If tanya has 10 bills adding up to 40 and has 1 more five then tens and 2 more ones then fives she would have 2 tens, 3 fives, and 5 ones
The options seem a bit mis-formatted but here is the way p is computed:
the decrease is 2000-1600
and it is relative to: 2000 (2003 attendance)
so 
and so that aligns with your Option A. Options B, C, D look incorrect for sure.
Multiply (or distribute) the exponent<span> outside the parenthesis with every </span>exponent<span>inside the parenthesis, remember that if there is no </span>exponent<span> shown, then the </span>exponent<span> is 1. Step 3: Apply the </span>Negative Exponent<span> Rule. </span>Negative exponents<span> in the numerator get moved to the denominator and become positive </span>exponents<span>.</span>
If a2 -2ab + b2 = 9 and a![\begin{gathered} a^2-2ab+b^2=9 \\ aStep 1 factorize[tex]\begin{gathered} a^2-2ab+b^2=(a-b)^2 \\ \end{gathered}](https://tex.z-dn.net/?f=%5Cbegin%7Bgathered%7D%20a%5E2-2ab%2Bb%5E2%3D9%20%5C%5C%20a%3C%2Fp%3E%3Cp%3E%EF%BB%BFStep%201%20%3C%2Fp%3E%3Cp%3Efactorize%3C%2Fp%3E%5Btex%5D%5Cbegin%7Bgathered%7D%20a%5E2-2ab%2Bb%5E2%3D%28a-b%29%5E2%20%5C%5C%20%20%5Cend%7Bgathered%7D)
then
[tex]\begin{gathered} (a-b)^2=9 \\ \sqrt{(a-b)^2}=\sqrt{9} \\ a-b=\pm3 \\ \\ aa-b=-3
