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 ?

option a.

step-by-step explanation:

if you look closely at the graph, we can notice that the function is not defined at two different points.

if you look at functions b and c, you will notice that both functions are not defined at just one point. the function b is not defined at x= -5/2 and function c is not defined at x=-5. both options are discarded, given that our function should not be defined at two fiferent points.

now, if you look closely at the graph you will notice that the function sketched is not defined at x=5 and x=-2.

you forgot an image

step-by-step explanation:

he has now walked a total of what?

if i know what this is maybe i can

step-by-step explanation:

the arc length is found by finding the circumference of the full circle (2xpixradius) and then dividing by 4 to find just one quarter of the circle (90 degrees).