Beginning Algebra https://www.mheducation.com/cover-images/Jpeg_400-high/0073384453.jpeg 9 9780073384450 Beginning Algebra, 9th edition, by Baratto, Bergman, and Hutchison is part of the latest offerings in the successful Hutchison Series in Mathematics. The book is designed for a one-semester course in beginning algebra and is appropriate for lecture, learning center, laboratory, and self-paced settings. The ninth edition continues the series’ hallmark approach of encouraging mastery of mathematics through careful practice. The text provides detailed, straightforward explanations and accessible pedagogy to help students grow their math skills from the ground up. The authors use a three-pronged approach of communication, pattern recognition, and problem solving to present concepts understandably, stimulate critical-thinking skills, and stress reading and communication skills in order to help students become effective problem-solvers. Features such as Tips for Student Success, Check Yourself exercises, and Activities underscore this approach and the underlying philosophy of mastering math through practice. Exercise sets have been significantly expanded and are now better-organized, and applications are now more thoroughly integrated throughout the text. The text is fully-integrated with McGraw-Hill’s new online learning system, Connect Math Hosted by ALEKS Corp, and is available with ALEKS 360.
Beginning Algebra

Beginning Algebra

9th Edition
By Stefan Baratto and Barry Bergman and Donald Hutchison
ISBN10: 0073384453
ISBN13: 9780073384450
Copyright: 2014
Product Details +
09780073384450

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Program Details

Preface

Applications Index

Chapter 0. An Arithmetic Review (online-only chapter)

Chapter 0: Prerequisite Check

0.1 Factors and Multiples

0.2 Fractions and Mixed Numbers

0.3 Decimals and Percents

0.4 Exponents and the Order of Operations

0.5 Positive and Negative Numbers

Chapter 0: Summary

Chapter 0: Summary Exercises

Chapter 0: Chapter Test

Chapter 1. From Arithmetic to Algebra

Chapter 1: Prerequisite Check

1.1 An Introduction to Real Numbers

1.2 Adding and Subtracting Real Numbers

1.3 Multiplying and Dividing Real Numbers

1.4 Transition to Algebra

1.5 Evaluating Algebraic Expressions

1.6 Adding and Subtracting Terms

1.7 Multiplying and Dividing Terms

Chapter 1: Summary

Chapter 1: Summary Exercises

Chapter 1: Chapter Test

Activity 1: Evaluating Net Pay

Chapter 2. Equations and Problem Solving

Chapter 2: Prerequisite Check

2.1 Solving Equations with the Addition Property

2.2 Solving Equations with the Multiplication Property

2.3 Combining the Rules to Solve Equations

2.4 Formulas and Problem Solving

2.5 An Introduction to Inequalities

Chapter 2: Summary

Chapter 2: Summary Exercises

Chapter 2: Chapter Test

Chapters 1-2: Cumulative Review

Activity 2: Exchanging Money

Chapter 3. Exponents and Polynomials

Chapter 3: Prerequisite Check

3.1 Positive Integer Exponents

3.2 Integer Exponents and Scientific Notation

3.3 An Introduction to Polynomials

3.4 Adding and Subtracting Polynomials

3.5 Multiplying Polynomials

3.6 Dividing Polynomials

Chapter 3: Summary

Chapter 3: Summary Exercises

Chapter 3: Chapter Test

Chapters 1-3: Cumulative Review

Activity 3: Wealth and Compound Interest

Chapter 4. Factoring

Chapter 4: Prerequisite Check

4.1 An Introduction to Factoring

4.2 Factoring Trinomials of the Form x2 + bx + c

4.3 Factoring Trinomials of the Form ax2 + bx + c

4.4 Factoring Special Products

4.5 Factoring Strategies

4.6 Factoring and Problem Solving

Chapter 4: Summary

Chapter 4: Summary Exercises

Chapter 4: Chapter Test

Chapters 1-4: Cumulative Review

Activity 4: ISBNs and the Check Digit

Chapter 5. Rational Expressions

Chapter 5: Prerequisite Check

5.1 Simplifying Rational Expressions

5.2 Multiplying and Dividing Rational Expressions

5.3 Adding and Subtracting Rational Expressions

5.4 Complex Rational Expressions

5.5 Rational Expressions and Problem Solving

Chapter 5: Summary

Chapter 5: Summary Exercises

Chapter 5: Chapter Test

Chapters 1-5: Cumulative Review

Activity 5: Determining State Apportionment

Chapter 6. Linear Equations

Chapter 6: Prerequisite Check

6.1 Two-Variable Equations

6.2 The Rectangular Coordinate System

6.3 Graphing Linear Equations

6.4 The Slope of a Line

6.5 Tables and Graphs

Chapter 6: Summary

Chapter 6: Summary Exercises

Chapter 6: Chapter Test

Chapters 1-6: Cumulative Review

Activity 6: Graphing with a Calculator

Chapter 7. Equations, Inequalities, and Functions

Chapter 7: Prerequisite Check

7.1 The Slope-Intercept Form

7.2 Linear Equations

7.3 Graphing Linear Inequalities

7.4 An Introduction to Functions

Chapter 7: Summary

Chapter 7: Summary Exercises

Chapter 7: Chapter Test

Chapters 1-7: Cumulative Review

Activity 7: Graphing with the Internet

Chapter 8. Systems of Linear Equations

Chapter 8: Prerequisite Check

8.1 Graphing Systems of Linear Equations

8.2 Solving Systems of Equations with the Addition Method

8.3 Solving Systems of Equations by Substitution

8.4 Systems of Linear Inequalities

Chapter 8: Summary

Chapter 8: Summary Exercises

Chapter 8: Chapter Test

Chapters 1-8: Cumulative Review

Activity 8: Agricultural Technology

Chapter 9. Roots and Radicals

Chapter 9: Prerequisite Check

9.1 Roots and Radicals

9.2 Simplifying Radical Expressions

9.3 Operations on Radical Expressions

9.4 Solving Radical Equations

9.5 The Pythagorean Theorem

Chapter 9: Summary

Chapter 9: Summary Exercises

Chapter 9: Chapter Test

Chapters 1-9: Cumulative Review

Activity 9: The Swing of a Pendulum

Chapter 10. Quadratic Equations

Chapter 10: Prerequisite Check

10.1 Solving Quadratic Equations

10.2 Completing the Square

10.3 The Quadratic Formula

10.4 Graphing Quadratic Equations

Chapter 10: Summary

Chapter 10: Summary Exercises

Chapter 10: Chapter Test

Chapters 1-10: Cumulative Review

Activity 10: The Gravity Model

Final Examination

Answers to Prerequisite Checks, 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.