Find the measures of the interior angles of the triangle

please help

Find The Measures Of The Interior Angles Of The Triangleplease Help

Answers

Answer 1

Answer: x = 88 degrees

Step-by-step explanation:

The angles of a triangle add up to 180 degrees.

So

48 + x + (x - 44) = 180

48 + 2x - 44 = 180

2x + 4 = 180

2x = 176

x = 88

Angle B = 88 degrees

Angle C = 44 degrees


Related Questions

7. One hundred three and one half gallons drained in the last 9 minutes from a pool. The water drains at a constant rate. How many gallons drain per minute from the pool? ​

Answers

The Number of Gallons drained per minute from the pool is; 931.5 gallons drained per minute

What is the constant rate?

Constant rate is simply a rate that remains unchanged regardless of change in parameters.

Now, we are told that One hundred three and one half gallons drained in the last 9 minutes from a pool. Thus;

Amount of gallons that drained from pool = 103¹/₂ gallons = 207/2 gallons

Time it took to drain = 9 minutes

Thus;

Number of Gallons drained per minute from the pool = (207/2)/9

Number of Gallons drained per minute from the pool = (207 * 9)/2

Number of Gallons drained per minute from the pool = 931.5 gallons drained per minute

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A school had 300 students in 2013 and 450 students in 2015. What was the average rate of growth in student per year?

Answers

[tex]450 - 300 = 150 \\ 150 \div 2 = 75t \\ the \: average \: rate \: of \: growth \: per \: year \: is \: 75 \: student \: per \: year[/tex]

Solve the equation.
3x - 1 1 - 3x
Solution:
Previous
X = -1/6
X = -1/3
X = 0
x = 1/6
X = 1/3
X = 3
X = 6
infinitely many solutions
no solution
6 7
8 9 10
Next

Answers

Answer:

x = 1/3

Step-by-step explanation:

•3x - 1 = 1 - 3x *group like terms*

•3x + 3x = 1 + 1 *remember whenever you transpors the sign changes*

•6x/6 = 2/6

• x = 1/3

For the given function and domain, draw the graph and identify the range using the same notation as the given domain.

Answers

Using it's concept, the range of the function f(x) = -x + 5 in the domain [-3,2] is [3,8], and the graph is given at the end of the answer.

What is the range of a function?

The range of a function is the set that contains all possible output values of the function for a given domain(set of input values). In a graph, the range is given by the vertical axis, that is, by the values of y.

From the graph shown at the end of the answer, y assumes values between 3 and 8, hence the range is of [3,8].

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(6*10^4*3^3)/(6^5*5^6)

Answers

Answer: (1/75)

Step-by-step explanation:

[{6*(10^4)*(3^3)}/{(6^5)*(5^6)}]

= (1/75)

[tex]\huge\text{Hey there!}[/tex]


[tex]\mathsf{\dfrac{6\times10^4\times3^3}{6^5\times5^6}}[/tex]

[tex]\mathsf{= \dfrac{6\times10\times10\times10\times10\times3\times3\times3}{6\times6\times6\times6\times6\times5\times5\times5\times5\times5\times5}}[/tex]

[tex]\mathsf{= \dfrac{6\times100\times100\times9\times3}{36\times36\times6 \times25\times25\times25}}[/tex]

[tex]\mathsf{= \dfrac{6\times 10,000\times9\times3}{1,296\times6 \times 625\times5}}[/tex]

[tex]\mathsf{= \dfrac{60,000\times 27}{7,776\times 15,625}}[/tex]

[tex]\mathsf{= \dfrac{1,620,000}{12,150,000}}[/tex]

[tex]\mathsf{= \dfrac{1,620,000\div 1,620,000}{12,150,000\div1,620,0000}}[/tex]

[tex]\mathsf{= \dfrac{1}{75}}[/tex]


[tex]\huge\text{Therefore, your answer should be: \boxed{\mathsf{\dfrac{1}{75}}}}\huge\checkmark[/tex]


[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]


~[tex]\frak{Amphitrite1040:)}[/tex]

Solve for g.
g=
G|N
7
+-70

Answers

Answer:

g=−28

Step-by-step explanation:

-74 = g/7 + -70

Let's solve your equation step-by-step.

−74=g/7−70

Step 1: Simplify both sides of the equation.

−74=g/7−70

−74=1/7g+−70

−74=1/7g−70

Step 2: Flip the equation.

1/7g−70=−74

Step 3: Add 70 to both sides.

1/7g−70+70=−74+70

1/7g=−4

Step 4: Multiply both sides by 7.

7*(1/7g)=(7)*(−4)

g=−28

PLEASE HELP ME

Solve the inequality. Graph the solution, if possible.

24. |m|greater than or equal to 10

Answers

We can use inequality, 24. |m| greater than or equal to 10 then the possible to value is =  |14|.

What is Inequality :

A statement of an order relationship—greater than, greater than or equal to, less than, or less than or equal to—between two numbers or algebraic expressions.

Based on the given conditions, formulate,

24. |m| greater than or equal to 10

So, we can write,

24 + m ≥ 10

m ≥ 10 - 24

We can sum or difference,

m ≥ -14

Then,

|m| ≥ |-14|

Hence,

|m| ≥  |14|

Therefore,

24. |m| greater than or equal to 10 then the possible to value is =  |14|.

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brainliest if answerd correctly x³+y³+z³=k

Answers

Answer:

Uhh the answer should be x^3 + y^3 + z^3 for k

Step-by-step explanation:

That's what it says in question, which is the answer.

Pls brainlieset :0?

solve for x32=10+ x/2

Answers

Answer:

x=44

Step-by-step explanation:

x32=10+x/2

Multiply the 2 from x over 2 to reverse the division equation.

2*x32=10+x/2*2

That results in 2 multiplying 32x and 2 multiplying the 2 in x over 2.

Because multiplication is the reverse of division, the 2's will cancel out and reduce x over to 2 to simply x.

2*32 is 64, include the x before the 64 just like the given equation exemplifies with the x before the 32.

The equation looks like the following once put together: x64=10+x

Subtract the x from the 10+x side of the equation underneath the x64.

x64=10+x

-x          -x

Which equals x63=10.

To receive the answer to this question, you have to divide the 63 on both sides.

63 divided by 63x leaves you with just the x.

63 divided by 10 leaves you with 6.3 in decimal form.

Thus, x equals 6.3.

To check if it's right, insert 6.3 for both x's.

(6.3)*32=10+(6.3)/2

Solve.

201.6=10+3.15

201.6=13.15

Clearly, this doesn't work.

So, I'm assuming you actually meant: 32=10+x/2.

Hence, you would multiply 2 on both sides.

2*32=10+x/2*2

We've established that 32*2 is 64 and the 2's would cancel out.

64=10+x

Subtract the 10 on both sides.

54=x

To see if this one is correct, plug in 54 to the x.

32=10+(54)/2

Divide 54 by 2 which equals 27.

32=10+27

32=37

Nope, that doesn't work either.

Thus, instead of multiplying by 2, we would first need to subtract the 10.

32=10+x/2

-10 -10

32-10 is 22 and it would leave the other side with just x over 2.

22=x/2

Now, we would have to multiply the 2 on both sides.

22*2=44 and x/2*2 gives us x.

So, 44=x.

Let's check.

32=10+(44)/2

32=10+22

32=32

Finally, we have our match.

In conclusion, x=44.

Hope this helps.

Rewrite, using the distributive
property.
1(19c+30) = [?]c + [ ]

Answers

19c + 30 is the solution

Answer:

[tex] \sf \: 19c + 30 [/tex]

Step-by-step explanation:

Given expression,

→ 1(19c + 30)

Let's simplify the expression,

→ 1(19c + 30)

→ 1(19c) + 1(30)

→ (1 × 19)c + (1 × 30)

→ (19)c + (30)

→ 19c + 30

Hence, answer is 19c + 30.

What are the statements and reasons for this two-column proof. Given: ab= cd prove ac=bd.

Answers

Two column proof is a way to portray proofs in geometry.A two column proof always has two columns, one for statement and the other for reason.

The rules of a two column proof are, every statement should be numbered, every statement should have a reason. There is no order for the statements but it is better to maintain logocal order.Reasons for the statements are theories, previously proved theorems that justify the statement.

A,B,C,D are on a line and we have to prove that if AB=CD then AC=BD

Statements                                                  Reasons

1.A,B,C,D are collinear                               1.given

2.AB=CD                                                     2.given

3.BC=BC                                                     3.reflexive

4.AB+BC=BC+CD                                       4.adding 2 and 3

5.AB+BC=AC and BC+CD=BD                  5. Segment addition

6.AC=BD                                                     6.Substitution

Thus it is proved by two column proof that if AB=BC then AC=BD

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Suppose that the function fis defined, for all real numbers, as follows.
f(x) =
x-4 if x < 2
-2x+2 if x ≥2
Graph the function f. Then determine whether or not the function is continuous.

Answers

See attachment for the graph and the function is a continuous function.

How to graph the function?

The function definition is given as:

f(x) =  [ x-4 if x < 2

         [-2x+2 if x ≥2

The above function is a piecewise function.

So, we plot each function by its domain

Having said that, the next step is to plot the graph of the functions in f(x) according to their domain

See attachment for the graph

Also, the function is a continuous function.

This is so because there is no break in the function value i.e. domain and range are the set of all real values

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This diagram is a straightedge and compass construction. A is the center of one circle, and B is the center of the other.
A
M
B
b. Name a pair of line segments with the same length.

Answers

Here is a diagram of a straightedge and compass construction. c is the center of one circle, and b is the center of the other. Since both segments begin at point B, their lengths are equal.

Both segments begin at point B, their lengths are equal.

Since the radius of the smaller circle is the distance from its center (B) to its edge, length BD equals length AB.

Using the attached diagram

The larger circle's center is at C, while

Point B is the location of the smaller circle's center.

The smaller circle passes through the larger circle, dividing it into two segments, BD and AB, which extend from the smaller circle's center to their intersecting edges.

As a result, since both segments begin at point B, their lengths are equal.

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can someone help me please ​

Answers

Answer:

-175

Step-by-step explanation:

thats the answer to the question

Consider the data set
5 2 2 4 9 2 3 1
Find the average (mean):
Find the median:

Answers

Answer:

Step-by-step explanation:

4+2=6

6/2=3

Put number in order and then find the median and those 2 numbers are it in the middle

I need help with this question please

Answers

Answer:

The true statements are the 1st, 2nd, and 4th statement.

Describe and correct the error in solving the equation below. (2 pts)

Answers

Answer: 3x=13

Step-by-step explanation:

The person is blind. They did what they were supposed to except the fact that they didn't multiply the 8 by the -1.

Answer: The error is in step 3

Explanation:

In step 2, they multiplied both sides by 8 to clear out the fractions. In step 3, they forgot to distribute the 8 to each term inside the parenthesis.

This is what the steps should look like

[tex]\frac{3\text{x}}{8}-1=\frac{5}{8}\\\\\\8\left(\frac{3\text{x}}{8}-1\right)=8\left(\frac{5}{8}\right)\\\\\\3\text{x}-8 = 5\\\\\\3\text{x} = 13\\\\\\\text{x} = \frac{13}{3}\\\\\\[/tex]

In step 4, we added 8 to both sides. Afterward, divide both sides by 3 to fully isolate x.

The improper fraction 13/3 is the same as the mixed number 4 & 1/3.

Calculate the value of the x (with reason) ​

Answers

in fig. 3.1 the value of  x  is 20° , in fig. 3.2 the value of  x  is 40° ,  in fig.  the value of  3.3 x  is 10° ,  in fig. 3.4 the value of  x  is 120°.

WHAT IS ANGLE?

In planar geometry, an angle is a shape made up of two rays or lines that share an endpoint. The English word "angle" derives from the Latin word "angulus," which means "corner." The vertex and the two rays are referred to as the sides of an angle, respectively, and are the shared termini of two rays.

CALCULATION

3.1

straight lines makes an angle of 180° thus ,

              x + 2x + 120 = 180

                3x = 60

                  x = 20°

3.2

    sum of the angles of triangle is = 180°

     105 + 35 + x = 180

      140 + x = 180

       x = 40°

3.3

       since it is an isoceles triangle so the opposite angles to equal sides are equal

140 + 4x = 180

4x = 40

x = 10°

3.4

parallel  line theorem  state that alternate angles are equal

so ,

    180= x + 60

x = 120 °

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−4xy(5x² – 9xy – y²)

Answers

The abbreviated formula is -4xy (5x(x-y) - y(4x + y)).

The answer to the question is that common words outside of the brackets can be used to simplify the supplied equation.

Therefore,

Required expression is -4xy(5x2 - 9xy -y2), which is equivalent to -4xy(5x2 - 5xy - 4xy -y2).

The final formula will be: -4xy(5x(x-y) - y(4x + y)).

Therefore, the abbreviated formula is: -4xy(5x(x-y) - y(4x + y)).

How does simplification work?

In mathematics, simplification is a technique that makes a complex equation simpler in a less complex way. This approach makes expression calculation possible.

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Suppose a function has a local max of (-1, 3) what can you conclude if the function is even? what can you conclude if the function is odd?
Suppose your function is increasing from the interval [2,5] what can you conclude if the function is even? what can you conclude if it is odd?

Answers

Using the concept of even and odd functions, it is found that, considering the function has a local max at (-1,3):

If the function is even, it will have another local max at (1,3).If the function is odd, it will have a local min at (1,-3).

For a function increasing on [2,5], we have that:

If the function is even, it will be decreasing on [-5,-2].If the function is odd, it will be increasing on [-5,-2].

What are even and odd functions?

In even functions, we have that f(x) = f(-x) for all values of x.In odd functions, we have that f(-x) = -f(x) for all values of x.If none of the above statements are true, the function is neither.

Hence, considering the function has a local max at (-1,3):

If the function is even, it will have another local max at (1,3).If the function is odd, it will have a local min at (1,-3).

For a function increasing on [2,5], we have that:

If the function is even, it will be decreasing on [-5,-2].If the function is odd, it will be increasing on [-5,-2].

For even functions it will decrease because we have that f(4) > f(3), for example, hence f(-4) > f(-3).

For the odd function it will increase because if f(4) > f(3), then f(-3) > f(-4) due to the negative signal.

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5. What is the missing side length, x, in this
right triangle?
16 yd
20 yd
A.
4 yards
B.
8 yards
C. 12 yards
D. 16 yards
X
5

Answers

Answer: 12

Step-by-step explanation: we know that a^2 + b^2 = c^2, pythagorean theorem. We're given a and c in this case, which are 16 and 20 respectively. so that means 16^2 + x^2 = 20^2. After evaluating the equation, we get 256+ x^2 =400. now subtract 256 from both sides and then we get x^2 = 144. take the square root of both sides and we end up with x = 12.

A rectangular carpet measures 10 m by 6m
Part of the carpet is covered by a square rug of length 2 m
2m
10m
Diagram not drawn accurately
6m
What fraction of the carpet is
covered by the rug?
Give your answer in its simplest form.
Optional working
Answer:

Answers

Ig the answer is 1/8
Hope it helps …

The fraction of the carpet covered by the rug will be 1/15.

What is the area of the rectangle?

Let W be the rectangle's width and L its length.

The area of the rectangle is the multiplication of the two different sides of the rectangle. Then the rectangle's area will be

Area of the rectangle = L×W square units

A rectangular carpet estimates 10 m by 6m. Some portion of the rug is covered by a square rug of length 2 m.

The area of the carpet is given as,

A = 10 x 6

A = 60 square meters

The area of the rug is given as,

a = 2 x 2

a = 4 square meters

A fraction of the carpet is covered by the rug is given as,

⇒ 4 / 60

⇒ 1 / 15

A fraction of the carpet covered by the rug will be 1/15.

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The missing diagram is attached below.

What is 8.456 as a fraction

Answers

Answer:

8456/1000 Is the fraction of 8.456

Answer:

1057/125

Just write the number in a calculator and press equal. It'll give you the number in fraction

Students in 3 art classes cut 728 inches of ribbon into 8-inch long pieces. Two of the classes together cut 656 inches of ribbon. How many 8-inch long pieces of ribbon did the other class cut?

Answers

The number of 8-inch long pieces of ribbon that the other class cut is 9.

What is subtraction?

Subtraction is a mathematical operation that reflects the removal of things from a collection. The negative symbol represents subtraction.

Given that Students in 3 art classes cut 728 inches of ribbon into 8-inch long pieces. Therefore, the number of ribbon that 3 classes together cut is,

Number of ribbon cut by 3 classes together = 728 inches / 8 inches = 91

Further, it is given that two of the classes together cut 656 inches of ribbon. Therefore, the number of ribbon that 2 classes together cut is 656.

Number of ribbon cut by 2 classes together = 656 inches / 8 inches = 82

Now, the number of  8-inch long pieces of ribbon that the other class cut can be written as,

Number of pieces cut by other class

= Number of ribbon cut by 3 classes together - Number of ribbon cut by 2 classes

= 91 - 82

= 9

Hence, the number of 8-inch long pieces of ribbon that the other class cut is 9.

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Please help!!! giving 100 points for correct answer

(algebra 2)

|-3d-6|+|-5-d^2| for d =-3

please give a step by step too

Answers

Answer:

17

Step-by-step explanation:

[tex]\sf |-3d-6|+|-5-d^2| \quad for\:\: d = -3[/tex]

Given expression:

[tex]\sf |-3d-6|+|-5-d^2|[/tex]

substitute d = -3

[tex]\sf |-3(-3)-6|+|-5-(-3)^2|[/tex]

simplify following inside parenthesis

[tex]\sf |9-6|+|-5-9|[/tex]

simplify by combining integers

[tex]\sf |3|+|-14|[/tex]

if |-a| or |a| then equals to a

[tex]\sf 3+14[/tex]

evaluate:

[tex]\sf 17[/tex]

Answer:

17

Step-by-step explanation:

Given expression:

[tex]|-3d-6|+|-5-d^2|[/tex]

To evaluate for d = -3, substitute d = -3 into the expression:

[tex]\implies |-3(-3)-6|+|-5-(-3)^2|[/tex]

[tex]\textsf{Apply exponent rule} \quad a\cdot a=a^2:[/tex]

[tex]\implies |(-3)^2-6|+|-5-(-3)^2|[/tex]

[tex]\textsf{Apply exponent rule} \quad (-a)^2=a^2:[/tex]

[tex]\implies |3^2-6|+|-5-3^2|[/tex]

[tex]\implies |9-6|+|-5-9|[/tex]

Subtract the numbers:

[tex]\implies |3|+|-14|[/tex]

[tex]\textsf{Apply absolute rule} \quad |a|=a, \quad a\geq 0[/tex]

[tex]\implies 3+|-14|[/tex]

[tex]\textsf{Apply absolute rule} \quad |-a|=a, \quad a > 0[/tex]

[tex]\implies 3+14[/tex]

Add the numbers:

[tex]\implies 17[/tex]

cuanto es [tex]\sqrt \sqrt{3\sqrt{45^{3} } }[/tex]

Answers

Here is the solution

convert 15 feet per second into yards per hour using unit cancellation

Answers

Answer:

626 times 6261 plus 276262

Step-by-step explanation:

i buy 626 cookies and 1000 million water how much did i eat and drink?

Which fruit snack cost less per pound? How much less?

Answers

Each pound of brand B costs 0.33 dollars less than each pound of brand A.

Which fruit snack costs less per pound?

Here we need to find the cost per pound for both brands, to get that, we need to get the quotient between the costs and the number of pounds.

For brand A the cost is $37.80 and you get 35 pounds, then the cost per pound is:

A = $37.80/35 = $1.08

Then each pound for brand A costs 1.08 dollars.

Now let's do the same for brand B, the cost is $33.75, and you get 45 pounds, then the cost per pound is:

B = $33.75/45 = $0.75

Then each pound for brand B costs 0.75 dollars.

So brand B is cheaper, and the difference is:

1.08 dollars -  0.75 dollars = 0.33 dollars.

Each pound of brand B costs 0.33 dollars less than each pound of brand A.

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bens owns two cars, car 4 and car B. This year, car A is 9 years old and car B is x years old. 5 years ago, the ratio of the age of car 4 to the age of car B was 2:5 Calculate the value of x.​

Answers

Answer: 45 yrs old

Step-by-step explanation:

Car A  = 9 yrs old

Car B = X yrs old

The ratio for the cars are

Car A : Car B

or

2 : 5

You want to make it easier to read so you make both the ratio number and the given age number (9) the same number.

Multiply Car A age by 2 to make it 18 and the Ratio 2 by 9 to make it 18. This makes them the same number. Since you did this to one side, you have to do it on the other side by multiplying the 5 by 9 which is 45.

Your new ratio is now

18 : 45

This means Car B is 45 yrs old

2(3x-2)-4x+1= 9 solve for x

Answers

Answer:x=6

Step-by-step explanation:

6x-4-4x+1=9

subtract 1 from both sides

6x-4-4x=8

add 4 to both sides

6x-4x=12

subtract 6x by 4x

2x=12

divide by 2 on both sides

x=6

Other Questions
Which angles in the picture are NOT adjacent?A. 2 and 3B. 3 and 4C. 1 and 2D. 1 and 3 3. Rasin in the sun What kind of animal do Travis and his friendschase in the street?a) A dogb) A catc) A moused) A rate) A pigFart II: Speaker Identification Directi In the early King's Court of England, a court of law could grant as a remedy only a. an injunction.b. a judicial proceeding for the resolution of a dispute.c. an order to perform a contract as promised.d. damages. Would you say that your village had been plundered if a group of strangers helped to rebuild the damage caused by war? explain. Read the sentence. then answer the question that follows. the child's antipathy towards broccoli was clear; she held her nose and gagged every time it was present on her plate. using the inference context clue provided, what does antipathy most nearly mean in this sentence? ambition comfort dislike support write the product using an exponet(5.6)(5.6)(5.6) what is a difference between homo habilis and homo erectus? group of answer choices homo habilis has a large face and large brain case homo erectus has a smaller face relative to the brain case homo habilis has a more modern body plan than homo erectus homo erectus generally has a smaller brain capacity than homo habilis. The middle layer of the walls of veins differs from arteries in thatit is thicker in veinsit contains less fibrous connective tissueit contains less smooth muscleO it contains some striated muscle Which of the following quantities are scalars? A fungicide dissolved in water was applied to the soil in which a rose plant was growing. It later appeared in the leaves. How did the fungicide reach the leaves? How many times larger is (1.092 101) than (7 101)? 0.156 15.6 6.41 6.908 .Why did the French lose their North American colonies by the end of the SevenYears' War?a) The French colonies of Canada and Louisiana were too distant to support ortrade with each other.b) The French failed to create alliances with the Native Americans, missing outon trade opportunities.c) The French sent so many civilians to settle in Louisiana that they quickly ranout of crucial resources.d) The French allowed Catholics and Protestants to live in Quebec, leading toirreconcilable conflicts.e) The French population in North America never came close to the number ofEnglish colonists, and the French financial contributions to the empire neverjustified the colonies' cost. Rock salt is a mixture of salt sodium chlorine and sand describe how you separate rocksalt to obtain salt crystals and pure dry sand. This question is worth 6 marks so please fill enough points James grilled burgers, and Patrick madea salad. If m is one sixth of n and p is five less than m, write a p as a function of n how do I figure this out Alberto invests $1,130 in a savingsaccount with a fixed annual interest ratecompounded 6 times per year. After 8years, the balance reaches $1,325.71. What is the interest rate of the account? neccsito ayuda con los problemas en blanco is this Grammarly correct?? PLEASE HELP WILL GIVE BRAINLIEST In English: "Arab and the camel" is a short story. In the story, the weather is cold, and the Arab sleeps in a warm tent.The camel asks the Arab if he could put his head in the tent. The Arab said yes. Later, the camel asks to go in more, and the Arab said yes. The camel asks again and again and more Until the camel is completely in the tent. The camel finally said, there is no room for the two of them and asks the Arab to go outside. The lesson in this story is learning to say no.In Spanish: "Arabe y el camello" es un historia corto. En la historia, el clima es frio, y el Arabe duerme en un tienda clido. El camello pregunta el Arabe si l pudiera poner su cabeza en el tienda. El Arabe dijo si. Mas tarde, el camello pregunta Entrar mas, y el Arabe dijo si. El camello pregunta otra vez y mas y mas Hasta que el camello es por completo en el tienda. El camello por fin dijo, no hay espacio por Los dos y pregunta el Arab ir afuera. El lecion en esto historia es aprender decir no. a company reported average total assets of $255,000 in year 1 and $282,000 in year 2. its net operating cash flow was $20,450 in year 1 and $27,500 in year 2. (1) calculate its cash flow on total assets ratio for both years. (2) did its cash flow on total assets improve in year 2 versus year 1?