A primary class of 2 pupil know that the number 3 is greater than the number 2.However, he /she finds it difficult to understand why in the number 23,the value of the digit 2 is greater than the value of the 3.How will you use concrete materials to help the pupil understand this ?

What are the domain and range of the functiony = 2(x - 3)2 + 4?

Choose a second initial value that is 0.01 greater than the initial value from question 9. iterate it using the function, f, ten times. if necessary, you can round your results to the nearest ten-thousandth.

The table shows the relationship between the number of cups of cereal and the number of cups of raisins in a cereal bar recipe: number of cups of cereal number of cups of raisins 8 2 12 3 16 4 molly plotted an equivalent ratio as shown on the grid below: a graph is shown. the title of the graph is cereal bars. the horizontal axis label is cereal in cups. the x-axis values are 0, 20, 40, 60, 80,100. the vertical axis label is raisins in cups. the y-axis values are 0, 10, 20, 30, 40, 50. a point is plotted on the ordered pair 40,20. which of these explains why the point molly plotted is incorrect? (a) if the number of cups of cereal is 40, then the number of cups of raisins will be10. (b)if the number of cups of raisins is 40, then the number of cups of cereal will be10. (c) if the number of cups of cereal is 40, then the number of cups of raisins will be 80. (d) if the number of cups of raisins is 40, then the number of cups of cereal will be 80.