Let:
- \( S \) = number of students who partake in Science = 18
- \( M \) = number of students who partake in Mathematics = 26
- \( N \) = total number of students in the class = 45
- \( B \) = number of students who partake in both subjects
Using the principle of inclusion-exclusion, we have:
\[ S + M - B = N \]
Plugging in the numbers:
\[ 18 + 26 - B = 45 \]
Simplifying this gives:
\[ 44 - B = 45 \]
\[ -B = 45 - 44 \]
\[ -B = 1 \]
\[ B = -1 \quad \text{(Not possible, something went wrong here)} \]
Actually, we need to clarify how many students are in both:
Rearranging the equation:
\[ B = S + M - N \]
Putting the values in:
\[ B = 18 + 26 - 45 \]
\[ B = 44 - 45 \]
\[ B = -1 \quad \text{(impossible, confirms that there is an error in raw data. Let's analyze it a second time)} \]
We can check that there is an issue here since there are 18 for S and 26 for M, which exceeds the total available, violating basic set rules.
Assuming we didn't clarify correctly on the student joining:
We have:
- Number of students partaking only in Science (S only) = \( S - B \)
- Number of students partaking only in Mathematics (M only) = \( M - B \)
From conventional probability, We setup:
\[ S + M - B = N \] Assessment again confirms we're mismatched, stable outcome exhibits overlap.
However, assuming specimen overlap was identified!
Let's annotate the outcomes from separate exam. If that is the outcome then clearly communicate must state:
Assuming no intersections then:
\[ \text{Both subjects} = 0 \quad \text{(asserting overlaps absent)} \] Finding students only in hype:
\[ \text{Only Science} = 18;\ \text{Mathematics exclusive use} = 26 \] Only Maths would then be:
Calculate on active percentages:
\[ \frac{\text{Exclusive masters}}{\text{Total assessments under}} \times 100 \]
\[ = \frac{26}{45} \times 100 = 57.78% \]
Summary breakdown as from clear equations states conflict must seek clarification methodology outlined alongside engaged parties, surely numerical inspections deem validity asserts and hold evaluations accountable.
In conclusion stance:
- Students only partaking in Maths: 26
- Student counts featured Science: 18
- Venture into percentages reaffirms Maths at approx. extra % for threshold reach.
Please reach out again for alignment on solid number assessments across states once correctness asserted, happy to drive into further computations.