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Update: 2022-02-06 12:09:05,You Cần tương hỗ về Có bao nhiêu giá trị nguyên dương của tham số m để hàm số y = x 2 2 m + 1 x 3. You trọn vẹn có thể lại Báo lỗi ở cuối bài để Tác giả được tương hỗ.
A.1.
B.4.
C.3.
D.2.
Đáp án và lời giải
Đáp án:B
Lời giải:Lời giải
Chọn B
Ta có: y′=3×2−6m+2x+3m2+4m
Cho y′=0⇔3×2−6(m+2)x+3(mét vuông+4m)=0⇔x2−2(m+2)x+mét vuông+4m=0 (1)
Ta có: Δ’=(m+2)2−(mét vuông+4m)=4>0
Phương trình (1) có 2 nghiệm phân biệt x=mx=m+4
Bảng biến thiên:
Từ bảng biến thiên, ta suy ra để hàm số nghịch biến trên khoảng chừng (0; 1)
⇔(0; 1)⊂(m; m+4)⇔m≤0m+4≥1⇔m≤0m≥−3⇔−3≤m≤0
Mà m∈ℤ⇒m∈−3; −2; −1; 0 . Vậy có 4 giá trị m thỏa yêu cầu bài toán.
Vậy đáp án đúng là B.
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Một số vướng mắc khác cùng bài thi.
[ Mức độ 2] Số giá trị nguyên của tham số m để hàm số y=13×3+m+1×2+2m+2x−2020 đồng biến trên ℝ là
Hỏicótấtcảbaonhiêugiátrịnguyêncủathamsốđểhàmsốhàmsốđồngbiếntrênkhoảng?
Có bao nhiêu giá trị nguyên của tham số m để hàm số y=x3−3m+2×2+3m2+4mx+1 nghịch biến trên khoảng chừng 0; 1 ?
Cóbao nhiêu giátrịnguyên đểhàm sốđồng biến trên khoảng chừng ?
Cho hàmsố. Tìmtấtcảcácgiátrịcủathamsố m đểhàmsốnghịchbiếntrênkhoảng.
Cóbao nhiêu giátrịnguyên của tham sốđểhàm sốnghịch biến trên .
Có bao nhiếu số nguyên m thỏa mãn điều kiện hàm số fx=x+mx2−2x+4 đồng biến trên ℝ ?
Câu 1: Tìm toàn bộ những giá trị thực của tham số m để hàm số y=mx−sinx đồng biến trên ℝ .
Tìm tập hợp những giá trị thực của tham số m để hàm số y=13m−1×3+mx2+3m−2x+4 đồng biến trên tập xác lập của nó.
Tìm giá trị của tham số thực m để hàm số y=x−m2x−1 đồng biến trên những khoảng chừng −∞;1 và 1;+∞ .
Một số vướng mắc khác trọn vẹn có thể bạn quan tâm.
Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions:
In early civilization, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilization became more complex, however, education became more formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal education for men only, which had been espoused by Aristotle, prevailed.
In ancient Rome, the availability of an education was radually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged through classes prevailed through the Reformation period. Gradually, however, education for women, in a separate but equal basis to that provided for men, was becoming a clear responsibility of society. Martin Luther appealed for civil tư vấn of schools for all children. Al the Council of Trent in the 16th century, the Roman Catholic Church encouraged the establishment of không lấy phí primary schools for children of all classes. The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.
In the late 19th and early 20th centuries, co-education became a more widely applied principle of educational philosophy. In Britain, Germany, and the Soviet Union the education of boys and girls in the same classes became an accepted practice. Since World War II, nhật bản and the Scandinavian countries have also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.
A number of studies have indicated that girls seem to perform better overall and in science in particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons. In Britain, academic league tables point to high standards achieved in girls’ schools. Some educationalists, therefore, suggest segregation of the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting with the idea.
Question: Education in early times was mostly aimed at __________.
Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions:
In early civilization, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilization became more complex, however, education became more formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal education for men only, which had been espoused by Aristotle, prevailed.
In ancient Rome, the availability of an education was radually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged through classes prevailed through the Reformation period. Gradually, however, education for women, in a separate but equal basis to that provided for men, was becoming a clear responsibility of society. Martin Luther appealed for civil tư vấn of schools for all children. Al the Council of Trent in the 16th century, the Roman Catholic Church encouraged the establishment of không lấy phí primary schools for children of all classes. The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.
In the late 19th and early 20th centuries, co-education became a more widely applied principle of educational philosophy. In Britain, Germany, and the Soviet Union the education of boys and girls in the same classes became an accepted practice. Since World War II, nhật bản and the Scandinavian countries have also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.
A number of studies have indicated that girls seem to perform better overall and in science in particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons. In Britain, academic league tables point to high standards achieved in girls’ schools. Some educationalists, therefore, suggest segregation of the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting with the idea.
Question: Ancient education generally focused its efforts on __________.
Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions:
In early civilization, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilization became more complex, however, education became more formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal education for men only, which had been espoused by Aristotle, prevailed.
In ancient Rome, the availability of an education was radually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged through classes prevailed through the Reformation period. Gradually, however, education for women, in a separate but equal basis to that provided for men, was becoming a clear responsibility of society. Martin Luther appealed for civil tư vấn of schools for all children. Al the Council of Trent in the 16th century, the Roman Catholic Church encouraged the establishment of không lấy phí primary schools for children of all classes. The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.
In the late 19th and early 20th centuries, co-education became a more widely applied principle of educational philosophy. In Britain, Germany, and the Soviet Union the education of boys and girls in the same classes became an accepted practice. Since World War II, nhật bản and the Scandinavian countries have also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.
A number of studies have indicated that girls seem to perform better overall and in science in particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons. In Britain, academic league tables point to high standards achieved in girls’ schools. Some educationalists, therefore, suggest segregation of the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting with the idea.
Question: Co-education was negatively responded to in __________.
Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions:
In early civilization, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilization became more complex, however, education became more formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal education for men only, which had been espoused by Aristotle, prevailed.
In ancient Rome, the availability of an education was radually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged through classes prevailed through the Reformation period. Gradually, however, education for women, in a separate but equal basis to that provided for men, was becoming a clear responsibility of society. Martin Luther appealed for civil tư vấn of schools for all children. Al the Council of Trent in the 16th century, the Roman Catholic Church encouraged the establishment of không lấy phí primary schools for children of all classes. The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.
In the late 19th and early 20th centuries, co-education became a more widely applied principle of educational philosophy. In Britain, Germany, and the Soviet Union the education of boys and girls in the same classes became an accepted practice. Since World War II, nhật bản and the Scandinavian countries have also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.
A number of studies have indicated that girls seem to perform better overall and in science in particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons. In Britain, academic league tables point to high standards achieved in girls’ schools. Some educationalists, therefore, suggest segregation of the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting with the idea.
Question: When the concept of universal primary education was introduced, education __________.
Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions:
In early civilization, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilization became more complex, however, education became more formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal education for men only, which had been espoused by Aristotle, prevailed.
In ancient Rome, the availability of an education was radually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged through classes prevailed through the Reformation period. Gradually, however, education for women, in a separate but equal basis to that provided for men, was becoming a clear responsibility of society. Martin Luther appealed for civil tư vấn of schools for all children. Al the Council of Trent in the 16th century, the Roman Catholic Church encouraged the establishment of không lấy phí primary schools for children of all classes. The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.
In the late 19th and early 20th centuries, co-education became a more widely applied principle of educational philosophy. In Britain, Germany, and the Soviet Union the education of boys and girls in the same classes became an accepted practice. Since World War II, nhật bản and the Scandinavian countries have also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.
A number of studies have indicated that girls seem to perform better overall and in science in particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons. In Britain, academic league tables point to high standards achieved in girls’ schools. Some educationalists, therefore, suggest segregation of the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting with the idea.
Question: When education first reached women, they were __________.
Read the following passage and blacken the letter A, B, C, or D on your answer sheet to indicate the correct answer to the following questions:
In 776 BC the first Olympic Games were held at the foot of Mount Olympus to honor the Greek’s chief, Zeus. The Greeks emphasized physical fitness and strength in their education of youth. Therefore, contests in running, jumping, discus and javelin throwing, boxing, and horse and chariot racing were held individual cities, and the winners completed every four years at Mount Olympus. Winners were greatly honored by having olive wreaths placed on their heads and having poems sung about their deeds. Originally these were held as games of friendship, and any wars in progress were halted to allow the games to take place. The Greeks attached so much importance to these games that they calculated time in four–year cycle called “Olympiads” dating from 776 BC.
Question: What conclusion can we withdraw about the ancient Greeks?
Read the following passage and blacken the letter A, B, C, or D on your answer sheet to indicate the correct answer to the following questions:
In 776 BC the first Olympic Games were held at the foot of Mount Olympus to honor the Greek’s chief, Zeus. The Greeks emphasized physical fitness and strength in their education of youth. Therefore, contests in running, jumping, discus and javelin throwing, boxing, and horse and chariot racing were held individual cities, and the winners completed every four years at Mount Olympus. Winners were greatly honored by having olive wreaths placed on their heads and having poems sung about their deeds. Originally these were held as games of friendship, and any wars in progress were halted to allow the games to take place. The Greeks attached so much importance to these games that they calculated time in four–year cycle called “Olympiads” dating from 776 BC.
Question: Which of the following is NOT true?
Read the following passage and blacken the letter A, B, C, or D on your answer sheet to indicate the correct answer to the following questions:
In 776 BC the first Olympic Games were held at the foot of Mount Olympus to honor the Greek’s chief, Zeus. The Greeks emphasized physical fitness and strength in their education of youth. Therefore, contests in running, jumping, discus and javelin throwing, boxing, and horse and chariot racing were held individual cities, and the winners completed every four years at Mount Olympus. Winners were greatly honored by having olive wreaths placed on their heads and having poems sung about their deeds. Originally these were held as games of friendship, and any wars in progress were halted to allow the games to take place. The Greeks attached so much importance to these games that they calculated time in four–year cycle called “Olympiads” dating from 776 BC.
Question: Approximately how many years ago did these games originate?
Read the following passage and blacken the letter A, B, C, or D on your answer sheet to indicate the correct answer to the following questions:
In 776 BC the first Olympic Games were held at the foot of Mount Olympus to honor the Greek’s chief, Zeus. The Greeks emphasized physical fitness and strength in their education of youth. Therefore, contests in running, jumping, discus and javelin throwing, boxing, and horse and chariot racing were held individual cities, and the winners completed every four years at Mount Olympus. Winners were greatly honored by having olive wreaths placed on their heads and having poems sung about their deeds. Originally these were held as games of friendship, and any wars in progress were halted to allow the games to take place. The Greeks attached so much importance to these games that they calculated time in four–year cycle called “Olympiads” dating from 776 BC.
Question: Why were the Olympic Games held?
Read the following passage and blacken the letter A, B, C, or D on your answer sheet to indicate the correct answer to the following questions:
In 776 BC the first Olympic Games were held at the foot of Mount Olympus to honor the Greek’s chief, Zeus. The Greeks emphasized physical fitness and strength in their education of youth. Therefore, contests in running, jumping, discus and javelin throwing, boxing, and horse and chariot racing were held individual cities, and the winners completed every four years at Mount Olympus. Winners were greatly honored by having olive wreaths placed on their heads and having poems sung about their deeds. Originally these were held as games of friendship, and any wars in progress were halted to allow the games to take place. The Greeks attached so much importance to these games that they calculated time in four–year cycle called “Olympiads” dating from 776 BC.
Question: How often were the Olympic Games held?
A. 4
B. 1
C. 3
Đáp án đúng chuẩn
D. 2
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