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【简答题】
In the mid-1950s, I was a somewhat bored early-adolescent male student who believed that doing any more than necessary was wasted effort . One day, this approach threw me into embarrassment In Mrs. Totten’s eighth-grade math class at Central Avenue School in Anderson, Indiana, we were learning to add and subtract decimals (小数). Our teacher typically assigned daily homework, which would be recited in class the following day. On most days, our grades were based on our oral answer to homework questions. Mrs. Totten usually walked up and down the rows of desks requesting answers from student after student in the order the questions had appeared on our homework sheets. She would start either at the front or the back of the classroom and work toward the other end. Since I was seated near the middle of about 35 students, it was easy to figure out which questions I might have to answer. This particular time, I had completed my usual two or three problems according to my calculations. What I failed to expect was that several students were absent, which threw off my estimate. As Mrs. Totten made her way from the beginning of the class,I desperately tried to determine which math problem I would get. I tried to work it out before she got to me, but I had brain freeze and couldn’t function. When Mrs. Totten reached my desk,she asked what answer I’d got for problem No. 14. “I…I didn’t get anything,”  I answered,and my face felt warm. “Correct,” she said. It turned out that the correct answer was zero. What did I learn that day? First, always do all your homework. Second, in real life it isn’t always what you say but how you say it that matters. Third,I would never make it as a mathematician. If I could choose one school day that taught me the most, it would be that one. 小题1:What does the underlined part in Paragraph 1 indicate? A. It is wise to value one’s time. B. It is important to make an effort C. It is right to stick to one’s belief. D. It is enough to do the necessary. 小题2:Usually, Mrs. Totten asked her students to _______. A. recite their homework together B. grade their homework themselves C. answer their homework questions orally D. check the answers to their homework questions 小题3:The author could work out which questions to answer since the teacher always _______. A. asked questions in a regular way B. walked up and down when asking questions C. chose two or three questions for the students D. requested her students to finish their usual questions 小题4:The author failed to get the questions he had expected because _______. A. the class didn’t begin as usual B. several students didn’t come to school C. he didn’t try hard to make his estimate D. Mrs. Totten didn’t start from the back of the class 小题5:Which of the following can be the best title for the passage? A. An Unforgettable Teacher B. A Future Mathematician C. An Effective Approach D. A Valuable Lesson
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【单选题】若2cos 2 θ+5sinθ?cosθ-3sin 2 θ=0,θ∈( π 4 , π 2 )则cosθ-sinθ=(  )
A.
5 5
B.
- 5 5
C.
3 3
D.
- 3 3
【单选题】已知点A(2,-3),B(-3,-2),直线l过点(1,1)且与线段AB相交,则直线l的斜率的范围是(  )
A.
k≥ 3 4 或 k≤-4
B.
-4≤k≤ 3 4
C.
k< - 1 5
D.
- 3 4 ≤k≤4
【单选题】若0<|a|< π 4 ,则(  )
A.
sin2a>sina
B.
cos2a<cosa
C.
tan2a<tana
D.
cot2a<cota
【单选题】已知点A(2,-3)、B(-3,-2)直线l过点P(1,1),且与线段AB相交,则直线l的斜率k的取值范围是(  )
A.
k≥ 3 4 或k≤-4
B.
k≥ 3 4 或 k≤- 1 4
C.
-4≤k≤ 3 4
D.
3 4 ≤k≤4
【简答题】(1)若cosα= 1 3 ,α为锐角,则sinα=______; (2)若tanα=2,则 co s 2 a si n 2 a =______.
【单选题】已知点A(2,3),B(-3,-2),若直线l过点P(1,1)与线段AB相交,则直线l的斜率k的取值范围是 [     ]
A.
k≥
B.
≤k≤2
C.
k≥2或k≤
D.
k≤2
【简答题】(1)已知点B(6,0)和C(-6,0),过点B的直线l与过点C的直线m相交于点A,设直线l的斜率为k 1 ,直线m的斜率为k 2 ,如果 k 1 ? k 2 =- 4 9 ,求点A的轨迹. (2)用正弦定理证明三角形外角平分线定理:如果在△ABC中,∠A的外角平分线AD与边BC的延长线相交于点D,则 BD DC = AB AC .
【简答题】累计点数量表是先对观察对象的行为____,然后将各项分数加起来,以所得综合来评定该幼儿的行为。
【单选题】若 则cos 2 A+cos 2 B的最小值和最大值分别为 [     ]
A.
B.
C.
【单选题】若cos(x+y)cos(x-y)= ,则cos 2 x-sin 2 y等于 [     ]
A.
-
B.
C.
-
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