Hours CuFt #Large Furniture Elevator
24.00 545 3 Yes
13.50 400 2 Yes
26.25 562 2 No
25.00 540 2 No
9.00 220 1 Yes
20.00 344 3 Yes
22.00 569 2 Yes
11.25 340 1 Yes
50.00 900 6 Yes
12.00 285 1 Yes
38.75 865 4 Yes
40.00 831 4 Yes
19.50 344 3 Yes
18.00 360 2 Yes
28.00 750 3 Yes
27.00 650 2 Yes
21.00 415 2 No
15.00 275 2 Yes
25.00 557 2 Yes
45.00 1028 5 Yes
29.00 793 4 Yes
21.00 523 3 Yes
22.00 564 3 Yes
16.50 312 2 Yes
37.00 757 3 No
32.00 600 3 No
34.00 796 3 Yes
25.00 577 3 Yes
31.00 500 4 Yes
24.00 695 3 Yes
40.00 1054 4 Yes
27.00 486 3 Yes
18.00 442 2 Yes
62.50 1249 5 No
53.75 995 6 Yes
79.50 1397 7 No
Estimate the labor hours required for a household with a moving size of 2000 CuFt and 6 Large Furniture
Based on the model output, we can say that both the size of the move (CuFt) and number of large furniture moved are important considerations when estimating the total number of labor hours required. We can make this claim because
The FSTAT (F in the ANOVA Table) = 228.80, p-value (Sig.) is 0.00.
a. true
b. false
p-value for the slope coefficient of number of large furniture is 0.00.
a. true
b. false
p-value for the slope coefficient of the size of the mode (CuFt) is 0.00.
a. true
b. false
Two households have the same moving volume (Cu Ft). One house has 5 large furniture to move while the second house has 8 large furniture to move. The average extra labor hours required for the second house is:.

i can answer this question sweetie!

step-by-step explanation:

answer: the answer is e

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.