Prealgebra https://www.mheducation.com/cover-images/Jpeg_400-high/0073384437.jpeg 4 9780073384436 Prealgebra, 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 basic math 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 online learning system, Connect Math Hosted by ALEKS Corp, and is available with ALEKS 360.
Prealgebra

Prealgebra

4th Edition
By Stefan Baratto and Barry Bergman and Donald Hutchison
ISBN10: 0073384437
ISBN13: 9780073384436
Copyright: 2014
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09780073384436

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Program Details

Prealgebra, Baratto, Bergman, Hutchison, 4 edition

Preface

Applications Index

Chapter 1. Whole Numbers

1.1 Whole Numbers and Place Value

1.2 Adding Whole Numbers

1.3 Subtracting Whole Numbers

1.4 Rounding, Estimation, and Order

1.5 Multiplying Whole Numbers

1.6 Dividing Whole Numbers

1.7 Exponents and the Order of Operations

Activity 1: Population Growth

Chapter 1: Summary

Chapter 1: Summary Exercises

Chapter 1: Chapter Test

Chapter 2. Introductions to Integers and Algebra

Chapter 2: Prerequisite Check

2.1 An Introduction to Integers

2.2 Adding Integers

2.3 Subtracting Integers

2.4 Multiplying and Dividing Integers

2.5 An Introduction to Algebra

2.6 Evaluating Algebraic Expressions

2.7 Simplifying Algebraic Expressions

2.8 Solving Equations with the Addition Property

Activity 2: Hometown Weather

Chapter 2: Summary

Chapter 2: Summary Exercises

Chapter 2: Chapter Test

Chapters 1-2: Cumulative Review

Chapter 3. An Introduction to Fractions

Chapter 3: Prerequisite Check

3.1 Prime Numbers and Divisibility

3.2 Factoring Numbers

3.3 Fraction Basics

3.4 Simplifying Fractions

3.5 Multiplying Fractions

3.6 Dividing Fractions

3.7 Solving Equations with the Multiplication Property

Activity 3: Daily Reference Values

Chapter 3: Summary

Chapter 3: Summary Exercises

Chapter 3: Chapter Test

Chapters 1-3: Cumulative Review

Chapter 4. Adding and Subtracting Fractions

Chapter 4: Prerequisite Check

4.1 Adding and Subtracting Like Fractions

4.2 Common Multiples

4.3 Adding and Subtracting Unlike Fractions

4.4 Adding and Subtracting Mixed Numbers

4.5 The Order of Operations and Complex Fractions

4.6 Solving Linear Equations

Activity 4: Kitchen Subflooring

Chapter 4: Summary

Chapter 4: Summary Exercises

Chapter 4: Chapter Test

Chapters 1-4: Cumulative Review

Chapter 5. Decimals

Chapter 5: Prerequisite Check

5.1 An Introduction to Decimals

5.2 Adding and Subtracting Decimals

5.3 Multiplying Decimals

5.4 Dividing Decimals

5.5 Fractions and Decimals

5.6 Solving Equations Containing Decimals

5.7 Square Roots and the Pythagorean Theorem

Activity 5: Terminate or Repeat?

Chapter 5: Summary

Chapter 5: Summary Exercises

Chapter 5: Chapter Test

Chapters 1-5: Cumulative Review

Chapter 6. Ratios and Proportions

Chapter 6: Prerequisite Check

6.1 Ratios

6.2 Rates and Unit Pricing

6.3 Proportions

6.4 Solving Proportions

Activity 6: Burning Calories

Chapter 6: Summary

Chapter 6: Summary Exercises

Chapter 6: Chapter Test

Chapters 1-6: Cumulative Review

Chapter 7. Percents

Chapter 7: Prerequisite Check

7.1 Write Percents as Fractions and Decimals

7.2 Writing Decimals and Fractions as Percents

7.3 Solving Percent Problems

7.4 Percent Applications

Activity 7: Population Changes Revisited

Chapter 7: Summary

Chapter 7: Summary Exercises

Chapter 7: Chapter Test

Chapters 1-7: Cumulative Review

Chapter 8. Measurement and Geometry

Chapter 8: Prerequisite Check

8.1 The U.S. Customary System of Measurement

8.2 Metric Length and Conversions

8.3 Lines, Angles, and Triangles

8.4 Perimeter and Area

8.5 Circles and Composite Figures

8.6 An Introduction to Solid Geometry

Activity 8: Composite Geometric Figures

Chapter 8: Summary

Chapter 8: Summary Exercises

Chapter 8: Chapter Test

Chapters 1-8: Cumulative Review

Chapter 9. Introductions to Statistics and Graphs

Chapter 9: Prerequisite Check

9.1 Mean, Median, and Mode

9.2 Tables and Bar Graphs

9.3 Line Graphs and Pie Charts

9.4 Two-Variable Equations

9.5 The Rectangular Coordinate System

9.6 Graphing Linear Equations

Activity 9: Car Color Preferences

Chapter 9: Summary

Chapter 9: Summary Exercise

Chapter 9: Chapter Test

Chapters 1-9: Cumulative Review

Chapter 10. An Introduction to Polynomials

Chapter 10: Prerequisite Check

10.1 Properties of Exponents

10.2 An Introduction to Polynomials

10.3 Adding and Subtracting Polynomials

10.4 Multiplying Polynomials

10.5 An Introduction to Factoring

Activity 10: Wealth and Compound Interest

Chapter 10: Summary

Chapter 10: Summary Exercises

Chapter 10: Chapter Test

Chapters 1-10: Cumulative Review

Answers to Prerequisite Checks, Reading Your Text, Summary Exercises, Chapter Tests, Cumulative Reviews, and Final Examination

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.