Hutchison's Beginning Algebra / Edition 8

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Overview

Elementary Algebra, 8/e by Baratto/Bergman is part of the latest offerings in the successful Streeter-Hutchison Series in Mathematics. The fourth edition continues the hallmark approach of encouraging the learning of mathematics by focusing its coverage on mastering math through practice. This worktext seeks to provide carefully detailed explanations and accessible pedagogy to introduce beginning and intermediate algebra concepts and put the content in context. The authors use a three-pronged approach (I. Communication, II. Pattern Recognition, and III. Problem Solving) to present the material and stimulate critical thinking skills. Items such as Math Anxiety boxes, Check Yourself exercises, and Activities represent this approach and the underlying philosophy of mastering math through practice. The exercise sets have been expanded, organized, and clearly labeled. Vocational and professional-technical exercises have been added throughout. Repeated exposure to this consistent structure should help advance the student’s skills in relating to mathematics. The book is designed for a combined beginning and intermediate algebra course, or it can be used across two courses, and is appropriate for lecture, learning center, laboratory, or self-paced courses. It is accompanied by numerous useful supplements, including McGraw-Hill’s online homework management system, MathZone.

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Product Details

  • ISBN-13: 9780077354756
  • Publisher: McGraw-Hill Higher Education
  • Publication date: 11/10/2009
  • Edition description: Older Edition
  • Edition number: 8
  • Sales rank: 926,793
  • Product dimensions: 8.50 (w) x 10.70 (h) x 1.20 (d)

Meet the Author

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.

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Table of Contents

1 The Language of Algebra
1.1 Properties of Real Numbers
1.2 Adding and Subtracting Real Numbers
1.3 Multiplying and Dividing Real Numbers
1.4 From Arithmetic to Algebra
1.5 Evaluating Algebraic Expressions
1.6 Adding and Subtracting Terms
1.7 Multiplying and Dividing Terms

2 Equations and Inequalities
2.1 Solving Equations by the Addition Property
2.2 Solving Equations by the Multiplication Property
2.3 Combining the Rules to Solve Equations
2.4 Formulas and Problem Solving
2.5 Applications of Linear Equations
2.6 Inequalities--An Introduction

3 Polynomials
3.1 Exponents and Polynomials
3.2 Negative Exponents and Scientific Notation
3.3 Adding and Subtracting Polynomials
3.4 Multiplying Polynomials
3.5 Dividing Polynomials

4 Factoring
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 Difference of Squares and Perfect Square Trinomials
4.5 Strategies in Factoring
4.6 Solving Quadratic Equations by Factoring

5 Rational Expressions
5.1 Simplifying Rational Expressions
5.2 Multiplying and Dividing Rational Expressions
5.3 Adding and Subtracting Like Rational Expressions
5.4 Adding and Subtracting Unlike Rational Expressions
5.5 Complex Rational Expressions
5.6 Equations Involving Rational Expressions
5.7 Applications of Rational Expressions

6 An Introduction to Graphing
6.1 Solutions of Equations in Two Variables
6.2 The Rectangular Coordinate System
6.3 Graphing Linear Equations
6.4 The Slope of a Line
6.5 Reading Graphs

7 Graphing and Inequalities
7.1 The Slope-Intercept Form
7.2 Parallel and Perpendicular Lines
7.3 The Point-Slope Form
7.4 Graphing Linear Inequalities
7.5 An Introduction to Functions

8 Systems of Linear Equations
8.1 Systems of Linear Equations: Solving by Graphing
8.2 Systems of Linear Equations: Solving by the Addition Method
8.3 Systems of Linear Equations: Solving by Substitution
8.4 Systems of Linear Inequalities

9 Exponents and Radicals
9.1 Roots and Radicals
9.2 Simplifying Radical Expressions
9.3 Adding and Subtracting Radicals
9.4 Multiplying and Dividing Radicals
9.5 Solve Radical Equations
9.6 Applications of the Pythagorean Theorem

10 Quadratic Equations
10.1 More on Quadratic Equations
10.2 Completing the Square
10.3 The Quadratic Formula
10.4 Graphing Quadratic Equations
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