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数学 高校生

この問題のまた、からのところの2でも3でも割り切れないもの の3で割り切れないものの方の考えかたを教えて欲しいです

3桁の整数を作る。 き 作られる3桁の整数は全部でアイウ個であり、 012 カキ である。 する。このとき, 作られる偶数のうち、同じ数字を ケ 個である。 このクケ 個の偶数のうち、5の倍 =20通り 冷百の位が1,2,3,4,5 $97' =100 うちのに ・1だと百の位にくるのは2,3,45 247 らにそこからひくけど〇もかかわる の中から 0 1, 2, 3, 4, 5 えらぶ 3=90通り 奇48個 偶 52個 を使わないでできる は「2個なので 字を使ってできるのは 2=38 100個 ↓↓ どうして ○のみ 38個 •? じ数字を2コ 10 以上使って H 作られる個数 だから5は 引け含まれない 21 28個の数字 1, 2, 2, 3, 3. 3を1列に並べて6桁の整数を作る。 このとき、互いに異なる6桁の整数は全部でアイ個でき、そのうち2が続して並ぶ ものは全部でウ玉 個ある。 60 6個の数字 1, 2, 2, 3. 3,3から4個の数字を選び、それらを並べて4桁の整数 熟 を作る。このとき、互いに異なる4桁の整数は全部でオカ個でき、そのうち2でも3 でも割り切れないものは全部でキク個ある。 →個の数字のうちは2つ3は3つ 2①2④3①303③ もし、全部の数字が違う場合 6! = 6×5×4×3×2×1 = 1720 2333. 固定 2を固定すると 1201 20 1,2,2,3,3,3のうち本来は同じはずである「2」をどれだけ 重複して考えてしまったか こは2020の2つあるから = 60 42! 3も2と同様にしてうは3①3②3④のうつだからろ! 実際に区別はできるから3が3コ存在する場合 6.83. で けばよい 6! 2!3! GARY / 21+ 1x bx 2x V $/ +4! 2. 20 I! 1! 3! ( 5C1×4C1=20 (1223) (23) (12133) (2333) (1333) '+ 4! 3! 口を1つの数字だと考えると5の数になる 223013:30 6 C. XT C₂ 「メムメチャト 3×2×1×1 + 38 [2でもらでも割りきれない 4! 2.2! 3 = 60 30 24 + じゃない 120 20 60 全部で60アイ→60個 どれだけ重複しているか 4! 3! 340 2でわりきれない 3×エメ 7 →19位に2かこない 1①位は103

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英語 高校生

これといてください。至急です お願いします 英語分かるかた

2010 解答用紙を6/1(木)に提出 解説は英語でします。 【1】 次の英文を読んで、後の設問に答えよ。 (配点 50) A few years ago, a certain famous university in Japan asked a unique question as its entrance examination in English. The question was this: Write a reply in English to a junior high school student who doesn't like studying. He says he has no intention of going abroad, so he doesn't think he needs to study English. Nor does he want to get a job in which the knowledge of math or science is required. He, therefore, insists that he cannot understand the reason he is forced every day to study subjects he is not interested in. As an entrance examination, it's not very difficult to write an answer to this question. (2) you take it seriously, however, it touches on such a profound aspect of human nature that it is worth thinking about. Fundamentally, why do you have to study? What is learning for? Would you still like to study even if there were no schools or examinations in the world? In my opinion, it is possible to answer such questions from a practical and essential point of view. First, it is not rare for anyone to find changes in their own preferences or desires over time. Sometimes we find ourselves possessing no interest in what we thought to be precious before. Sometimes we are surprised to realize that what we thought to be of little value is so important. So it is quite hard, especially for young people, to predict actually what one will want in the future, say, ten years from now. That's why it is highly desirable for students to prepare for their future by increasing their knowledge and improving their intelligence. Whatever job one may get, it is quite (4) that knowledge or intelligence gets in the way. This can be demonstrated partly by many adults confessing that they should have studied harder. ( 5 ), it's only while one is young that one has a good memory and can absorb and retain a vivid impression of what one has learned. Next, I would like to talk about a more subtle viewpoint. Essentially, no human beings can be satisfied with what they already have, and everyone has, at 1921 the bottom of their heart, the desire for a better existence. Please do not interpret (67 INT this only in terms of materialism or religious belief. Of course, food, clothing. and housing are important. Still, ( 7 ). Also, in the present age, it is difficulí to feel there is anything in the belief that God will come to help you have a better existence some day. Even if all of your basic needs are met, without one important thing, you cannot feel that your life is meaningful. This one thing is the ambition to improve yourself. When you learn something you didn't know before, you will surely feel the satisfaction that no other element in life can give. In this sense, learning will enable you to broaden your world, giving you the joy of knowing. In short, learning is an important way to make your own life richer. (A) 下線 (1) (3) を和訳せよ。 (B) 空所 (2) ( 5 )に入れるのに最も適切なものを、それぞれ次のア~エ の中から1つずつ選び、 その記号を記せ。 (2) 7 Because If (5) 7 For example In conclusion Though In addition What is worse (C) 空所 (4) に入れるのに最も適切な 同じ段落の中から抜き出して、 解答欄に記入せよ。 下線部)が表す内容を、 本文に即して70字以内の日本語で説明せよ。 1931 1. Unless

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英語 高校生

3枚目の問いの答えを教えてください。 よろしくお願い致します。

Radio Host: durlar aind Roger Ali: Radio Host: Roger Ali: Radio Host: Roger Ali: Radio Host: Roger Ali: Roger Ali: Radio Host: Roger Ali: Radio Host: Welcome back. As I mentioned before the break, Roger Ali is with us today to talk about artificial intelligence. Thank you for being here, Dr. Ali. Thank you for having me. I'll be honest with you. When I hear the words "artificial intelligence," the first thing I think of is the character HAL from the movie 2001: A Space Odyssey. ch tud goons bad Radio Host:ome In other words, the search engine draws conclusions about what we're looking for on the Internet. Roger Ali: Sure. Many people remember HAL. In the movie, he's the computer that controls the systems of a spacecraft. He also speaks with the people on the spacecraft. And he's not very happy when the people decide to turn off the computer. In the movie, HAL becomes very dangerous. That's right, but fortunately, artificial intelligence in the real world isn't like HAL. Well, that's good! Can you tell us what is happening in the field of AI? Many interesting things. For example, when we search for something on the Internet, the search results that we see are chosen carefully. The search engine has learned which websites are the most popular, the most reliable, and so on. This prevents us from seeing a lot of websites we're not really interested in. Tosa Right, so it only shows us the information it thinks we want to see, which includes go advertisements as well. We usually see only ads for products that the computer thinks we might want to buy. You said, "It thinks," but is the search engine really thinking? IST That depends on your definition of thinking. The search engine is capable of learning machine learning-and it does have knowledge. Knowledge about the Internet. Are learning and knowledge part of your definition of thinking? They're part of it, but human beings are capable of so much more. We have our senses hearing, smell, sight, touch, taste-and our emotions. We notice a lot about the world, and we use our judgment to make decisions. That's true, and most computer scientists know that we can't replace human beings with computers. We don't intend to make robots for every kind of job, either. That's just not practical.

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