Prealgebra
4th EditionISBN10: 0073384437
ISBN13: 9780073384436
Copyright: 2014
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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.
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.
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