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### Question 8:
In a Year 7 class:
- \( \frac{3}{4} \) of the children can swim more than 400 m.
- \( \frac{1}{10} \) of the children cannot swim more than 200 m.

We are asked to find:
(a) The percentage of the class that can swim more than 400 m.

(b) The percentage of the class that can swim less than 200 m.

(c) The percentage of the class that can swim a distance between 200 m and 400 m.

#### Solution:
(a) Since \( \frac{3}{4} \) of the children can swim more than 400 m, the percentage is:
\[
\frac{3}{4} \times 100 = 75\%
\]
Thus, 75% of the children can swim more than 400 m.

(b) \( \frac{1}{10} \) of the children can swim less than 200 m. In percentage:
\[
\frac{1}{10} \times 100 = 10\%
\]
So, 10% of the children can swim less than 200 m.

(c) To find the percentage of children that can swim between 200 m and 400 m, subtract the percentages from 100%:
\[
100\% - (75\% + 10\%) = 15\%
\]
Therefore, 15% of the children can swim between 200 m and 400 m.

---

### Question 9:
In the school canteen:
- 50% of the children choose chips.
- 26% choose baked potatoes.

We are asked to find:
(a) The percentage that choose rice.

(b) The fraction of the children that choose rice.

#### Solution:
(a) Since 50% choose chips and 26% choose baked potatoes, the remaining percentage must be those who choose rice. 
\[
100\% - (50\% + 26\%) = 24\%
\]
So, 24% of the children choose rice.

(b) To convert 24% into a fraction:
\[
24\% = \frac{24}{100} = \frac{6}{25}
\]
So, \( \frac{6}{25} \) of the children choose rice.

---

### Question 10:
In a car park:
- 40% of the cars are red.
- \( \frac{7}{20} \) of the cars are blue.

We are asked to find:
(a) The percentage of cars that are blue.

(b) The percentage of cars that are neither red nor blue.

(c) The percentage of cars that are red or blue.

(d) The fraction of cars that are red.

(e) The fraction of cars that are neither red nor blue.

(f) The fraction of cars that are red or blue.

#### Solution:
(a) The fraction \( \frac{7}{20} \) represents the percentage of blue cars:
\[
\frac{7}{20} \times 100 = 35\%
\]
Thus, 35% of the cars are blue.

(b) The percentage of cars that are neither red nor blue is:
\[
100\% - (40\% + 35\%) = 25\%
\]

(c) The percentage of cars that are either red or blue is:
\[
40\% + 35\% = 75\%
\]

(d) The fraction of cars that are red is already given as 40%, which in fractional form is:
\[
\frac{40}{100} = \frac{2}{5}
\]

(e) The fraction of cars that are neither red nor blue is 25%:
\[
\frac{25}{100} = \frac{1}{4}
\]

(f) The fraction of cars that are red or blue is 75%:
\[
\frac{75}{100} = \frac{3}{4}
\]

---

Would you like more details on any specific question? Here are five related questions for further exploration:

1. How would the answers change if the number of students in the class was known?
2. What is the relationship between fractions and percentages in such problems?
3. How can we use probability to model the likelihood of randomly picking a red or blue car?
4. How would the percentage calculation differ if the car park had different proportions?
5. Can we use a pie chart to visually represent the distribution of cars in the car park?

**Tip:** Always double-check your fraction-to-percentage conversions by multiplying the fraction by 100.

Mathematical problems involving percentages and fractions in a class, school canteen, and car park scenarios.

Solve percentage and fraction problems in various contexts, including a Year 7 class, a school canteen, and a car park. Understand how to calculate percentages for different scenarios and convert them into fractions.

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