# Summer Math Packet Math 9 ```BRUNSWICK HIGH SCHOOL
SUMMER MATH PROGRAM
**Small Group Math Classes**
Brunswick High School has reinstated a summer math curriculum for students Math 9, Math 10, Math 11/12 for the
2014-2015 school year.
Goal
The goal of the summer math program is to help students retain the concepts they learned, which are either lost
or reduced over the summer months. Math skills require use in order to be mastered and retained. The topics
that were included are chosen because they contain the skills necessary and important to the curriculum. With
this in mind, it is our goal that students participating in this program will maintain critical math concepts over the
summer months.
Instructions
The review assignments will be due by the first day of school for a homework grade. Students will be given an
opportunity to score their work and ask questions. Assessments will be used to allow students to demonstrate
their knowledge of the material they worked on over the summer months. The assessments will be taken for a
grade in the first quarter in the form of a single test.
Resources
Students are allowed to form study groups and receive assistance from peers and parents, but it is understood
that each student should do his or her own work and is responsible for understanding the topics on his or her own.
Digital resources are also allowed as there are many online math tutorials that are available.
Each section has a website that you can go to for additional help. Other websites you may find useful include:
•
purplemath.com
•
Summer Review
For Students
Entering Math 9
Review of Number Sense
Name:
Part I: Patterns &amp; Graphing
Find the next three terms in each sequence.
1. 18, 32, 46, 60, 74, …
2. 100, 94, 88, 82, 76, …
3. 14, 21, 28, 35, 42, …
4. 1, 2.5, 4, 5.5, 7, …
5. 1, 4, 9, 16, 25, …
6. 2, 5, 10, 17, 26, …
Graph each point and label it with the appropriate letter. On the line next to the point write the
quadrant or axis where the point lies. (I, II, III, IV, x-axis, y-axis)
7. A (3, -3) _____________
8. B (0, -1) ______________
9. C (-2, -4) ____________
10. D (4, 0) _____________
11. E (-1, 6) _____________
Determine the quadrant and coordinates for points A, B, C, D.
12. A ___________________
8 13. B ___________________
6 4 14. C ___________________
15. D ___________________
2 -&shy;‐8 -&shy;‐6 -&shy;‐4 -&shy;‐2 -&shy;‐2 -&shy;‐4 -&shy;‐6 -&shy;‐8 2 4 6 8 Make an x-y chart for each equation, using 1, 2, and 3as the values for x. Then draw a graph by
plotting your points to determine if the equation represents a linear pattern.
16. y = 2x - 4
X
Y
17. y = 5x - 1
X
Y
Part 2: Operations with Real Numbers
Use the Order of Operations to evaluate each expression.
1.
2.
3.
4.
5.
(7 + 32) – 2 &middot; 4
187 – 34 &divide; 17
42 &middot; 2 + [7 – (32 – 5)]
3(2 + 7 – 8) + 16
4[(3 + 2 &middot; 3) – 5] + 7
Perform the indicated operation.
6.
7.
8.
9.
-39 + 68
-23 + (-25)
9 – (-15)
-23 – (-72)
10.
11.
12.
13.
(-12)(-5)
54 &divide; (-18)
45 [8 + (-8)]
(-3)(4 – 7)
LIKE DENOMINATORS
1 3
4
+ = numerators
7 7
7
(2) Keep
denominator
MULTIPLYING FRACTIONS
2 4
8
4
(1) Multiply
=
=
across top and
3 6
18 9
across bottom
(2) Reduce
Perform the indicated operation.
14.
15.
!
!
!
!
+
!
18.
!
+ −
!
!
!
16. − ! − !
!
!
19. 9
!
17. − ! + −
!
20.
!&quot;
!
21.
−
!
!
!
!
!
!
!
&divide; −3
&divide; !&quot;
!
!
Combine Like Terms
same variable &amp;
exponent
Distribute
Multiply outside term
by every part inside ( )
Simplify the expressions.
(2x + 3) + (5x – 6) = (2x + 5x) + (3 – 6) = 7x – 3
(4d – 2) – (5d – 3) = (4d – 5d) + [-2 –(-3)]
= -1d
+ ( -2 + 3)
= -d + 1
2(3x – 6) = 2&middot; 3x – 2 &middot; 6 = 6x – 12
3x (2x – 4) = 3x &middot; 2x – 3x &middot; 4 = 6x2 – 12x
8𝑥 − 12 8𝑥 12
=
−
= 2𝑥 − 3
4
4
4
22. (3x + 4) + (2x – 1)
23. (4a + 3b) – (2a + 5b)
24. (-4x + 3) – (-6x + 3)
25. (2q + 3) – (-4q + 5) + (6q – 7)
26. 8(5x -9)
27. 3x(-5x – 4)
28. (5x – 7) – 3(2x – 1)
29.
30.
!! ! !!
!
!&quot;!!!&quot;
!&quot;
Part 3: Solving Equations
CHECK: Solve.
1. 5x + 9 = 39
2. 6 – 2d = 42
!
3. 15 = ! – 2
4. 9p + 20 = -7
5. 5.2 + 1.3x = -1.3
6.
!
!&quot;
– 5 = -17
```