About the Book
Basic Mathematical Skills with Geometry, 7/e by Baratto/Bergman is part of the latest offerings in the successful Streeter-Hutchison Series in Mathematics. The seventh 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 basic mathematical skills 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 one-semester basic math course 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.
Table of Contents:
1 Operations on Whole Numbers1.1 The Decimal Place-Value System1.2 Addition1.3 Subtraction1.4 Rounding, Estimation, and Order1.5 Multiplication1.6 Division1.7 Exponential Notation and the Order of Operations2 Multiplying and Dividing Fractions2.1 Prime Numbers and Divisibility2.2 Factoring Whole Numbers2.3 Fraction Basics2.4 Simplifying Fractions 2.5 Multiplying Fractions2.6 Dividing Fractions3 Adding and Subtracting Fractions3.1 Adding and Subtracting Fractions with Like Denominators3.2 Common Multiples3.3 Adding and Subtracting Fractions with Unlike Denominators3.4 Adding and Subtracting Mixed Numbers3.5 Order of Operations with Fractions3.6 Estimation Applications4 Decimals4.1 Place Value and Rounding4.2 Converting Between Fractions and Decimals4.3 Adding and Subtracting Decimals4.4 Multiplying Decimals4.5 Dividing Decimals5 Ratios and Proportions5.1 Ratios5.2 Rates and Unit Pricing5.3 Proportions5.4 Solving Proportions6 Percents6.1 Writing Percents as Fractions and Decimals6.2 Writing Decimals and Fractions as Percents6.3 Identifying the Parts of a Percent Problem6.4 Solving Percent Problems 7 Measurement7.1 The Units of the English System7.2 Metric Units of Length7.3 Metric Units of Weight and Volume7.4 Converting Between the English and Metric Systems8 Geometry8.1 Area and Circumference8.2 Lines and Angles8.3 Triangles8.4 Square Roots and the Pythagorean Theorem9 Data Analysis and Statistics9.1 Means, Medians, and Modes9.2 Tables, Pictographs, and Bar Graphs9.3 Line Graphs and Predictions9.4 Creating Bar Graphs and Pie Charts9.5 Describing and Summarizing Data Sets10 The Real Number System10.1 Real Numbers and Order10.2 Adding Real Numbers10.3 Subtracting Real Numbers10.4 Multiplying Real Numbers10.5 Dividing Real Numbers and the Order of Operations11 An Introduction to Algebra11.1 From Arithmetic to Algebra11.2 Evaluating Algebraic Expressions11.3 Adding and Subtracting Algebraic Expressions11.4 Using the Addition Property to Solve an Equation11.5 Using the Multiplication Property to Solve an Equation11.6 Combining the Properties to Solve Equations
About the Author :
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 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. Stefans 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 organizations 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 groups 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 NCTMs standards.
