よく分からないので教えて欲しいです！

pp.26-27 えんだ) pp.8.11 でいる ) ・続ける る場合 30 ) 補 1 各文の主語(S)には (1) Tom spoke slowly. (2) I walk with my dogs along the river. (3) The library opens at 10 o'clock. (4) Yesterday my sister played with her doll. (5) I go to school by bus. (1) I walk (2) My favorite dish broke (3) The concert starts 12 (4) We started EXERCISES (5) This magazine sells (6) She sold j ② 意味の通る英文になるように, AとBの点を線で結びなさい。 A (1) Nancy ( (2) Bill ( (3) Your explanation ( (4) This steak ( (5) She ( 3 [ ] の日本語を参考に、下の 成させなさい。 BE-TE 99 動詞 (V)には tus&SORT ) a musicianod 英語の語順 ① 810*** SERIKA ) good. ) very happy. を引きなさい。 ułodaw sizi wa Dweg variel (M ● Juada a sve trbuod radiom yM well in big cities. 3008-32 • my dogs every morning. (stic bill in the church at 7:00. . VaR MOOVP-T |内から動詞を1回ずつ選び、 適切な形にして、 英文を完 (A+101) yud (A+ o) Lavig ) right. smell / be / feel / look/become Loes&SKAA] Ewig sad yesterday. [悲しそうな顔をしていた] B the meeting. · her guitar last month. in two. atqulq 11 yud dow airl svg medial [ミュージシャンになった] [説明は正しい] [いいにおいがする ] [とても幸せな気分だった] @TN 50 (4) (a textbook / the teacher / on the desk/put). salenu bod obro (84) stem and ● 4 意味の通る英文になるように,( )内の語句を並べかえ, 全文を書きなさい。 (1) (broke/computer / he/ his). (2) (Chinese food / do / like / you ) ? (3) (news/heard / pleasant / some / Kenta). 4 目十両+ 9 ygged am absm sile in O IM mid Has ayewis Was av Dove 001+ 5 日本語に合うように)内の語句を並べかえ, 全文を書きなさい。 また, 完成した英文の文 型をS,V,O,C を使って答えなさい。 20 L 01 00028 amber 5H (g) )、21indo (1) 兄と私はその新しいテーブルをキッチンへ運んだ。 (the new table / my brother and I / into / carried / the kitchen). 0078 (0) Tudo G 1) indo si she (2) その作家の新しい小説はおもしろそうだ。 (looks / the writer's / interesting/ new novel). 文型

白チャートの重心の問題です！ (2)がわかりません！分かりやすく解説お願いしたいです！

1 & the △ABCの重心をG, 直線AG, BG と辺BC, AC の交点をそれぞれD, E とする。また, 点Eを通り BC に平行な直線と直線AD の交点をFとする。 AD=aとおくとき,線分 AG, FG の長さをα を用いて表せ。 (2) 面積比 △GBD : △ABC を求めよ。 CHARI GUIDEMOC 三角形の重心 2:1の比辺の中点の活用く (1)(後半) 平行線と線分の比の関係により AF:FD を求める。 E は辺 AC の中 点であることに注意。 (2) △ABDと△ADC, △ABG と AGBD に分けると, それぞれ高さは共通で等し いから、面積比は底辺の長さの比に等しいことを利用する。 解答 (1) G は △ABC の重心であるから AG: GD=2:1 AG =- -AD=- a 2 2 よって 2+1 3RD DE CASA また,Eは辺ACの中点であり, FE//DCであるから AF : FD=AE: EC=1:1 A よって ゆえに AF-12/AD-124 FG=AG-AF = すると = 1/30-120- よって したがって a ²-0-1-a=—a (2) 点Dは辺BCの中点であるから AABC=2AABD また. AD: GD=3:1 であるから AABD=3AGBD AABC=6AGBD $ROS AGBD:AABC=1:6 B ① B Bh' 2/F D G A ID E1108 GSGRO084 (1) 中 ign/58 h A = CRO 080平行線と線分の比の関係 8308 内高さがんで共通 HAABC: AABD 3章 C 三角形の辺の比,外心・内心・重 ←高さがん で共通 SAABD: AGBD =BC : BD IL =AD: GD

蛍光ペンの部分の和が1になるのがわかりません。 図の線分BCにおけるBD:DC=2:3は足しても1になっていないのに…教えてください。

とし、 (1) OD を OA, OB を用いて表せ。 (3) AE: EB を求めよ。 HART △OAB において OP=OA + ■OB と表され, 点Pが直線AB上にある ← +=1 (係数の和が1) GUIDE 解答 (1) OC= (2) 点Eは直線 OD 上にあるから,OE=kOD となる実数kがある。 1421 CD:DB=3:2 であるから OD= DC=1/12 OA と表されることに注目。 = 20C+30B 3+2 = よってk= (2) OE をOA, OB を用いて表せ。 5 点Eは直線OD 上にあるから, OE=kOD となる実数んが ある。 (1) から 3 ÕE=k(OA+OB)==kOÃ+ k¯ ① 点Eは直線AB上にあるから 5 1.②から 1/3×120A+/OB=1/304+1/30B -OA+OB: 5 4 ·OB 1/23 kt23 k=1&t -k+ ①に代入して OE = 10A+20B -OB OA+30B (2) により,OE= であるから AE:EB=3:1 3+1 号 [p.382 で学習した, 2通りで表して係数を比較する解法] E:EB=s: (1-s) とすると OE=(1-s) OA+sOB 1.3 tk=1-s, =k=s ...... | A D 2 E B 点が直線AB上 OA, OB で表した とき係数の和が1 ←点Eは辺ABを3:1 に内分する。 - OA+0, OB+0, ← OAXOB から。

至急ー！！ 分からないので教えてほしいです！

4 広義の重積分とその応用 209 例題 124 2変数関数のグラフの曲面積(広義の重積分利用) ★ 領域 D={(x,y) |-vx-x≦y≦√x-x²} を定義域とする 2変数関数 z=2√xのグラフの曲面積を求めよ。 GUIDE & SOLUTION 2変数関数グラフの曲面積の公式を用いて求める。 K₂={(x, y) | ≤x≤1, −√x-x² ≤y≤√x−x³} £T32, (K.} INDON n 似列である。 (解答) f(x,y)=2√x とすると fx(x,y)=1/12/2, S.(x,y)=0 求める曲面積をSとすると S-SS₁₂√²+0²+1 dxdy-S1+1 ddy s-SS/(/) = 北 ここで,K,={(x,y)|nzsxsl, -√x-xsys√x-x} と 34 2 0 1 2 (p.205 基本事項 A 1 22 2 KM

すべてわかりません…教えてください！

Unit 4 長文問題 もしも時間を戻せたら? 1 ) able to change the past? If you Do you ever wish you (1) had (2) that ability, maybe you would spend more time practicing soccer, learn the instrument that you always wanted to play, study harder for that big test, or try to save more money for the future. 2 What would you do if you had the ability to turn back the clock? This was a question which Mr. Woodall, a high school teacher in Philadelphia, asked his students. Mr. Woodall wanted to know what was important to his students but was pleasantly surprised to see the results. I think their answers will be very interesting to you, too. (3) 3 Mr. Woodall expected to see answers (which were connected to the own good of the students, but he was wrong. The majority of the answers (5)which he received from his students were for the good of others. 4 Targ ①関係 2157 (4) A very common answer he found was, “If I could turn back the clock, I would take back some things that I said to a friend." Apparently, many of the students regretted saying something (5) friends and wanted to change that. Surprisingly, close to 40% of the students answered this way. ) hurt their 5 Another common answer was about pets. "If I were able to turn back the clock, I would spend more time with my dog," or "(7)I would be nicer to my cat," were some common answers. Almost 25% of the students missed their pet very much and wanted to show more love. These pets included dogs, cats, birds, rabbits and other animals. 6 There were other answers about reading more books, studying harder, or eating less junk food. However, Mr. Woodall was quite impressed with his students and their concern for others. He decided to share all of the answers with his students, and the students enjoyed hearing the different answers. Mr. Woodall decided to try this activity with his students every year. By asking, he felt he would learn a lot about his students. tu P e g n t

(2)の問題で解説に1.2.3のそれぞれが、部分集合に属するか、属しないかの2通りある。と書かれていますがよくわかりません！ あと重複順列についても理解が出来なかったので教えていただきたいです！

288 4/5 重複順列 基礎例題 14 (1) 1,2,3,4,5の5種類の数字を用いて2桁の整数はいくつ作ることが できるか。ただし、同じ数字を繰り返し用いてもよい。 (2) 集合 {1,2,3}の部分集合の個数を求めよ。 CHARL & GUIDE 重複順列n™ の円 異なるn個から重複を許して個取って並べる (1) 2桁の整数を□□として, 「2つの 口の中に, 5個の数字から重複を許し て2個並べる」と考える。 2個目 (2) 1,2,3のそれぞれが, 部分集合に 属するか, 属さないかの2通りある。 SOS 1個目 Lecture 重複順列の考え方 ↑ ↑ n通り × n通り X ...... Xn通り 通り の法則 ■解答 (1) 十の位, 一の位の数の選び方は、 それぞれ 1, 2, 3, 4,5 (1) 十の位 一の位 5通り よって, 求める 2 桁の整数は 5225 (個) (2) 要素 1,2,3のそれぞれについて, 部分集合の要素に なるか, ならないかの2通りがある。 よって, 部分集合の個数は 23=8(個) 注意 重複順列n” の式に直接当てはめようとすると, 例えば (1) は, 52でなく25 のように, n とrの値を間違えてし まうミスが起こりがちである。 慣れないうちは、右の ように、各部分は何通りかを図をかいて考えるとよ い。 5通り 5通り (2) 部分集合の要素になるときを ○, ならないときを×で表すと 1 2 3 × 個目 X -X O {1,2,3} {1,2} {1,3} {1} {2,3} {2} {3}

教えてくださる方お願いします！！至急です！！ 長文が苦手で教えてください

26 Unit 4 長文問題 もしも時間を戻せたら? 1 Do you ever wish you ( ) able to change the past? If you had (2) that ability, maybe you would spend more time practicing soccer, learn the instrument that you always wanted to play, study harder for that big test, or try to save more money for the future. 2 What would you do if you had the ability to turn back the clock? This was a question which Mr. Woodall, a high school teacher in Philadelphia, asked his students. Mr. Woodall wanted to know what was important to his students but was pleasantly surprised to see the results. I think their answers will be very interesting to you, too. 3 Mr. Woodall expected to see answers (which were connected to the own good of the students, but (3) he was wrong. The majority of the answers (5)which he received from his students were for the good of others. 4 A very common answer he found was, "If I could turn back the clock, I would take back some things that I said to a friend." Apparently, many of the students regretted saying something (5) ) hurt their friends and wanted to change that. Surprisingly, close to 40% of the students answered this way. 5 Another common answer was about pets. If I were able to turn back the clock, I would spend more time with my dog," or "I would be nicer to my cat," were some common answers. Almost 25% of the students missed their pet very much and wanted to show more love. These pets included dogs, cats, birds, rabbits and other animals. 66 6 There were other answers about reading more books, studying harder, or eating less junk food. However, Mr. Woodall was quite impressed with his students and their concern for others. He decided to share all of the answers with his students, and the students enjoyed hearing the different answers. Mr. Woodall decided to try this activity with his students every year. By asking, he felt he would learn a lot about his students. Target ①関係代名詞 ②仮定法・間接疑問文 turn back (時計を) 巻き戻す pleasantly 心地よく expected to 〜するだろうと思う good majority , t take back 取り消す apparently どうやら~らしい close to 〜近く be nice to 〜にやさしい concern for 問1 (1) ( 〜への気遣い配慮 Pag 2 junk food ジャンクフード 問3 い。 ( 問 問 (4) (6) 1

すみません、至急お願いします。 問1から問9まで教えてください🙇‍♀️

Unit 4 長文問題] もしも時間を戻せたら? ) able to change the past? If you 1 Do you ever wish you (2) had that ability, maybe you would spend more time practicing soccer, learn the instrument that you always wanted to play, study harder for that big test, or try to save more money for the future. 2 What would you do if you had the ability to turn back the clock? This was a question which Mr. Woodall, a high school teacher in Philadelphia, asked his students. Mr. Woodall wanted to know what was important to his students but was pleasantly surprised to see the results. I think their answers will be very interesting to you, too. Hou 3 Mr. Woodall expected to see answers (which were connected to the own good of the students, but (3) he was wrong. The majority of the which he received from his students were for the good of answers (う) others. Target ① 関係代名詞 ②仮定法・間接疑問文 66 4 A very common answer he found was, “(4)If I could turn back the clock, I would take back some things that I said to a friend.” Apparently, many of the students regretted saying something (5) friends and wanted to change that. Surprisingly, close to 40% of the students answered this way. 7) hurt their 5 (7) (6) Another common answer was about pets. "If I were able to turn back the clock, I would spend more time with my dog," or "I would be nicer to my cat," were some common answers. Almost 25% of the students missed their pet very much and wanted to show more love. These pets included dogs, cats, birds, rabbits and other animals. turn back and M (時計を) 巻き戻す pleasantly 心地よく expected to 6 There were other answers about reading more books, studying harder, or eating less junk food. However, Mr. Woodall was quite impressed with his students and their concern for others. He decided to share all of the answers with his students, and the students enjoyed hearing the different answers. Mr. Woodall decided to try this activity with his students every year. By asking, he felt he would learn a lot about his students. 〜するだろうと思う good majority , t take back 取り消す apparently close to どうやら~らしい t be nice to 〜にやさしい de 問 1 (1) ( 問2 問3 い。 1.9 ( junk food ジャンクフード concern for . 〜への気遣い、配慮 (4

thatはなぜ必要なのですか？ 教えてください

戻る 短文補充 Lesson3 After working ( ) that medical research for five years, Stella finally found a cure for the disease. e 【回答】 up 【正解】 on 5年間医療研究について取り組んだ後、ス テラは最終的に病気の治療法を発見した。 「work on ~」で 「〜に取り組む」の意味 のフレーズ。

並び替え問題が分かりません。教えてください。お願いします。

5 日本語に合うように、[ ]内の語句を並べかえなさい. Lesson 14 1. Kouhei [ Hokkaido / in / lives /, who ], loves skiing. 幸平は北海道に住んでいて, スキーが大好きです. 2. I often go to Minami Park [ walk /, where/ their dogs / many people ]. 私は南公園によく行くのですが,そこでは多くの人が犬を散歩させています。 3. We climbed Mt. Fuji in July [was/, when / beautiful / the weather ]. 私たちは富士山に7月に登りましたが, そのときは天気がすばらしかったです。 4. Let me know [ the shoes / from / ordered / the shop/you/ which J. あなたがその靴を注文した店を教えてください。 5. On the street my sister happened to see the singer [to/ a fan letter /she/ wrote ]. 姉はファンレターを出した歌手に偶然街角で出会った.