(2)は(3)はなぜ同じやり方でできないのですか？

7枚のカードA ABBCDを横1列に並べるとき,次の問い に答えよ。 (1) 並べ方の総数を求めよ。 7! 2!2!1!1!1! = 1260 (通り) (2) 2枚のAがともに回と隣り合うような並べ方は何通りあるか。 60通り AEA の1組とB, B C D の4枚を1列に並べればよいから, 5! =60 (通り) 2! 7! 3!2!2! 1260通り (3) CD より左にあり, Dが国より左にある並べ方は何通りあるか。 ○3個とA, A, B, B を1列に並べて, 3つの○を左から順に C, D, E とすればよい。 よって, =210 (通り)

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

大至急答え教えてください！！

ない。 ●加熱 右の図のように, 炭酸水素ナト リウムを試験管Aに入れて加熱し, 発生した気体を試験管Bに集めた。 ①加熱後,試験管Aの口につい た液体を青色の塩化コバルト 紙につけると,塩化コバルト 紙は何色に変わるか。 ② 試験管Bに集めた気体に石灰水を入れてよくふると、石灰水は どうなるか。 ③ 炭酸水素ナトリウムの加熱によって生じる物質を3つ書きなさ 炭酸水素 ナトリウム ・試験管 A い｡ ④ 炭酸水素ナトリウムを加熱したときのように,1種類の物質が 2種類以上の別の物質に分かれる化学変化を何というか。 酸化銅 + 炭素 → 銅 15 化学変化と物質の質量 図1のようにうすい硫酸と 図1 うすい塩化バリウム水溶液を うすい 入れた容器全体の質量をは硫酸 かった。次に,これらの水溶 14 酸化銅と炭素の混合物の加熱 右の図は, 酸化銅と炭素 の混合物を加熱したときの 化学変化を示したものであ る。 ① アイにあてはまる化学 2CuO + ( 変化の名称を書きなさい。 ② ウ エ にあてはまる化学式や数字を書きなさい。 ③ 銅のように,1種類の元素からできている物質を何というか。 イ減少する。 試験管 B + ・水 うすい 図2 塩化バリウム 水溶液 のア~ウから選びなさい。 ア増加する。 ② ①のような結果になることを、何の法則というか。 エ ) + CO2 二酸化炭素 液を混ぜ合わせると白い沈殿 ができた。その後、図2のように再び容器全体の質量をはかった。 ①図2の容器全体の質量は、図1のときと比べてどうなるか。 次 ウ変化しない。 1 2 (3) ① ア

この問題がさっぱり分かりません。 解き方を、次からきちんとできるのようになりたいので、教えてください~😿😿 よろしくお願いします🙇‍♀️

20 [48] 連続した3つの自然数がある。 大きい2数の積に6を加えた数は、小さい2 数の積のちょう ど3倍になっている。この3数を求めよ。

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

至急！！！この問題が分かりません！ わかる人教えください！問1から問10までお願いします🙏

Unit 2 長文問題Ⅱ ミツバチは女社会? 1 Have you ever experienced a bee sting? If you have, you may (1) not be fond of bees. However, they are very interesting and honeybee society is very similar to ours. Let's look at some interesting facts about it. 2 Honeybees live together in groups of 20,000-80,000 in a beehive. This group is call] a colony and the bees in the hive can be categorized into three types: a single queen, tens of thousands of worker bees and hundreds of drones. 3 A queen bee's job is to lay eggs all her life. Each day the queen bee lays around 2,000 eggs. The average lifespan of a queen is three to four years. Does the queen "rule" the colony? No. Her duty is simply egg- laying. In fact, the queen bee has a smaller brain than a worker bee. Target ①現在完了形 現在完了進行形 ② 名詞・冠詞 人称代名詞 ③ 受け身 (6) sting 刺すこと,~を刺す be fond of lifts honeybee ミツバチ be similar to ~に似ている beehive ハチの巣 colony コロニー categorize ~を分類する tens of thousands of 何万もの〜 drone 雄バチ lay eggs 卵を産む lifespan (5) 4 The worker bees are the largest population in the hive. They are all female bees but can't lay eggs. A worker bee's life is rather short. They live around 40 days. Their job is to keep the queen bee happy. They do all the work but change jobs as they grow. For about a week after birth, they mainly clean the hive. Sometime between five to sixteen days after birth, they usually take care of the babies and help to build the hive. When they become twelve to eighteen days old, they carry food. After that, they guard the hive entrance. When they are three weeks old, they fly out the hive, pollinate plants and collect food. If you're a drone bee, life is hard. You're [ bear ], live for a month or two, and then die. During that time, you're not a productive member of the hive-you can't collect pollen or help to look after eggs, like worker bees-and you can't even sting anyone. Drone bees live with one thing in mind: mating with a queen. When they're lucky, they (7) can, but they die soon after that. 5 (8) 6 Every bee in the hive has a part to play in the survival and success of their kind. Bees have been living like this for ages. They work together and live in harmony. rule ~を統治する duty. female 雌の rather かなり as ~につれて guard 守る pollinate 授粉する productive pollen E Poj (2) C (7) in mind 考えて mate with ~と交尾する success, ** in harmony 問 1 調和して、仲良く PLE (4 (E

白チャートの問題で(2)が解説を見ても分からなかったので教えてください！

12③ 大中小3個のさいころを同時に投げるとき、 次の場合の数を求めよ。 200 (1) 出る3つの目の積が5の倍数となる場合 (2) 出る3つの目の積が4の倍数となる場合 [(2) 東京女子大] [基礎例題8]

整数の性質の質問です。この問題の(2)の解答の部分です。なぜ、ア、イ、ウのような場合分けをするのか分かりません。解説をお願いします。

例題241 倍数であることの証明 nが整数であるとき,次のことを証明せよ。 (1) は6の倍数である。 DONEtey [出] ★★ (2) 2n+3n²+nは6の倍数である。

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

(1)(2)の問題は円順列ですが、(3)の問題だけ数珠順列なのでしょうか？ 円順列の場合回転して同じになるものを引けばいいので、(3)(ⅱ)の黒玉2つの間が(赤･赤･白)(赤･白･赤)(白･赤･赤)の3つの場合は180度回転したら同じになるので、15-3ではないですか？

例題 824 8個の玉を円形に並べるとき, 次の各場合について, 並べ方はそれぞれ何通り あるか. (1) 8個の玉の色がすべて互いに相異なるとき. (2) 赤玉4個,白玉が3個, 黒玉が1個のとき. xx (3) 赤玉4個, 白玉が2個, 黒玉が2個のとき. アプローチ] 円順列では,回転して一致するものは同じ順列とみなします.したがって, 並べ るもののうちの1つを特定できる場合は,それを固定して,残りの並べ方を普通の 順列として考えることができます。 (1), (2)はこの発想だけで簡単に解決できますが、 ■解答 (1)8個のうち任意の1個の位置を固定すると, 並べ方はその1 個から右まわりに残り7個を並べることに対応する。 よって, 求める場合の数は 7!=5040 (通り) (2) 黒玉が1個であるから, この位置を固定すると,残りの7個 をそこから右まわりに並べる場合の数と一致する. よって, 求 める場合の数は 7C4=35 (通り) (3) 2つの黒玉の間にある玉の個数の多くない方をん (0≦k≦3) とするんで分類する. (i) k≦2のとき: 2つの黒玉をk個離して並べ, そのうちの一 方を指定しておくと, この場合の並べ方はそこから残り6個 をあいている所に右まわりに並べることに対応する. よって 場合の数は 64=15 (通り) (i) k=3のとき: (i) と同様に黒玉の片方を指定して,そこか ら残り6個を右まわりに並べる方法は15通りある. 回転で 移り合うとすれば黒玉の配置より180°回転であるが, 自分 自身に移り合うのは黒玉の間の玉の配列がともに右まわりで 赤赤白,赤白赤,白赤赤のいずれかになっている場合である. よって、 場合の数は (15-3)÷2+3=9 (通り) (i), (ii) あわせて 3×15+9=54 (通り) 注 (3) の(ii)が納得できない人は, 実際に図をかいてみると良い. それができる人も偉い! 7か所から赤玉を おく4か所の選び 方. | 上と同様 ( ○ : 黒以外の玉) 1k≦2 なるkは3 通り.