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# Loose Leaf Version for Elementary and Intermediate Algebra, 5th Edition

ISBN10: 0077574494 | ISBN13: 9780077574499
By Stefan Baratto, Barry Bergman, Donald Hutchison

## Purchase Options:

* The estimated amount of time this product will be on the market is based on a number of factors, including faculty input to instructional design and the prior revision cycle and updates to academic research-which typically results in a revision cycle ranging from every two to four years for this product. Pricing subject to change at any time.

## Preface Applications Index

### Chapter 0. Prealgebra Review

0.1 A Review of Fractions

0.2 Real Numbers

0.3 Adding and Subtracting

0.4 Multiplying and Dividing

0.5 Exponents and Order of Operations

Chapter 0: Summary

Chapter 0: Summary Exercises

Chapter 0: Chapter Test

### Chapter 1. From Arithmetic to Algebra

1.1 Transition to Algebra

Activity 1: Exchanging Money

1.2 Evaluating Algebraic Expressions

1.3 Simplifying Algebraic Expressions

1.4 Solving Equations with the Addition Property

1.5 Solving Equations with the Multiplication Property

1.6 Combining the Rules to Solve Equations

1.7 Linear Inequalities

Chapter 1: Summary

Chapter 1: Summary Exercises

Chapter 1: Chapter Test

### Chapter 2. Functions and Graphs

2.1 Formulas and Problem Solving

Activity 2: Graphing with a Calculator

2.2 Sets and Set Notation

2.3 Two Variable Equations

2.4 The Cartesian Coordinate System

2.5 Relations and Functions

2.6 Tables and Graphs

Chapter 2: Summary

Chapter 2: Summary Exercises

Chapter 2: Chapter Test

Chapters 0-2: Cumulative Review

### Chapter 3. Graphing Linear Functions

3.1 Graphing Linear Functions

Activity 3: Linear Regression: A Graphing Calculator Activity

3.2 The Slope of a Line

3.3 Linear Equations

3.4 Rate of Change and Linear Regression

3.5 Linear Inequalities in Two Variables

Chapter 3: Summary

Chapter 3: Summary Exercises

Chapter 3: Chapter Test

Chapters 0-3: Cumulative Review

### 4. Systems of Linear Equations

4.1 Graphing Systems of Linear Equations

Activity 4: Agricultural Technology

4.2 Solving Equations in One Variable Graphically

4.3 Systems of Equations in Two Variables

4.4 Systems of Equations in Three Variables

4.5 Systems of Linear Inequalities

Chapter 4: Summary

Chapter 4: Summary Exercises

Chapter 4: Chapter Test

Chapters 0-4: Cumulative Review

### Chapter 5. Exponents and Polynomials

5.1 Positive Integer Exponents

Activity 5: Wealth and Compound Interest

5.2 Integer Exponents and Scientific Notation

5.3 Introduction to Polynomials

5.4 Adding and Subtracting Polynomials

5.5 Multiplying Polynomials and Special Products

5.6 Dividing Polynomials

Chapter 5: Summary

Chapter 5: Summary Exercises

Chapter 5: Chapter Test

Chapters 0-5: Cumulative Review

### Chapter 6. Factoring Polynomials

6.1 An Introduction to Factoring

Activity 6: ISBN’s and the Check Digit

6.2 Factoring Special Polynomials

6.3 Factoring: Trial and Error

6.4 Factoring: The ac Method

6.5 Factoring Strategies

6.6 Factoring and Problem Solving

Chapter 6: Summary

Chapter 6: Summary Exercises

Chapter 6: Chapter Test

Chapters 0-6: Cumulative Review

### Chapter 7. Radicals and Exponents

7.1 Roots and Radicals

Activity 7: The Swing of a Pendulum

7.2 Simplifying Radical Expressions

7.3 Operations on Radicals

7.4 Solving Radical Equations

7.5 Rational Exponents

7.6 Complex Numbers

Chapter 7: Summary

Chapter 7: Summary Exercises

Chapter 7: Chapter Test

Chapters 0-7: Cumulative Review

### Chapter 8. Quadratic Equations

8.1 Solving Quadratic Equations

Activity 8: The Gravity Model

8.2 The Quadratic Formula

8.3 An Introduction to Parabolas

8.4 Quadratic Equations and Problem Solving

Chapter 8: Summary

Chapter 8: Summary Exercises

Chapter 8: Chapter Test

Chapters 0-8: Cumulative Review

### Chapter 9. Rational Expressions

9.1 Simplifying Rational Expressions

Activity 9: Communicating Mathematical Ideas

9.2 Multiplying and Dividing Rational Expressions

9.3 Adding and Subtracting Rational Expressions

9.4 Complex Rational Expressions

9.5 Graphing Rational Functions

9.6 Rational Equations and Problem Solving

Chapter 9: Summary

Chapter 9: Summary Exercises

Chapter 9: Chapter Test

Chapters 0-9: Cumulative Review

### Chapter 10. Exponential and Logarithmic Functions

10.1 Algebra of Functions

Activity 10: Half-Life and Decay

10.2 Composition of Functions

10.3 Inverse Functions

10.4 Exponential Functions

10.5 Logarithmic Functions

10.6 Properties of Logarithms

10.7 Logarithmic and Exponential Equations

Chapter 10: Summary

Chapter 10: Summary Exercises

Chapter 10: Chapter Test

Chapters 0-10: Cumulative Review

### Appendices

A.1 Solving Inequalities in One Variable Graphically

A.2 Solving Absolute-Value Equations

A.3 Solving Absolute-Value Equations Graphically

A.4 Solving Absolute-Value Inequalities

A.5 Solving Absolute-Value Inequalities Graphically

Answers to Reading Your Text, Summary Exercises, Chapter Tests, and Cumulative Reviews

Index

### About the Author

Stefan Baratto

Stefan began teaching math and science in New York City middle schools. He also taught math at the University of Oregon, Southeast Missouri State University, and York County Technical College. Currently, Stefan is a member of the mathematics faculty at Clackamas Community College where he has found a niche, delighting in the CCC faculty, staff, and students. Stefan’s own education includes the University of Michigan (BGS, 1988), Brooklyn College (CUNY), and the University of Oregon (MS, 1996).

Stefan is currently serving on the AMATYC Executive Board as the organization’s Northwest Vice President. He has also been involved with ORMATYC, NEMATYC, NCTM, and the State of Oregon Math Chairs group, as well as other local organizations. He has applied his knowledge of math to various fi elds, using statistics, technology, and web design. More personally, Stefan and his wife, Peggy, try to spend time enjoying the wonders of Oregon and the Pacifi c Northwest. Their activities include scuba diving, self-defense training, and hiking.

Barry Bergman

Barry has enjoyed teaching mathematics to a wide variety of students over the years. He began in the fi eld of adult basic education and moved into the teaching of high school mathematics in 1977. He taught high school math for 11 years, at which point he served as a K-12 mathematics specialist for his county. This work allowed him the opportunity to help promote the emerging NCTM standards in his region.

In 1990, Barry began the next portion of his career, having been hired to teach at Clackamas Community College. He maintains a strong interest in the appropriate use of technology and visual models in the learning of mathematics.

Throughout the past 32 years, Barry has played an active role in professional organizations. As a member of OCTM, he contributed several articles and activities to the group’s journal. He has presented at AMATYC, OCTM, NCTM, ORMATYC, and ICTCM conferences. Barry also served 4 years as an offi cer of ORMATYC and participated on an AMATYC committee to provide feedback to revisions of NCTM’s standards.

Donald Hutchison

Don began teaching in a preschool while he was an undergraduate. He subsequently taught children with disabilities, adults with disabilities, high school mathematics, and college mathematics. Although each position offered different challenges, it was always breaking a challenging lesson into teachable components that he most enjoyed.

It was at Clackamas Community College that he found his professional niche. The community college allowed him to focus on teaching within a department that constantly challenged faculty and students to expect more. Under the guidance of Jim Streeter, Don learned to present his approach to teaching in the form of a textbook. Don has also been an active member of many professional organizations. He has been president of ORMATYC, AMATYC committee chair, and ACM curriculum committee member. He has presented at AMATYC, ORMATYC, AACC, MAA, ICTCM, and a variety of other conferences.

Above all, he encourages you to be involved, whether as a teacher or as a learner. Whether discussing curricula at a professional meeting or homework in a cafeteria, it is the process of communicating an idea that helps one to clarify it.

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