Year 8 - Linear equations and graphs - Free practice

Year 8 Linear Equations & Graphs Worksheets

Plot, solve, sketch. The core Year 8 algebra skill set.

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10 questions — 4 Foundation, 4 Standard, 2 Extension — with full worked solutions, calibrated to the Victorian Curriculum.

About this worksheet

Why we built it

Year 8 takes linear equations further: graphing them on the Cartesian plane, solving them algebraically, and starting to work with inequalities. These worksheets mix all three so your student can't just memorise one procedure - they have to recognise what the question is asking.

What's covered

Sub-skills your student will practise

  • Solving multi-step linear equations
  • Graphing y = mx + c style equations on the Cartesian plane
  • Reading the gradient and y-intercept from a graph
  • Solving one-variable linear inequalities
  • Representing inequalities on a number line

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Frequently asked

Questions parents ask about linear equations and graphs

What's new in Year 8 linear equations?

Graphing on the Cartesian plane (y = mx + c form), reading gradient and y-intercept from a graph, and solving one-variable inequalities. Year 7 stayed algebraic; Year 8 brings the visual side in.

What does the gradient of a line mean?

How steep the line is - specifically, how much y changes for each unit of x. A gradient of 3 means y goes up 3 for every step right. A negative gradient means the line slopes down.

What's the rule for solving inequalities?

Same as equations, except: if you multiply or divide both sides by a negative number, flip the inequality sign. Forgetting to flip is the single most common Year 8 inequality mistake.

How do students sketch y = mx + c quickly?

Start at the y-intercept (the 'c' value), then use the gradient (the 'm' value) to find a second point - rise over run. Connect them with a straight line.

Want a real plan for the term?

Worksheets are great for repetition. A Tuterly tutor can spot the specific moves your student keeps getting wrong and fix them in one or two sessions.

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