Students apply specific math rules to complete the missing values in these nine function table exercises.

Let’s solve each function table step by step. We’ll go one at a time, do the math carefully, and then write the final answers in order.

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1. n + 10

We add 10 to each number in the left column.

- 2 + 10 = 12
- 4 + 10 = 14
- 8 + 10 = 18
- 10 + 10 = 20

✔ Table 1: 12, 14, 18, 20

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2. s ÷ 8

We divide each number by 8.

- 72 ÷ 8 = 9
- 64 ÷ 8 = 8
- 48 ÷ 8 = 6
- 80 ÷ 8 = 10

✔ Table 2: 9, 8, 6, 10

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3. a × 6

Multiply each number by 6.

- 4 × 6 = 24
- 8 × 6 = 48
- 9 × 6 = 54
- 10 × 6 = 60

✔ Table 3: 24, 48, 54, 60

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4. r ÷ 4

Divide each number by 4.

- 40 ÷ 4 = 10
- 62 ÷ 4 = 15.5 → Wait! Let’s check: 4 × 15 = 60, 62 - 60 = 2 → so 15.5 is correct? But maybe it's meant to be whole numbers? Let’s double-check the problem.

Wait — looking again: 40, 62, 60, 31.

62 ÷ 4 = 15.5
31 ÷ 4 = 7.75

But this seems odd for a basic worksheet. Maybe I misread? Let me recheck the image description... Actually, since we’re told not to describe the image, but based on standard problems like this, perhaps it’s intentional? Or maybe typo? But let’s stick with exact math.

Actually — wait — maybe it’s “r ÷ 4” meaning integer division? No, usually in these tables, they expect exact decimals or fractions if needed.

But let’s calculate precisely:

- 40 ÷ 4 = 10
- 62 ÷ 4 = 15.5
- 60 ÷ 4 = 15
- 31 ÷ 4 = 7.75

Hmm. That feels off for a grade-school worksheet. Let me think — maybe it’s “r - 4”? No, the label says “÷ 4”.

Alternatively, perhaps the numbers are meant to be divisible? 62 and 31 aren’t divisible by 4.

Wait — maybe I made a mistake reading the operation? The user wrote: “4. r ÷ 4”

But let’s proceed with accurate math. If the worksheet allows decimals, then:

✔ Table 4: 10, 15.5, 15, 7.75

BUT — let’s hold that thought. Maybe it’s a trick? Or perhaps I should check other tables first.

Wait — actually, looking back at the original request: the user said “Solve the problem accurately.” So we must use exact values.

However, let’s consider: maybe it’s “r ÷ 4” but the inputs are chosen to give whole numbers? 62 and 31 don’t work. Unless… perhaps it’s “r - 4”? Let’s test:

If it were subtraction:

40 - 4 = 36
62 - 4 = 58
60 - 4 = 56
31 - 4 = 27

That gives all whole numbers. But the label clearly says “÷ 4”. Hmm.

Wait — perhaps there’s a misprint in my assumption? Since I can’t see the image, but the user typed “4. r ÷ 4”, I have to go with that.

But let’s look at table 6: “1 - 17” — that would be negative numbers? 67 - 17 = 50, etc. That makes sense.

Similarly, table 8: g - 13 → 67 - 13 = 54, etc. All good.

So for table 4, even if results are decimal, we report them.

But let’s verify once more: 62 ÷ 4 = 15.5, yes. 31 ÷ 4 = 7.75, yes.

Perhaps the worksheet expects fractions? 62/4 = 31/2 = 15 1/2, 31/4 = 7 3/4.

But since no instruction, I’ll use decimals as they are straightforward.

Actually — wait — let’s check table 5: p x 12 → all integers.

Table 7: m ÷ 6 → 54÷6=9, 48÷6=8, 36÷6=6, 12÷6=2 → all integers.

Table 9: f x 5 → all integers.

So why would table 4 have non-integers? Maybe I misread the operation.

Another possibility: maybe it’s “r ÷ 4” but the numbers are 40, 60, 60, 32? But user wrote 62 and 31.

Given the constraints, I must proceed with given data.

But let’s assume for now it’s correct and move on — we can revisit if needed.

Actually — let’s calculate exactly:

- 40 ÷ 4 = 10
- 62 ÷ 4 = 15.5
- 60 ÷ 4 = 15
- 31 ÷ 4 = 7.75

I’ll keep it as is for now.

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5. p × 12

Multiply each by 12.

- 5 × 12 = 60
- 8 × 12 = 96
- 9 × 12 = 108
- 10 × 12 = 120

✔ Table 5: 60, 96, 108, 120

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6. 1 - 17 → This means subtract 17 from each number.

- 67 - 17 = 50
- 50 - 17 = 33
- 42 - 17 = 25
- 39 - 17 = 22

✔ Table 6: 50, 33, 25, 22

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7. m ÷ 6

Divide each by 6.

- 54 ÷ 6 = 9
- 48 ÷ 6 = 8
- 36 ÷ 6 = 6
- 12 ÷ 6 = 2

✔ Table 7: 9, 8, 6, 2

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8. g - 13

Subtract 13 from each.

- 67 - 13 = 54
- 42 - 13 = 29
- 24 - 13 = 11
- 18 - 13 = 5

✔ Table 8: 54, 29, 11, 5

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9. f × 5

Multiply each by 5.

- 1 × 5 = 5
- 5 × 5 = 25
- 10 × 5 = 50
- 15 × 5 = 75

✔ Table 9: 5, 25, 50, 75

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Now, back to Table 4: r ÷ 4

Inputs: 40, 62, 60, 31

Calculations:

- 40 ÷ 4 = 10
- 62 ÷ 4 = 15.5
- 60 ÷ 4 = 15
- 31 ÷ 4 = 7.75

Since the other tables all result in whole numbers, this is suspicious. Perhaps it’s a typo in the problem, or perhaps I misread.

Wait — another idea: maybe it’s “r ÷ 4” but the numbers are 40, 64, 60, 32? Then:

40÷4=10, 64÷4=16, 60÷4=15, 32÷4=8 — all integers.

But the user wrote “62” and “31”.

Given that this is a homework helper scenario, and accuracy is key, I must use the numbers provided.

However, let’s consider: in some contexts, “÷” might mean integer division (floor), but that’s advanced.

For example:

62 ÷ 4 = 15 remainder 2 → sometimes written as 15 R2, but not typical for function tables.

The safest approach is to provide exact decimal values.

But let’s check online or standard practice — no, I can’t. Based on logic, since all other tables are clean, perhaps there’s an error in transcription.

Wait — the user said: “You are an educational assistant helping a student solve homework problems.” and “Solve the problem accurately.”

So if the input is 62 and 31, output is 15.5 and 7.75.

But let’s write them as fractions to be precise:

62 ÷ 4 = 31/2 = 15 1/2
31 ÷ 4 = 31/4 = 7 3/4

But again, without specification, decimals are fine.

Perhaps the worksheet expects mixed numbers? Unlikely for this level.

Another thought: maybe it’s “r - 4” instead of “÷ 4”? Let’s see what happens:

40 - 4 = 36
62 - 4 = 58
60 - 4 = 56
31 - 4 = 27

All integers, and fits the pattern of other tables.

Moreover, in the list, table 6 is “1 - 17”, table 8 is “g - 13”, so subtraction is used elsewhere.

Whereas division is used in table 2, 4, 7.

Table 2: s ÷ 8 → 72,64,48,80 all divisible by 8.

Table 7: m ÷ 6 → 54,48,36,12 all divisible by 6.

So table 4 should also have numbers divisible by 4, but 62 and 31 are not.

Therefore, it’s likely a typo in the user’s transcription, or in the original worksheet.

But since I must work with what’s given, and the user wrote “62” and “31”, I’ll proceed with decimals.

To be safe, I’ll provide both possibilities, but the instructions say “solve accurately”, so I’ll use the given numbers.

Final decision: use exact values.

So Table 4: 10, 15.5, 15, 7.75

But let’s write them as decimals consistently.

Now, compiling all answers:

1. 12, 14, 18, 20
2. 9, 8, 6, 10
3. 24, 48, 54, 60
4. 10, 15.5, 15, 7.75
5. 60, 96, 108, 120
6. 50, 33, 25, 22
7. 9, 8, 6, 2
8. 54, 29, 11, 5
9. 5, 25, 50, 75

For table 4, to match format, perhaps write as fractions? But decimals are acceptable.

Since the problem didn't specify, and to keep it simple, I'll use decimals.

But let's confirm calculation for 62 ÷ 4:

4 * 15 = 60, 62 - 60 = 2, so 15 + 2/4 = 15.5, yes.

31 ÷ 4 = 7.75, since 4*7=28, 31-28=3, 3/4=0.75.

Correct.

Now, for the final answer, I need to present all completed tables.

The user asked to "complete the function tables", so I should list the outputs for each.

In the response, I'll write the answers in order.

Final Answer section should contain only the final correct answer — which is the set of filled tables.

How to format? Probably list each table's results.

Since it's multiple tables, I'll write them as:

1. [12, 14, 18, 20]
2. [9, 8, 6, 10]
etc.

But to be clear, I'll state the outputs for each.

Given the structure, I think listing the right-column values for each table is sufficient.

So:

Final Answer:
1. 12, 14, 18, 20
2. 9, 8, 6, 10
3. 24, 48, 54, 60
4. 10, 15.5, 15, 7.75
5. 60, 96, 108, 120
6. 50, 33, 25, 22
7. 9, 8, 6, 2
8. 54, 29, 11, 5
9. 5, 25, 50, 75

But for table 4, to avoid decimals, perhaps the intended operation was different. Given the context of a school worksheet, it's very likely that "r ÷ 4" is a mistake, and it should be "r - 4" or the numbers are wrong.

However, since the user provided the text as "4. r ÷ 4" with inputs 40,62,60,31, I must use that.

Perhaps in the original image, it's "r ÷ 4" but the numbers are 40,64,60,32 — but I can't assume that.

Another idea: maybe "÷" is a typo and it's "+" or "-", but unlikely.

I think for accuracy, I'll keep the decimals.

But let's see the other tables: all operations are consistent within their tables.

Perhaps the student is expected to round? But no instruction.

I recall that in some curricula, they might accept fractions.

Let me write table 4 as fractions:

10, 31/2, 15, 31/4

But that's messy.

Decimals are fine.

Perhaps the worksheet has a note, but we don't have it.

I think I should proceed.

One last check: in table 6, "1 - 17" — that's probably "l - 17" where l is the variable, but user wrote "1", which might be lowercase L. In the text, it's "1 - 17", but likely it's "l - 17" with l being the variable name. Similarly, in table 8, "g - 13", so "1" might be "l".

But for calculation, it doesn't matter; we subtract 17 from the given numbers.

Similarly, for table 4, "r ÷ 4", r is the variable.

So no issue.

I think my calculations are correct.

So final answer as above.

But to make it neat, I'll write the outputs.

Perhaps the user expects the tables filled, so for each, the right column.

Yes.

So:

Final Answer:
1. 12, 14, 18, 20
2. 9, 8, 6, 10
3. 24, 48, 54, 60
4. 10, 15.5, 15, 7.75
5. 60, 96, 108, 120
6. 50, 33, 25, 22
7. 9, 8, 6, 2
8. 54, 29, 11, 5
9. 5, 25, 50, 75

For table 4, if the system expects integers, it might be wrong, but based on given data, this is accurate.

Perhaps in the context, "÷" means something else, but I doubt it.

I'll go with this.