが昨日そこにいたはずがありません。 彼は一日中病気で寝込んでいました。 her way. 2. Ann hasn't come yet. Shemust have lost アンはまだ来ていません。 彼女は道に迷ったにちがいありません。 3. Keita looks very happy. He_may have passed ケイタはとてもうれしそうです。 彼は試験に合格した (pass) のかもしれません。 4. I was soaked to the bone. I ずぶ濡れになってしまいました。 私は傘を持ってくるべきでした。 コンビニでペンを何本か買ってきていただけませんか。 私の妹は寝てしまったのかもしれません。 ROCHA Fact H 4 日本語に合うように, [ [ ]内の動詞を適切な形にして, 英文を完成させなさい。 (1) art\begitantone 5. She 彼女がそんなことを言ったはずがありません。 to bed. [go] 3. I used to drink 私は以前はコーヒーを飲んだものですが、 今はもう飲みません。 4. He should have remembered 彼は私の電話番号を覚えていたはずです。 pis \tonnie5 coffee, but not anymore. [drink ] my umbrella with me. with me. I the test. such a thing. [say] Fact H XUDOKNA some pens at the convenience store? [ get ] Fact H my phone number. [remember] Fact F Fact I Fact I Fact I FactI Fact I Fact G Fact] Fact I