The correct answer is 8. The function rule has two steps. Step 1: Multiply the input by -3. So, \((-5) \times(-3) = 15\). Step 2: Subtract 7 from the result. So, \(15 - 7 = 8\). The final output is 8.

This question tests middle school quantitative reasoning skills, specifically using a function rule to determine output. Function rules allow us to calculate output values by substituting input values into an algebraic expression. In this question, the commission rule c = 3s + 10 is used to find commission c when sales s = 6. Choice A is correct because substituting 6 for s yields c = 3(6) + 10 = 18 + 10 = 28, demonstrating proper function application. Choice C (18) represents the common error of forgetting to add the constant term, calculating only 3(6). Choice D (16) might result from adding before multiplying, while Choice B (13) could come from various calculation errors. To help students, stress the importance of following each step carefully and checking work. Real-world contexts like commission calculations make abstract concepts more concrete and meaningful.

This question tests middle school quantitative reasoning skills, specifically using a function rule to determine output. Function rules allow us to calculate output values by substituting input values into an algebraic expression. In this question, the commission rule c = 5s - 2 is used to find commission c when sales s = 7. Choice A is correct because substituting 7 for s yields c = 5(7) - 2 = 35 - 2 = 33, demonstrating proper function application. Choice C (37) might result from adding 2 instead of subtracting, while Choice D (23) could come from calculating 5(5) - 2. Choice B (17) appears to result from a calculation error. To help students, stress careful attention to operations (subtraction vs. addition) and systematic substitution. Commission problems provide real-world context that makes abstract algebra more meaningful.

This question tests middle school quantitative reasoning skills, specifically using a function rule to determine output. Function rules allow us to calculate output values by substituting input values into an algebraic expression. In this question, the car distance rule d = 30t is used to find distance d when time t = 4. Choice A is correct because substituting 4 for t yields d = 30(4) = 120, demonstrating proper function application through simple multiplication. Choice C (90) might result from calculating 30(3), while Choice B (34) could come from adding 30 + 4. Choice D (300) appears to result from multiplying by 10 instead of 4. To help students, emphasize careful multiplication and the direct proportional relationship in this function. Distance-time problems provide intuitive context for understanding linear functions without constant terms.

This question tests middle school quantitative reasoning skills, specifically using a function rule to determine output. Function rules allow us to calculate output values by substituting input values into an algebraic expression. In this question, the discount rule y = 10x - 5 is used to find the discounted price y when x = 4. Choice A is correct because substituting 4 for x yields y = 10(4) - 5 = 40 - 5 = 35, demonstrating proper function application. Choice B (45) might result from adding 5 instead of subtracting, while Choice D (25) could come from calculating 10(4) - 15. Choice C (5) appears to be an error in calculation or misunderstanding of the function. To help students, emphasize the difference between addition and subtraction in function rules. Real-world contexts like discounts help students understand practical applications of linear functions.

This question tests middle school quantitative reasoning skills, specifically using a function rule to determine output. Function rules allow us to calculate output values by substituting input values into an algebraic expression. In this question, the car distance rule d = 40t + 5 is used to find distance d when time t = 2. Choice A is correct because substituting 2 for t yields d = 40(2) + 5 = 80 + 5 = 85, demonstrating proper function application and order of operations. Choice C (80) represents the common error of forgetting to add the constant term, calculating only 40(2). Choice D (90) might result from calculating 40(2) + 10, while Choice B (45) could come from adding before multiplying. To help students, stress the importance of following order of operations systematically. Using distance-time relationships helps students connect algebra to physics concepts.

This question tests middle school quantitative reasoning skills, specifically using a function rule to determine output. Function rules allow us to calculate output values by substituting input values into an algebraic expression. In this question, the store cost rule y = 6x + 1 is used to find total cost y when x = 3. Choice A is correct because substituting 3 for x yields y = 6(3) + 1 = 18 + 1 = 19, demonstrating proper function application and order of operations. Choice B (18) represents the common error of forgetting to add the constant term, calculating only 6(3). Choice C (10) might result from calculating 3(3) + 1, while Choice D (7) could come from adding 6 + 1. To help students, stress the importance of following each step: multiply first, then add. Store pricing contexts help students connect abstract algebra to everyday situations.

This question tests middle school quantitative reasoning skills, specifically using a function rule to determine output. Function rules allow us to calculate output values by substituting input values into an algebraic expression. In this question, the function y = 4x + 2 represents total cost at a store, where we need to find y when x = 5. Choice A is correct because substituting 5 for x yields y = 4(5) + 2 = 20 + 2 = 22, demonstrating proper function application and order of operations. Choice B (28) might result from incorrectly calculating 4(5) as 26, while Choice C (14) could come from only calculating 4(5) - 6. To help students, emphasize following order of operations: multiply first, then add. Using real-world contexts like store pricing helps students connect abstract algebra to practical situations.

This question tests middle school quantitative reasoning skills, specifically using a function rule to determine output. Function rules allow us to calculate output values by substituting input values into an algebraic expression. In this question, the function d = 50t represents distance traveled at constant speed, where we need to find d when t = 3. Choice A is correct because substituting 3 for t yields d = 50(3) = 150, demonstrating proper function application. The other choices represent common errors: Choice C (47) and B (53) might result from subtraction or addition errors, while Choice D (100) could come from multiplying by 2 instead of 3. To help students, emphasize the importance of careful substitution and multiplication. Practice with real-world contexts like distance-speed relationships helps students understand the practical application of function rules.

The correct answer is 13. First, divide 38 by 5. \(38 \div 5 = 7\) with a remainder of 3. So, the whole number quotient is 7 and the remainder is 3. The rule is to add the quotient (7) and twice the remainder (\(2 \times 3 = 6\)). The result is \(7 + 6 = 13\).