Prealgebra
4th Edition
Published on 16. August 2013
Book
Paperback/Softback
864 pages
978-0-07-338443-6 (ISBN)
Description
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.
More details
Edition
4th edition
Language
English
Place of publication
London
United States
Publishing group
McGraw-Hill Education - Europe
Target group
College/higher education
Product notice
Paperback (trade)
Unsewn / adhesive bound
Illustrations
932 Illustrations
Dimensions
Height: 274 mm
Width: 216 mm
Thickness: 28 mm
Weight
1792 gr
ISBN-13
978-0-07-338443-6 (9780073384436)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Previous edition
Stefan Baratto | Barry Bergman | Donald Hutchison
Prealgebra, Media Enhanced Edition
Book
02/2009
3rd Edition
McGraw-Hill Professional
€191.63
Article exhausted; check for reprint
Persons
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 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.
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.
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 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.
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.
Content
Prealgebra, Baratto, Bergman, Hutchison, 4 editionPrefaceApplications IndexChapter 1. Whole Numbers1.1 Whole Numbers and Place Value1.2 Adding Whole Numbers1.3 Subtracting Whole Numbers1.4 Rounding, Estimation, and Order1.5 Multiplying Whole Numbers1.6 Dividing Whole Numbers1.7 Exponents and the Order of OperationsActivity 1: Population GrowthChapter 1: SummaryChapter 1: Summary ExercisesChapter 1: Chapter TestChapter 2. Introductions to Integers and AlgebraChapter 2: Prerequisite Check2.1 An Introduction to Integers2.2 Adding Integers2.3 Subtracting Integers2.4 Multiplying and Dividing Integers2.5 An Introduction to Algebra2.6 Evaluating Algebraic Expressions2.7 Simplifying Algebraic Expressions2.8 Solving Equations with the Addition PropertyActivity 2: Hometown WeatherChapter 2: SummaryChapter 2: Summary ExercisesChapter 2: Chapter TestChapters 1-2: Cumulative ReviewChapter 3. An Introduction to FractionsChapter 3: Prerequisite Check3.1 Prime Numbers and Divisibility3.2 Factoring Numbers3.3 Fraction Basics3.4 Simplifying Fractions3.5 Multiplying Fractions3.6 Dividing Fractions3.7 Solving Equations with the Multiplication PropertyActivity 3: Daily Reference ValuesChapter 3: SummaryChapter 3: Summary ExercisesChapter 3: Chapter TestChapters 1-3: Cumulative ReviewChapter 4. Adding and Subtracting FractionsChapter 4: Prerequisite Check4.1 Adding and Subtracting Like Fractions4.2 Common Multiples4.3 Adding and Subtracting Unlike Fractions4.4 Adding and Subtracting Mixed Numbers4.5 The Order of Operations and Complex Fractions4.6 Solving Linear EquationsActivity 4: Kitchen SubflooringChapter 4: SummaryChapter 4: Summary ExercisesChapter 4: Chapter TestChapters 1-4: Cumulative ReviewChapter 5. DecimalsChapter 5: Prerequisite Check5.1 An Introduction to Decimals5.2 Adding and Subtracting Decimals5.3 Multiplying Decimals5.4 Dividing Decimals5.5 Fractions and Decimals5.6 Solving Equations Containing Decimals5.7 Square Roots and the Pythagorean TheoremActivity 5: Terminate or Repeat? Chapter 5: SummaryChapter 5: Summary ExercisesChapter 5: Chapter TestChapters 1-5: Cumulative ReviewChapter 6. Ratios and ProportionsChapter 6: Prerequisite Check6.1 Ratios6.2 Rates and Unit Pricing6.3 Proportions6.4 Solving ProportionsActivity 6: Burning CaloriesChapter 6: SummaryChapter 6: Summary ExercisesChapter 6: Chapter TestChapters 1-6: Cumulative ReviewChapter 7. PercentsChapter 7: Prerequisite Check7.1 Write Percents as Fractions and Decimals7.2 Writing Decimals and Fractions as Percents7.3 Solving Percent Problems7.4 Percent ApplicationsActivity 7: Population Changes RevisitedChapter 7: SummaryChapter 7: Summary ExercisesChapter 7: Chapter TestChapters 1-7: Cumulative ReviewChapter 8. Measurement and GeometryChapter 8: Prerequisite Check8.1 The U.S. Customary System of Measurement8.2 Metric Length and Conversions8.3 Lines, Angles, and Triangles8.4 Perimeter and Area8.5 Circles and Composite Figures8.6 An Introduction to Solid GeometryActivity 8: Composite Geometric FiguresChapter 8: SummaryChapter 8: Summary ExercisesChapter 8: Chapter TestChapters 1-8: Cumulative ReviewChapter 9. Introductions to Statistics and GraphsChapter 9: Prerequisite Check9.1 Mean, Median, and Mode9.2 Tables and Bar Graphs9.3 Line Graphs and Pie Charts9.4 Two-Variable Equations9.5 The Rectangular Coordinate System9.6 Graphing Linear EquationsActivity 9: Car Color PreferencesChapter 9: SummaryChapter 9: Summary ExerciseChapter 9: Chapter TestChapters 1-9: Cumulative ReviewChapter 10. An Introduction to PolynomialsChapter 10: Prerequisite Check10.1 Properties of Exponents10.2 An Introduction to Polynomials10.3 Adding and Subtracting Polynomials10.4 Multiplying Polynomials10.5 An Introduction to FactoringActivity 10: Wealth and Compound InterestChapter 10: SummaryChapter 10: Summary ExercisesChapter 10: Chapter TestChapters 1-10: Cumulative ReviewAnswers to Prerequisite Checks, Reading Your Text, Summary Exercises, Chapter Tests, Cumulative Reviews, and Final ExaminationIndex