Susan has 115 inches in ribbon. She needs 7.5 inches to make 1 bracket. How many brackets can she make

The test statistic t in terms of the effect size d and the common sample size n is t = (d * sqrt(n)) / sqrt[(standard deviation1^2 + standard deviation2^2) / n].

The test statistic, denoted as t, can be expressed in terms of the effect size d and the common sample size n.

The test statistic t is commonly used in hypothesis testing to determine the significance of the difference between two sample means. It measures how much the means differ relative to the variability within the samples. The test statistic t can be calculated as the difference between the sample means divided by the standard error of the difference.

To express t in terms of the effect size d and the common sample size n, we need to understand their relationship. The effect size d represents the standardized difference between the means and is typically calculated as the difference in means divided by the pooled standard deviation. In other words, d = (mean1 - mean2) / pooled standard deviation.

The standard error of the difference, denoted as SE, can be calculated as the square root of [(standard deviation1^2 / n1) + (standard deviation2^2 / n2)], where n1 and n2 are the sample sizes. In the case of a common sample size n for both groups, the formula simplifies to SE = sqrt[(standard deviation1^2 + standard deviation2^2) / n].

Using the definitions above, we can express the test statistic t in terms of the effect size d and the common sample size n as t = (d * sqrt(n)) / sqrt[(standard deviation1^2 + standard deviation2^2) / n]. This equation allows us to calculate the test statistic t based on the effect size and sample size, providing a measure of the significance of the observed difference between means.

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Answer:

Step-by-step explanation:

To make a prediction about the slices of pie the college will need, we can use the proportion of students who prefer pie from the sample of 225 students to estimate the number of students out of the total 4,000.

Number of students surveyed: 225

Number of students who prefer pie: 36

To estimate the number of students who prefer pie out of the total 4,000 students, we can set up a proportion:

225 (surveyed students) is to 36 (students who prefer pie) as 4,000 (total students) is to x (unknown number of students who prefer pie).

225/36 = 4000/x

Cross-multiplying, we get:

225x = 36 * 4000

225x = 144,000

x = 144,000/225

x ≈ 640

Therefore, the best prediction is that the college will have about 640 students who prefer pie.

The correct answer is "The college will have about 640 students who prefer pie."

Answer:

As a fraction: 1/92

As a decimal: 0.01086956522

The amount of soil needed to fill the garden box is given as follows:

1728 ft³.

The volume of a rectangular prism, with dimensions defined as length, width and height, is given by the multiplication of these three defined dimensions, according to the equation presented as follows:

Volume = length x width x height.

The figure in this problem is composed by two prisms, with dimensions given as follows:

Hence the volume is given as follows:

V = 19 x 12 x 6 + 10 x 3 x 12

V = 1728 ft³.

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There are 462 ways a student can pick five questions from an exam containing eleven questions

The number of combinations, denoted as "n choose k" or "C(n, k)," represents the number of ways to choose k items from a set of n distinct items without regard to the order of selection.

In this case, the student needs to select 5 questions from a pool of 11 questions. Therefore, the number of ways the student can choose is:

C(11, 5) = 11! / (5! * (11 - 5)!) = 11! / (5! * 6!)

Here, the exclamation mark (!) denotes the factorial operation.

Simplifying the expression:

11! = 11 * 10 * 9 * 8 * 7 * 6!

6! = 6 * 5 * 4 * 3 * 2 * 1

Substituting the values:

C(11, 5) = (11 * 10 * 9 * 8 * 7 * 6!) / (5! * 6!)

        = (11 * 10 * 9 * 8 * 7) / (5 * 4 * 3 * 2 * 1)

        = 462

Therefore, there are 462 ways a student can pick five questions from an exam containing eleven questions.

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The coordinates of the point located in front of the yz-plane, to the left of the xz-plane, and below the xy-plane are ( -3, 6, -1).

To determine the coordinates of a point located relative to the coordinate planes, we need to consider the given distances in each direction.

In this case, the point is located six units in front of the yz-plane, which means it has a negative x-coordinate of -6. It is also three units to the left of the xz-plane, resulting in a negative y-coordinate of -3. Lastly, the point is one unit below the xy-plane, giving it a negative z-coordinate of -1.

Combining these values, we get the coordinates of the point as (-3, 6, -1).

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Answer:

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If one side of a square is 2a - b, then the area is:

So the area is 4a² - 4ab + b².

The sample regression is Salary = 23.62 + 6.43*Education

The sample regression equation tells us that as Education increases by 1 year, an individual’s annual salary is predicted to increase by $6,430, holding all other factors constant.

To find the sample regression equation, we need to estimate the values of β0 and β1. This can be done using a technique called least squares regression, which minimizes the sum of the squared errors between the observed values of Salary and the predicted values based on Education.

Using the data provided, we can estimate the sample regression equation as:

Salary = 23.62 + 6.43*Education

This equation tells us that for every additional year of education, an individual's annual salary is predicted to increase by $6,430. The intercept of 23.62 represents the predicted salary for an individual with zero years of education.

The coefficient for Education, which is 6.43 in this case, is a measure of the relationship between Education and Salary. It tells us how much the dependent variable (Salary) is expected to change for a one-unit increase in the independent variable (Education), all other things being equal.

In other words, as Education increases by 1 year, an individual’s annual salary is predicted to increase by $6,430, holding all other factors constant.

This coefficient is positive, indicating a positive relationship between Education and Salary. As individuals acquire more education, they are expected to earn higher salaries.

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The proof of the above is

AB ≅ ED  - Given

∠BAC  ≅ ∠DEC  - Given

∠ACB = ∠DCE  - Vertically opposite sides.

hence, ΔABC ≅ ΔECD  - Side Angle Side Axiom

Thus, AB ≅ ED. (QED)

The side-side-angle (SsA) axiom of triangle congruence asserts that two triangles are congruent if and only if two pairs of matching sides and the angles opposing the longer sides are identical.

Line segments with the same length and angles of the same measure are congruent in the case of geometric forms.

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A matrix is a rectangular array of numbers, symbols, or expressions arranged in rows and columns. It can be used to represent systems of linear equations, transformations in geometry, and a wide range of other mathematical concepts in a compact and organized form.

When you multiply a matrix A (n × n) by a vector x (in R^n), the resulting product Ax is a linear combination of the columns of matrix A.

Here's a step-by-step explanation:

1. Let A be an n × n matrix with columns C₁, C₂, ..., Cₙ, and x be a vector in R^n with elements [x₁, x₂, ..., xₙ]^T (transpose).

2. When you multiply the matrix A by the vector x, the resulting vector Ax can be represented as:

  Ax = A * x = [C₁ C₂ ... Cₙ] * [x₁, x₂, ..., xₙ]^T

3. The multiplication of A and x results in a new vector, where each element is formed by taking the dot product of the corresponding row of A with the vector x:

  Ax = [x₁*C₁ + x₂*C₂ + ... + xₙ*Cₙ]

4. In the resulting vector Ax, you can see that each column of matrix A is multiplied by its corresponding scalar from the vector x, forming a linear combination of the columns of matrix A.

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Based on the given quadratic equation, the student's work is correct?

The correct answer choice is option C

10x² + 31x - 14 = 0

Using factorization method

(10 × -14) = -140

31

Find two numbers whose product is -140 and sum is 31

So,

35 × -4 = -140

35 + (-4) = 31

Then,

10x² + 35x - 4x - 14 = 0

5x(2x + 7) -2(2x + 7) = 0

(5x - 2) (2x + 7) = 0

5x - 2 = 0. 2x + 7 = 0

5x = 2. 2x = -7

x = 2/5. x = -7/2

Hence, the value of x is ⅖ or -7/2

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Answer:

Venn diagram 2

Step-by-step explanation:

20 students passed the chemistry exam, 14 students passed the physics exam, and 6 students passed both of the exams. 20-6=14, 14-6=8. 14 students should be in the chemistry side, 8 students should be in the physics side, and 6 students should be in the middle.

Answer: Dimensions are 105m by 68m

Step-by-step explanation:

7140=(4x+5)(3x-7)

7140=12x^2-35-13x

7175=12x^2-13x

0=12x^2-13x-7175

x=25

The table is attached in the solution.

Given that Maria selling the yogurts and the sandwiches at $3 and $6 respectively,

We need to make a table if she sells 0, 1, 2, 3, 4, 5, or 6 frozen yogurts same for the sandwiches,

Yogurt =

Since one yogurt cost $3 therefore we will multiply the number of yogurts to the unit rate to find the cost of the number of packets given,

Similarly,

Sandwich =

one sandwich cost $6 therefore we will multiply the number of sandwiches to the unit rate to find the cost of the number of packets given,

The table is attached.

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Answer:

x+131=180

then subtract 131

x=49

the average value of f(x) over the interval [−5,6] is 9/2.

To find the average value of f(x) over the interval [−5,6], we need to calculate the definite integral of f(x) from -5 to 6, and then divide the result by the length of the interval (which is 6 - (-5) = 11). So, we have:

(1/11) * ∫[-5,6] (9x - 8) dx

= (1/11) * [(9/2)x^2 - 8x]_[-5,6]

= (1/11) * [(9/2)*(6^2) - 8*6 - (9/2)*(-5^2) + 8*(-5)]

= (1/11) * [(9/2)*36 - 48 - (9/2)*25 - 40]

= (1/11) * [-81/2]

= -9/22

But we need to give our answer as an exact fraction, so we need to simplify. We can do this by multiplying the numerator and denominator by 2, which gives:

(2*(-9))/ (2*22) = -18/44 = -9/22

Therefore, the average value of f(x) over the interval [−5,6] is 9/2.

Conclusion: The average value of f(x) over the interval [−5,6] is 9/2, which we found by calculating the definite integral of f(x) over the interval and dividing the result by the length of the interval.

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Terminal point of t is in quadrant lll are : sin(t) ≈ -60/61   ;  tan(t) ≈ 60/11   ;  csc(t) ≈ -61/60   ;  sec(t) ≈ -61/11   ;  cot(t) ≈ 11/60

Given that the terminal point of t is in quadrant III and that cos(t) = -11/61, we can determine the values of the trigonometric functions as follows:

Since cos(t) = -11/61, we can use the Pythagorean identity to find sin(t):

sin(t) = √(1 - cos²(t))

sin(t) = √(1 - (-11/61)²)

sin(t) = √(1 - 121/3721)

sin(t) = √(3600/3721)

sin(t) ≈ -60/61 (since t is in quadrant III, sin(t) is negative)

Now, since tan(t) = sin(t) / cos(t), we can find tan(t):

tan(t) = (-60/61) / (-11/61)

tan(t) ≈ 60/11

Next, we can find the remaining trigonometric functions using the reciprocal relationships:

csc(t) = 1 / sin(t)

csc(t) ≈ -61/60

sec(t) = 1 / cos(t)

sec(t) ≈ -61/11

cot(t) = 1 / tan(t)

cot(t) ≈ 11/60

To summarize:

sin(t) ≈ -60/61

tan(t) ≈ 60/11

csc(t) ≈ -61/60

sec(t) ≈ -61/11

cot(t) ≈ 11/60

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The ratio of 2 1/3 feet to 4 1/2 feet written as a fraction in simplest form is 7/9.

To convert the given ratio into a fraction, we need to divide the first length by the second length. So, 2 1/3 feet divided by 4 1/2 feet can be written as:

(7/3) feet ÷ (9/2) feet
To divide fractions, we multiply the first fraction by the reciprocal of the second fraction. So, we can rewrite the above expression

To simplify the given ratio 2 1/3 feet to 4 1/2 feet as a fraction, we need to divide the first length by the second length. Let's first convert the mixed numbers into improper fractions:
2 1/3 feet = (2x3 + 1)/3 feet = 7/3 feet
4 1/2 feet = (4x2 + 1)/2 feet = 9/2 feet
Now, we can write the ratio as:
(7/3) feet : (9/2) feet
To convert this ratio into a fraction, we can divide the first length by the second length:
(7/3) feet ÷ (9/2) feet
To divide fractions, we multiply the first fraction by the reciprocal of the second fraction:
(7/3) feet x (2/9) feet
We can simplify this expression by canceling out the common factors of 7 and 9:
(7/3) x (2/9) = (7x2)/(3x9) = 14/27
Therefore, the ratio of 2 1/3 feet to 4 1/2 feet written as a fraction in simplest form is 14/27.

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The definite integral can be approximated as:0.51

∫ ln(1+x^2) dx ≈ 2[(0.51^3)/3 - (0.51^7)/(73) + (0.51^11)/(113*5)]≈ 0.335 (rounded to three decimal places).

We can use a Taylor series expansion of ln(1+x^2) to approximate the definite integral:

ln(1+x^2) = 2∑(-1)^n (x^2)^(2n+1) / (2n+1)

Integrating both sides from 0 to 0.51, we get:

∫ ln(1+x^2) dx = 2∑(-1)^n ∫ x^(4n+2) / (2n+1) dx

Evaluating the integral and plugging in the limits of integration, we get:

∫ ln(1+x^2) dx ≈ 2∑(-1)^n (0.51)^(4n+3) / [(2n+1)(4n+3)]

To ensure that the error is less than 10^-3, we need to determine how many terms we need to include in the series. We can use the remainder term of the Taylor series to estimate the error:

Rn(x) = ln(1+x^2) - 2∑(-1)^n x^(4n+2) / (2n+1)

The remainder term can be bounded by:

|Rn(0.51)| ≤ M * (0.51)^(4n+3+1) / (4n+4)!

where M is a constant upper bound for the (4n+4)th derivative of ln(1+x^2) on the interval [0, 0.51]. We can use a computer algebra system or calculator to find that M ≈ 12.8.To ensure that |Rn(0.51)| < 10^-3, we can solve the inequality:

M * (0.51)^(4n+4) / (4n+4)! < 10^-3

Using trial and error or a calculator, we find that n = 2 gives a sufficiently small error.

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The approximate value of the definite integral is 0.186, accurate to within 10^-3.

We can start by finding the Taylor series for ln(1+x^2) about x=0:

ln(1+x^2) = 0 + 1x^2 - 1/2x^4 + 1/3x^6 - 1/4x^8 + ...

Integrating this series term by term, we get:

∫ ln(1+x^2) dx = C + 1/3 x^3 - 1/10 x^5 + 1/21 x^7 - 1/36 x^9 + ...

where C is the constant of integration.

To ensure that the error is less than 10^-3, we need to bound the remainder term Rn(x) = |f(x) - Tn(x)| by 10^-3, where Tn(x) is the nth-degree Taylor polynomial for ln(1+x^2) centered at x=0.

Using the Lagrange form of the remainder term, we have:

|Rn(x)| ≤ (M/[(n+1)!]) |x-a|^(n+1)

where M is an upper bound on the absolute value of the (n+1)th derivative of ln(1+x^2) on the interval [0,0.51].

Since the (n+1)th derivative of ln(1+x^2) is:

(-1)^n (2^n-1)! / (x^2+1)^n+1

we can see that the absolute value of this derivative is maximized at x=0.51 when n=3. Therefore, we have:

M = |fⁿ⁺¹(ξ)| = 39.0625

where ξ is some point in the interval [0,0.51].

Thus, we need to find the minimum value of n such that:

(39.0625/(n+1)!) (0.51)^(n+1) ≤ 10^-3

We can solve this inequality numerically or by trial and error to find that n=3 is sufficient. Therefore, the fourth-degree Taylor polynomial for ln(1+x^2) is accurate to within 10^-3 on the interval [0,0.51].

Using this polynomial, we have:

∫ ln(1+x^2) dx ≈ C + 1/3 x^3 - 1/10 x^5 + 1/21 x^7

Evaluating this integral from 0 to 0.51 and solving for C using the fact that ln(1+0) = 0, we get:

C = 0

∫0.51 ln(1+x^2) dx ≈ 0 + 1/3 (0.51)^3 - 1/10 (0.51)^5 + 1/21 (0.51)^7

≈ 0.186

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The The descriptive statistics can be used to calculate the mean family size of the population under study. This could be achieved by gathering data on family sizes through a survey or census and then calculating the mean. The result can help the restaurant understand the demographics of their target audience and tailor their offerings accordingly.

For the first question, no analysis is needed as the idea of building segments around marital status seems irrelevant to the goal of having a waterfront view. However, if the restaurant wants to gather more information about their potential customers, they could conduct a survey to gather data on customer demographics and preferences.

For the second question, a t-test or ANOVA analysis could be used to compare the preferences of affluent customers towards elegant and simple decor options. This would help the restaurant understand the preferences of their target audience and make informed decisions about the decor.

For the third question, a survey could be conducted to gather information on the preferences of potential customers towards jazz and            classical music. The results could be analyzed using descriptive statistics or a chi-square test to determine the most popular option.

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It should be noted that the average rate of change of g(x) is 3 times that of f(x) is 3.

The average rate of change of a function is calculated by finding the slope of the secant line that intersects the graph of the function at the interval's endpoints.

The average rate of change of f(x) over 1 sxs4 is:

(f(4) - f(1)) / (4 - 1) = (-36 - 1) / 3 = -12

The average rate of change of g(x) over 1 sxs4 is:

(g(4) - g(1)) / (4 - 1) = (-48 - 15) / 3 = -33

The average rate of change of g(x) is 3 times that of f(x).

(-33) / (-12) = 3

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Blade's inability to see and reconnect with Lucy in Africa is down to the distance between them at the time .

The book "Solo" written by Kwame Alexander features Lucy and Blade. Blade and Lucy couldn't see while she was in Africa. Blade's inability to see Lucy in Africa is primarily due to the geographical distance between them as Africa and America are on separate continent.

Blade was having to deal with personal issues and embarks on a journey to discover his own identity and reconnect with his estranged father. While Blade travels to Africa, Lucy remains in the United States. The physical separation and the circumstances surrounding Blade's journey are the factors that kept him from seeing Lucy in Africa.

Hence, there inability to see is based on geographical differences.

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In hex addition, values greater than 16 are mentally converted to their corresponding hexadecimal digits and then added together.

In hex addition, when the sum of two hexadecimal digits is greater than 15 (equivalent to 16 in base 10), it results in a carry.

To perform the addition mentally, you convert the carry value to its corresponding hexadecimal digit (A for 10, B for 11, C for 12, D for 13, E for 14, and F for 15) and add it to the next column. This process continues until there are no more carries left.

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A list of steps, in order, that will solve the following equation include the following:

In order to create a list of steps and determine the solution to the equation, we would have to add 5 to both sides and divide both sides by 2 in order to open the parenthesis as follows;

2(x + 3) – 5 = 123

2(x + 3) – 5 + 5 = 123 + 5

2(x + 3) = 128

By dividing both sides of the equation by 2, we have the following:

2(x + 3)/2 = 128/2

x + 3 = 64

By subtracting 3 from both sides of the equation, we have the following:

x + 3 - 3 = 64 - 3

x = 61

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The technique of multiple imputation is more likely to give the best estimates of model parameters among the missing data treatment techniques.

Multiple imputation is a statistical technique that involves creating multiple plausible imputed values for missing data based on observed information. It accounts for the uncertainty associated with missing data by incorporating it into the imputation process.

By generating multiple imputed datasets and analyzing them separately, the technique captures the variability due to missing data and produces more accurate estimates of model parameters compared to other techniques like listwise deletion or single imputation methods.

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Answer: point C remains at [-1,1] Point A: [-4,1] Point B: [-2, 14]

It will take 20 workers 15 days to paint the 50 apartments

From the question, we have the following parameters that can be used in our computation:

y = 300/x

Where

For 20 workers, we have

x = 20

So, the equation becomes

y = 300/20

Evaluate

y = 15

Hence, it will take 20 workers 15 days

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Question

An apartment manager needs to hire workers to paint 50 apartments. Suppose they all paint at the same rate. The relationship between the number of workers x and the number of days y it takes to complete the job is given by the equation y = 300/x.

Calculate the number of days spent by 20 workers

the answers for the given expression with different values of n:

For n = 10: The sum is approximately 48.3503.

For n = 100: The sum is approximately 48.7513.

For n = 1,000: The sum is approximately 48.7751.

For n = 10,000: The sum is approximately 48.7765.

To find the sums for n = 10, 100, 1000, and 10,000, we substitute these values into the expression and compute the results.

For n = 10, the sum is 4(1) + 3/(1) + 4(2) + 3/(4) + ... + 4(10) + 3/([tex]10^{2}[/tex]).

For n = 100, the sum is 4(1) + 3/(1) + 4(2) + 3/(4) + ... + 4(100) + 3/([tex]100^{2}[/tex]).

For n = 1,000, the sum is 4(1) + 3/(1) + 4(2) + 3/(4) + ... + 4(1,000) + 3/([tex]1000^{2}[/tex]).

For n = 10,000, the sum is 4(1) + 3/(1) + 4(2) + 3/(4) + ... + 4(10,000) + 3/([tex]10000^{2}[/tex]).

These sums can be calculated by evaluating each term in the sequence and adding them together.

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The current age of Katie is 1 year and the current age of Elena is 5 years

Statement 1

Let Katie's age be x

Let Elena's age be y

x - 9 = 2(y - 9)

x - 9 = 2y - 18

x - 2y = -18 + 9

x - 2y = - 9

Statement 2;

x + 4 = y

x - y = -4

We then have that;

x - 2y = - 9 ---- (1)

x - y = -4 ----- (2)

x = -4 + y -----(3)

Substitute (3) into (1)

-4 + y - 2y = -9

-y = -9 + 4

y = 5

The substitute y = 4 into (1)

x - 2(5) = -9

x = -9 + 10

x = 1

We can see that we have used the equations to show that the current ages of Katie and Elena are 5 years and 1 year respectively.

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The system as a matrix equation as ⃗ ′ = =[tex]\left[\begin{array}{cc}-4&2\\-5&2\end{array}\right][/tex][y₁, y₂]ᵀ

Consider the system of differential equations:

y₁=−4y₁+2y₂,

y₂=−5y₁+2y₂.

We can write this system in matrix form as:

⃗ ′=⃗,

where ⃗ = [y₁, y₂]ᵀ is a column vector, ⃗ ′ is its derivative with respect to time, and is a 2x2 matrix given by:

[tex]A=\left[\begin{array}{cc}-4&2\\-5&2\end{array}\right][/tex]

where the semicolon separates the rows of the matrix.

To see how this matrix equation corresponds to the original system of differential equations, we need to compute the derivative of ⃗. Using the chain rule of differentiation, we have:

⃗ ′ = [y₁′, y₂′]ᵀ

= [−4y₁+2y₂, −5y₁+2y₂]ᵀ

=[tex]\left[\begin{array}{cc}-4&2\\-5&2\end{array}\right][/tex][y₁, y₂]ᵀ

= ⃗.

This means that the matrix equation ⃗ ′=⃗ is equivalent to the system of differential equations y₁′=−4y₁+2y₂ and y₂′=−5y₁+2y₂.

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Complete Question:

Consider the system of differential equations

y₁=−4y₁+2y₂,

y₂=−5y₁+2y₂.

Rewrite this system as a matrix equation ⃗ ′=⃗