8th

 Grade  –  Summer  Math  Packet  

Domain: EXPRESSIONS & EQUATIONS
CCRS Standards:
7 – Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational
coefficients.
Objective: Use the distributive property to generate equivalent expressions.

The distributive property of multiplication over addition states: a(b + c) = a  • b + a  • c or a(b + c) = ab + ac.
The same is true for subtraction: a(b – c) = a  • b – a  • c or a(b – c) = ab – ac.

Examples:
1. –3(–2x + 5) = (–3)  • –2x + (–3)  • 5 Distribute 3 through the parentheses; Multiply –3 by –2x & multiply –3 by 5.
  = 6x – 15 Simplify

2. 4(5a – 9b) = 4  • 5a – 4  • 9b Distribute 4 through the parentheses; Multiply 4 by 5a and multiply 4 by 9b.
= 20a – 36b

1. Use the distributive property to write an equivalent 2. Use the distributive property to write an equivalent
expression. expression.
–2(n + 7) –8(3p – 1)

3. Use the distributive property to write an equivalent 4. Use the distributive property to write an equivalent
expression. expression.
7(–4m + 5) 11(–x – 5)

5. Use the distributive property to write an equivalent 6. Use the distributive property to write an equivalent
expression. expression.
–(–3k – 4) –6(5z + 12)

 
 
 

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 8th  Grade  –  Summer  Math  Packet  
Domain: EXPRESSIONS & EQUATIONS
CCRS Standards:
7 – Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational
coefficients.
Objective: Combine like terms.

Illustration on
Definition
2x + 5x – 3y + 1
Terms are separated by addition or subtraction. 2x, 5x, 3y, and 1 are terms.

A coefficient is the number multiplied by a variable in a term. 2, 5, and 3 are coefficients.

Like terms have exactly the same variable. 2x and 5x are like terms.

A constant is a numerical term that does not have a variable. 1 is a constant term.
**Like terms can be combined by adding or subtracting their coefficients.

Examples:

1. Combine like terms: 5x + x – 7y

5x + x – 7y = original problem
5x + 1x – 7y = When a coefficient is not visible, it is 1.
(5 + 1)x – 7y = 6x – 7y Add coefficients of like terms (5x and 1x); –7y remains unchanged.

2. Combine like terms: 12r + 5 + 3r – 5

12r + 5 + 3r – 5 original problem
12r + 3r + 5 – 5 reorder terms
(12 + 3)r + 5 – 5 add coefficients of like terms (12r and 3r); add constants (5 and –5)
15r + 0 = 15r simplify

1.)Combine like terms: 2.) Combine like terms:

–2x + 11 + 6x 9a – 6a + 4b

3.)Combine like terms: 4.) Combine like terms:

–3x + 15x – 9 + 4 6 – 7n – 2n – 8

5.)Combine like terms: 6.) Combine like terms:

7m – 2m + 4n +n 11a + 7b – 15a – 5b

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 8th  Grade  –  Summer  Math  Packet  
 
Domain: EXPRESSIONS & EQUATIONS
CCRS Standards:
7 – Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational
coefficients.
Objective: Expand linear expressions with the distributive property and simplify the expressions by combining like
terms.

Examples:

1. Distribute and simplify: –4 + 6(–4x + 3)

–4 + 6(–4x + 3) = original problem
–4 + 6 • –4x + 6 • 3 = distribute 6 through (–4x + 3)
–4 –24x + 18 = multiply 6 by –4x, and multiply 6 by 3
–24x – 4 – 18 = reorder
–24x – 22 combine like terms (add constants –4 and –18)

2. Distribute and simplify: –(–3n + 2) – 2n

–(–3n + 2) – 2n original problem
–1(–3n + 2) – 2n the opposite sign before the parentheses represents –1
–1 • –3n + –1 • 2 – 2n distribute –1 through (–3n + 2)
3n – 2 – 2n multiply –1 by –3n and multiply –1 • 2
3n –2n –2 reorder
(3 – 2)n –2 combine like terms
1n –2 simply
n–2 simplify

1.)Combine like terms: 3(7n + 6) – 5n 2.) Combine like terms: –5(9x – 4) + 10

3.)Combine like terms: 7(–2p + 3) + 2p 4.) Combine like terms: –2v – (9 – 10v)

5.)Combine like terms: –1 + 3(m + 4) 6.) Combine like terms: –8(5 – 3x) + 12

 
 

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 8th  Grade  –  Summer  Math  Packet  
 
Domain: EXPRESSIONS & EQUATIONS
CCRS Standards:
13 –Write, read, and evaluate expressions in which letters stand for numbers. (6th)
13c – Evaluate expressions at specific values of their variables. (6th)
Objective: Evaluate an algebraic expression.

• A variable is a symbol, usually a letter, used to represent a number.

• Algebraic expressions are combinations of variables, numbers, and at least one operation.
• Multiplication in algebra can be shown as 8n or 8 × n
• The variables in an algebraic expression can be replaced with any number.
• Once the variables have been replaced, you can evaluate, or find the value of, the algebraic expression.

Example 1: Evaluate –7x + 4y – 12 Example 2: Evaluate 10a – ab + 3b

!
if x = –6 and y = –1 if a = ! and b = 15

–7x + 4y – 12 original problem 10a – ab + 3b original problem

! ! !
–7 • –6 + 4 • –1 – 12 replace x with –6 and y with –1 10 • ! – ! • 15 + 3 • 15 replace a with ! and b with 15
! !
42 –4 –12 multiply –7 by –6 and 4 by –1 2 –3 + 45 multiply 10 by ! and ! by 15
38 –12 simplify –1 + 45 simplify
26 simplify 44 simplify

1.) 2.)
Evaluate 12a + 3b if a = –1 and b = –7 !
Evaluate –12g + 5h if g = ! and h = –2

3.) 4.)
Evaluate 30 – xy + 2 if x = 7 and y = 3 Evaluate xy + 7 – y if x = –2 and y = –6

5.) 6.)
Evaluate np + n – p if n = 4 and p = –5 !
Evaluate 24r – 3s + 6 if r = − ! and s = 5

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 8th  Grade  –  Summer  Math  Packet  
 
Domain: EXPRESSIONS & EQUATIONS
CCRS Standards:
12 – Write and evaluate numerical expressions involving whole-number exponents. (6th)
13c – Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when
there are no parentheses to specify a particular order (Order of Operations). (6th)
Objective: Evaluate numeric expressions using order of operations.

Example 1: Evaluate 3 • 23 – 25 ÷ 5 Example 2: Evaluate (12 – 9) • (15 –33) + 42

3 • 23 – 25 ÷ 5 original expression (12 – 9) • (15 –33) + 42 original expression

3 • 8 – 25 ÷ 5 calculate 23 (12 – 9) • (15 – 27) + 16 calculate 33 and 42
24 – 25 ÷ 5 multiply 3 by 8 3 • –12 + 16 simply parentheses
24 – 5 divide 25 by 5 –36 + 16 multiply 3 by –12
67 subtract 5 from 24 –20 simplify
 
1.) 12 • 4 – 72 ÷ 9 2.) 64 – 4 • 23 + 7

3.) 9 • 4 – 32 + 5 • 2 4.) (72 – 16)  ÷ (13 –6) • 23

5.) 45 ÷ 9 – 3 + 7 • 3 6.) (28 – 102 ) ÷ 23

 
 
 

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 8th  Grade  –  Summer  Math  Packet  
Domain: EXPRESSIONS & EQUATIONS
CCRS Standards:
10 – Use variables to represent quantities in real-world or mathematical problems, and construct simple equations and
inequalities to solve problems by reasoning about the quantities.
10a – Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific
rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution,
identifying the sequence of the operations used in each approach.

Objective: Solve two-step equations.

Example 1: Check Solution:

5m + 2 = –13 original equation 5m + 2 = –13 original equation
– 2 –2 add –2 to both sides 5 • –3 + 2 = –13 replace m with –3
5m + 0 = –15 solution –15 + 2 = –13 simplify
5m = –15 simplify –13 = –13 simplify
 5 5 divide both sides by 5
1m = –3 solution
m = –3 simplify

Example 2: Check Solution:

–7.8x – 5.4 = –78.408 original equation –7.8x – 5.4 = –78.408 original equation
+ 5.4 +5.4 add 5.4 to each side –7.8 • (9.36) – 5.4 = –78.408 replace x with 9.36
–7.8x + 0 = –73.008 solution –73.008 – 5.4 = –78.408 simplify
–7.8x = –73.008 simplify –78.408 = –78.408 simplify
–7.8 –7.8 divide both sides by –7.8
1•x = 9.36 solution
x = 9.36
1.) Solve and check. 2.) Solve and check.
2k + 5 = 29 –11x –7 = 26

3.) Solve and check. 4.) Solve and check.

9x – 7 = –7 –3y + 8.25 = 24

5.) Solve and check. 6.) Solve and check.

–5n + 2.75 = –28.75 2.43y – 1.21= –10.94

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 8th  Grade  –  Summer  Math  Packet  
 
Domain: EXPRESSIONS & EQUATIONS
CCRS Standards: 10 – Use variables to represent quantities in a real-world or mathematical problem, and construct
simple equations and inequalities to solve problems by reasoning about the quantities.
10a – Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific
rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution,
identifying the sequence of the operations used in each approach.

Objective: Solve two-step equations with rational numbers.

Example 1: Check Solution

!!!" !!!"
!
= −6 original equation !
= −6 original equation
!!!" !!!!"
2• = −6 • 2 Multiply both sides by the denominator, 2. = −6 Replace n with –2.
! !
!!"
1(n -10) = –12 Simplify = −6 Simplify numerator.
!
n – 10 = –12 Simplify: 1(n – 10) = n – 10 –6 = –6 Simplify
+10 +10 Add 10 to each side.
n+0 = –2 Solution
n = –2 Simplify: n + 0 = –2

Example 2: Check Solution

! !
!
− 1 = −2 original equation !
− 1 = −2 original equation
! !!
9 !
− 1 = 9 • −2 Multiply both sides by the denominator, 9. !
− 1 = −2 Replace m with –9
!
9• !
+ −9 • 1 = 9 • −2 Distribute 9 on the left side. –1 – 1 = –2 Simplify
𝑚 − 9 = −18 Simplify –2 = –2 Simplify
+9 +9 Add 9 to both sides.
m + 0 = –9 Solution
m = –9 Simplify
 
1.) Solve and check. 2.) Solve and check.
𝑣−9 𝑛+5
= −8 = −1
3 −16

3.) Solve and check. 4.) Solve and check.

𝑎 𝑥
+ 2 = −6 − 5 = −4
4 20

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 8th  Grade  –  Summer  Math  Packet  
Domain: EXPRESSIONS & EQUATIONS
CCRS Standards:
10 – Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and
inequalities to solve problems by reasoning about the quantities.
Objective: Write an algebraic expression to represent unknown quantities.

The tables below show phrases written as mathematical expressions.

Phrases Expression Phrases Expression

12 more than a number, x 2 less than a number, n
the sum of 12 and a number, x a number, n, minus 2
a number, x, plus 12 x + 12 2 subtracted from number, n n–2
a number, x, increased by 12 a number, n, decreased by 4
the total of x and 12 the difference of n and 2
Phrases Expression Phrases Expression
3 multiplied by g a number divided by 5 𝑚
3 times a number, g 3g the quotient of m and 5
the product of g and 3 divide a number by 5 5

1.) 2.)
18 less than p the quotient of a number, n, and 9

3.) 4.)
18 years older than Jordan   5 times as many hits as Paul
 

 
5.) 6.)
Let t = the number of tomatoes Tara planted last year. Last week, Jack sold x number of hot dogs at the
This year, she planted 3 times as many. Write an football game. This week he sold twice as many as
algebraic expression to show how many tomatoes last week, and then he sold 10 more. Write an
Tara planted this year. expression to show how many hot dogs Jack sold
this week.

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 8th  Grade  –  Summer  Math  Packet  
 
Domain: EXPRESSIONS & EQUATIONS
CCRS Standards:
10 – Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and
inequalities to solve problems by reasoning about the quantities.
10a – Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific
rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution,
identifying the sequence of the operations used in each approach.
Objective: Write linear equations.

The table below shows sentences written as an equation.

Sentences Equation
Seventy less than 5 times a number is 25.
Five times the amount decreased by 70 is equal to 25.
5n – 70 = 25
25 is equal to the difference of 5 times a number and 70.
The product of 5 and a number less 70 equals 25.

 
1.) Write an equation for the problem. Do not solve. 2.) Write an equation for the problem. Do not solve.

4 less than 3 times a number is 14. There are 5 people in Johnny’s rock band. They made
x dollars playing at a dance hall. After dividing the
money 5 ways, each person got $67. Write a division
equation that you could use to find the amount of
money the band was paid.

3.) Write an equation for the problem. Do not solve. 4.) Write an equation for the problem. Do not solve.

Twice the sum of a number and 7 is equal to 44. The lifespan of a zebra is 15 years. The lifespan of a black
bear is 3 years longer than the lifespan of a zebra. Write an
addition equation that you could use to find the lifespan of a
bear.

5.) Write an equation for the problem. Do not solve. 6.) Write an equation for the problem. Do not solve.

A gardening expert recommends that flower bulbs be The electric company charges $0.06 per kilowatt hour
planted to a depth of three times their height. Suppose of electricity used. Write a multiplication equation to
Jenna determines that a certain bulb should be planted find the number of kilowatt hours of electricity for which
at a depth of 4.5 inches. Write an equation to find the the Estevez family was charged if their electric bill was
height of the bulb. $45.84.

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 8th  Grade  –  Summer  Math  Packet  
 
Domain: EXPRESSIONS & EQUATIONS
CCRS Standards:
10 – Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and
inequalities to solve problems by reasoning about the quantities.
10a – Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific
rational numbers. Graph the solution set of the inequality, and interpret it in the context of the problem.

Objective: Solve and graph linear inequalities.  

Example: Solve and graph –3x +2 ≤ 4.  

–3x +2 ≤ 4 original problem

–2 –2 add –2 to both sides
–3x + 0 ≤ 2 simplify
–3x ≤2 simplify
–3 –3 divide by –3
!
x ≥ !! solution -1 –2/3 –1/3 0 1/3 2/3 1
x ≥ −!
!
simplify              
 
1.) Solve and graph. 2.) Solve and graph.

x – 5 ≤ –3 1.3y > 4.42

3.) Solve and graph. 4.) Solve and graph.

9 – x ≥ –10 2y – 1 < –7

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 8th  Grade  –  Summer  Math  Packet  
 
Domain: EXPRESSIONS & EQUATIONS
CCRS Standards:
10 – Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and
inequalities to solve problems by reasoning about the quantities.
10a – Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific
rational numbers. Graph the solution set of the inequality, and interpret it in the context of the problem.

Objective: Write and solve linear inequalities.

Example: One-half of a number, x, minus 3 is at least 4. What are the possible values of the number?

Write the inequality:

One-half •  a number – 3 ≤ 4 Reason the problem with the correct operations.
 !
!
• n –3≤ 4 Replace items with variables and values
!
2 !
𝑛 − 3 ≤ 2(4) Multiply both sides by 2
!
2•!n–2•3≤8 distribute 2 through parentheses; multiply 2 and 4
n–6 ≤8 Simplify
+6 +6 add 6 to both sides
n +0 ≤ 14 Solution
n ≤ 14 Simplify
 
1. Write the inequality and solve. 2. Write the inequality and solve.

A certain minivan has a maximum carrying capacity of Nicole swims 40 meters per minute, and she wants to
1100 pounds. If the luggage weights 120 pounds, what swim at least 2000 meters this morning. How many
is the maximum weight, w, allowable for passengers? minutes, t, should she swim?

3. Write the inequality and solve. 4. Write the inequality and solve.

The sum of twice a number, n, and 5 is at most 15. Two-thirds of a number, n, plus 5 is greater than 12.
What are the possible values for the number? What are the possible values for the number?

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 8th  Grade  –  Summer  Math  Packet  
 

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