5^{th}
Edition

Copyright: 2014

Publication Date: May 15 2013

ISBN 10: 0073384461

ISBN 13: 9780073384467

Applications Index

0.1 A Review of Fractions

0.2 Real Numbers

0.3 Adding and Subtracting

0.4 Multiplying and Dividing

0.5 E

**Connect Math Hosted by ALEKS:**McGraw-Hill’s exciting new assignment and assessment eHomework platform. Instructors can assign AI-driven ALEKS Assessments to identify each student’s strengths and weaknesses at the beginning of the term rather than after the first exam. Features efficient and intuitive assignment creation, and a straightforward gradebook with the flexibility to import and export additional grades. The all-new online exercises and guided solutions were developed with the help of our experienced instructors and ALEKS Corporation to ensure full consistency between the text and digital resources.**Coverage:**Reorganized and streamlined Table of Contents. Substantially improved presentation of factoring strategies and methods. More progressive buildup of techniques for simplifying rational expressions.**Narrative:**Revised learning objectives. Improved and expanded instruction of reading, interpreting, and solving word problems and applications. More emphasis placed on checking answers. Improved calculator instruction.**Applications:**Worked examples and exposition now better-integrated with applications. All applications updated appropriately for current data and events.**Exercises:**Over 700 new exercises; 300 more than the fourth edition. Exercise sets now better-organized by category, making it easier for instructors to plan assignments. Chapter Tests reorganized to better reflect actual exams.**ALEKS 360:**A fully integrated, interactive eBook combined with the power of ALEKS adaptive learning and assessment in a cost-effective total solution. Students can easily access a full eBook of the text, multimedia resources, and their notes from within their ALEKS Student Accounts.

**Make the Connection:**Chapter-opening vignettes provide interesting, relevant scenarios that engage students in the upcoming material. Related exercises and Activities later revisit the vignette’s themes to more effectively drive mathematical comprehension. Marked with an icon.**Activities:**Promotes active learning by requiring students to find, interpret, and manipulate real-world data. Activities tie the chapter together with questions that sharpen mathematical and conceptual understanding of the chapter material. Students can complete the activities on their own or in small groups.**Reading Your Text:**Brief exercise set at the end of each section that assess students’ mastery of key vocabulary terms, encourage careful reading, and reinforce understanding of core math concepts. Answers provided at the end of the book.**Chapter Tests:**Exercise set allowing students to check their progress and review important concepts so they can prepare for exams with confidence and proper guidance. Answers provided at the end of the book, along with section references for looking back and reviewing important material.**Cumulative Reviews:**Exercise set reinforcing previously covered material to help students identify skills necessary to review when preparing for midterm and final exams, and to help retain knowledge throughout the course. Answers provided at the end of the book, along with section references for looking back to review important material.**“Check Yourself” Exercises:**Every worked example in the book is followed by an exercise encouraging students to solve a problem similar to the one just presented and check, through practice, what they have just learned. Answers provided at the end of the section for immediate feedback.**End-of-Section Exercises:**Comprehensive exercise sets evaluating students’ conceptual mastery of the section through practice. Structured to highlight the progression in level, and organized by category and section learning objective to help instructors plan assignments. Odd-numbered answers provided for students at the end of the exercise set.**Summary and Summary Exercises:**Summaries at the end of each chapter show students key concepts from the chapter that they need to review, and provide page references to where each concept is introduced. Summary Exercises give students opportunities to practice these important concepts, with section references showing where they can go back to review relevant examples. Odd-numbered answers to Summary Exercises provided at the end of the book.**Tips for Student Success:**Boxes offering valuable advice and resources helping students new to collegiate math develop the study skills needed for success. These class-tested suggestions provide extra direction on preparing for class, studying for exams, and becoming familiar with additional resources available outside of class.**Notes and Recalls:**Margin boxes accompanying the step-by-step worked examples. Provides just-in-time reminders that reinforce previously learned material and help students focus on information critical to their success.**Cautions:**Margin notes integrated throughout the text to alert students to common mistakes and how to avoid them.**Graphing Calculator coverage:**Graphing Calculator Option introduce students to key features of a graphing calculator, while Graphing Calculator Check boxes offer short accompanying exercises for calculator practice. Throughout the text, worked examples that use a calculator are marked with an icons and calculator keystrokes and screenshots are provided when necessary in the narrative and Note and Recall margin boxes.**Video Exercises:**Guided video solutions to selected exercises in each section of the text. Marked with an icon in the text and available through Connect Math Hosted by ALEKS, these videos feature a presenter working through the exercises just as an instructor would, following the solution methodology from the text. Videos available closed-captioned for the hearing-impaired or subtitled in Spanish, and meet the Americans with Disabilities Act Standards for Accessible Design.

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.