<u>Answer:</u>
Below!
<u>Step-by step explanation:</u>
<u>We know that:</u>
<u>Solution of Question A:</u>
<u>Percent of children: Total children/Total attendance</u>
- => 400/1500
- => 4/15
- => 0.27 (Rounded to nearest hundredth)
- => 0.27 x 100
- => 27%
<u>Hence, the percent of children is about 27%.</u>
<u>Solution of Question B:</u>
<u>Percent of women: Total women/Total attendance</u>
- => 850/1500
- => 85/150
- => 17/30
- => 17/30 x 100
- => 17/3 x 10
- => 170/3
- => 56.67%
<u>Hence, the percent of women is 56.67%.</u>
<u>Solution of Question C:</u>
- 400 + 850 + m = 1500
- => 1250 + m = 1500
- => m = 1500 - 1250
- => m = 250
<u>Percent of men: Total men/Total attendance</u>
- => 250/1500
- => 1/6
- => 0.17 (Rounded to nearest hundredth)
- => 0.17 x 100
- => 17%
<u>Hence, the percent of men is about 17%</u>
Hoped this helped.

-10t - (-17t) - 10t + (-13) = 11 (two negative signs makes a positive)
-10t + 17t - 10t - 13 = 11 Combine like terms
-3t - 13 = 11 Add 13 on both sides
-3t = 24 Divide -3 on both sides
t = -8
In order to express 0.45 as a common fraction, all you have to do is first divide 45 to 100. So in order to get the answer to this, you just have to put 45 as the numerator and 100 as the denominator. This will become 45/100. To turn it into its simple form, you have to first ask yourself what is a common divisible number for the two. 5 can be divided by 45 and 100 so 5 can be used. So the final answer, if you make it into simplest form, will be 9/20
Answer:
however the meaning of math
Step-by-step explanation:
20+20
The equation of the line is 
Explanation:
Given that the line passes through the points (-5,-3)
The slope of the line is 
We need to determine the equation of the line.
<u>Equation of the line:</u>
The equation of the line can be determined using the formula,

Let us substitute the points (-5,-3) and the slope
in the above formula.
Thus, we have;

Simplifying, we get;

Subtracting 3 from both sides of the equation, we get;

Hence, the equation of the line in slope - intercept form is 