A fair dice has six faces numbered 1, 1, 1, 2, 3, & 4.
The dice is rolled twice and the number is shown recorded each time.
Find the probability that the sum of the two numbers recorded is at least 4.
The answer is:21/36
Can you please explain how to get to answer?

part a

x     y

0     8

1     7.5

2     7

3     6.5

4     6

5     5.5  

for every hour i deducted .5 inches from the length of the candle

part b

it is a function because for every x value there is only one y value

part   c

for every x value there is only one y value

x       y

0       8

1       7.6

2       7.2

3       6.8

step-by-step explanation:

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.

step-by-step explanation:

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.

okay..i will pick 8!

step-by-step explanation:

i'm not sure how to show the work for this

answer : c and d or 4(29 + 6)

4(29) + 4(6)