# Beginning and Intermediate Algebra: With OLC and SMART CD

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## Description

Hall and Mercer's text is intended for schools that want a single book covering the standard topics from elementary algebra through intermediate algebra. The text is fully integrated, rather than being simply the joining of two, separate texts. Topics are organized not following the historical pattern, but by using as the guiding principles, the AMATYC standards as outlined in Crossroads in Mathematics. "Beginning And Intermediate Algebra: The Language And Symbolism Of Mathematics" is oriented toward recent reforms in college level mathematics curricula.

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## Product details

- Mixed media product | 912 pages
- 208 x 259 x 33mm | 1,905g
- 27 Aug 2002
- McGraw-Hill Education - Europe
- McGraw-Hill Inc.,US
- New York, United States
- 0072822015
- 9780072822014

## Table of contents

Hall-Mercer, Beginning & Intermediate Algebra: The Language and Symbolism of Mathematics. TABLE OF CONTENTS Chapter One OPERATIONS WITH REAL NUMBERS 1.1The Real Number Line 1.2Addition of Real Numbers 1.3Subtraction of Real Numbers 1.4Multiplication of Real Numbers 1.5Division of Real Numbers 1.6Exponents and Order of Operations Chapter Group Project Chapter Two LINEAR EQUATIONS AND PATTERNS 2.1The Rectangular Coordinate System and Arithmetic Sequences 2.2Function Notation and Linear Functions 2.3Graphs of Linear Equations in Two Variables 2.4Solving Linear Equations In One Variable Using the Addition-Subtraction Principle 2.5Solving Linear Equations In One Variable Using the Multiplication-Division Principle 2.6Ratios, Proportions, and Direct Variation 2.7Solving for a Specified Variable Chapter Group Project Chapter Three LINES AND SYSTEMS OF LINEAR EQUATIONS IN TWO VARIABLES 3.1Slope of a Line and Applications of Slope 3.2Special Forms of Linear Equations In Two Variables 3.3Solving Systems of Linear Equations In Two Variables Graphically and Numerically 3.4Solving Systems of Linear Systems In Two Variables by the Substitution Method 3.5Solving Systems of Linear Systems In Two Variables by the Addition Method 3.6More Applications of Linear Systems Chapter Group Project Chapter Four LINEAR INEQUALITIES AND SYSTEMS OF LINEAR INEQUALITIES 4.1Solving Linear Inequalities Using the Addition-Subtraction Principle 4.2Solving Linear Inequalities Using the Multiplication-Division Principle 4.3Solving Compound Inequalities 4.4Solving Absolute Value Equations and Inequalities 4.5Graphing Systems of Linear Inequalities Chapter Group Project Chapter FiveEXPONENTS AND OPERATIONS WITH POLYNOMIALS 5.1Product and Power Rules for Exponents 5.2Quotient Rule and Zero Exponents 5.3Negative Exponents and Scientific Notation 5.4Adding and Subtracting Polynomials 5.5Multiplying Polynomials 5.6Using Division to Factor Polynomials 5.7Special Products and Factors Chapter Group Project Chapter SixUSING COMMON ALGEBRAIC FUNCTIONS 6.1Functions and Representations of Functions 6.2Linear and Absolute Value Functions 6.3Quadratic, Square Root, Cubic and Cube Root Functions 6.4Horizontal and Vertical Translations of Functions (Optional) 6.5Stretching, Shrinking, and Reflecting Graphs of Functions (Optional) 6.6Curve Fitting---Selecting a Formula that Best Fits a Set of Data (Optional) 6.7Linear Factors of a Polynomial, Zeros of a Polynomial Function, and x-intercepts of a Graph Chapter Group Project Chapter SevenANOTHER LOOK AT FACTORING POLYNOMIALS 7.1Factoring Trinomials of the Form 7.2Factoring Trinomials of the Form 7.3Factoring Special Forms 7.4Factoring by Grouping and a General Strategy for Factoring Polynomials 7.5Solving Equations by Factoring Group Project Chapter EightRADICAL EXPRESSIONS, COMPLEX NUMBERS, AND QUADRATIC EQUATIONS 8.1Rational Exponents and Radicals 8.2Addition of Radical Expressions 8.3Multiplication and Division of Radical Expressions 8.4Complex Numbers 8.5Quadratic Equations and Inequalities 8.6Equations with Radicals 8.7More Applications of Quadratic Equations Chapter Group Project Chapter NineRATIONAL FUNCTIONS AND EXPRESSIONS 9.1Rational Functions and Reducing Rational Expressions 9.2Multiplication and Division of Rational Expressions 9.3Addition and Subtraction of Rational Expressions 9.4Combining Operations and Simplifying Complex Rational Expressions 9.5Solving Equations Containing Rational Expressions 9.6Applications Yielding Equations with Fractions Chapter Group Project Chapter TenEXPONENTIAL AND LOGARITHMIC FUNCTIONS 10.1Geometric Sequences and Exponential Functions 10.2Inverse Functions 10.3Logarithmic Functions 10.4Evaluating Logarithms 10.5Properties of Logarithms 10.6Exponential and Logarithmic Equations 10.7Applications of Exponential and Logarithmic Equations Chapter Group Project Chapter ElevenA PREVIEW OF COLLEGE ALGEBRA 11.1Algebra of Functions 11.2Sequences, Series, and Summation Notation 11.3Solving Systems of Linear Equations Using Augmented Matrices 11.4Systems of Linear Equations in Three Variables 11.5Conic Sections

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## About James W. Hall

JAMES W. HALL * B.S. and M.A. in mathematics from Eastern Illinois University and Ed.D. from Oklahoma State University * 35 years teaching college mathematics with 31 years in the community college system * Chair of the Mathematics Department at Parkland College in Champaign, Illinois, for 7 years * Author of 19 mathematics books in developmental education * Member of AMATYC (American Mathematical Association for Two-Year Colleges) for 34 years, Midwest Regional Vice President 1987-1989, chair of the editorial review committee 1991-1995, and writing team chair for Chapter 6 on Curriculum and Program Development of Beyond Crossroads. * President of IMACC (Illinois Mathematics Association of Community Colleges) 1995-1996 * My wife and I enjoy traveling and seeing the wonders of the world, both natural and man-made. I can say without a doubt that I was made to be in a classroom. I followed the footsteps of my father, a 35-year middle school math teaching veteran, into this challenging yet rewarding career. My college experience began as a community college student at Lakeland College in Mattoon, Illinois. From there, I received a Bachelor of Science in Mathematics from Eastern Illinois University and a Master of Science in Mathematics from Southern Illinois University. I accepted a tenure-track faculty position at Parkland College, where I have taught developmental and college-level courses for 15 years. I had the opportunity to begin writing textbooks shortly after I started teaching at Parkland. My then department chair and mentor, James W. Hall, and I co-authored several textbooks in Beginning and Intermediate Algebra. In the fall of 2011, our department began discussing the idea of creating two tracks through our beginning and intermediate algebra courses. The idea stemmed from two issues. First, most of our beginning and intermediate algebra students were headed to either our Liberal Arts Math or our Introduction to Statistics course. Second, we wanted to beef up intermediate algebra to better prepare those students who were headed to college algebra. These were two competing ideas! Increasing the algebraic rigor of these courses seemed to "punish" students who were not heading to college algebra. With the two track system, we implemented a solution that best serves both groups of students. I have to admit that I was initially concerned that offering an alternate path through developmental mathematics for students not planning to take college algebra would lead to a lowering of standards. However, my participation in our committee investigating this idea led me to believe it was possible to offer a rigorous course that was exceedingly more appropriate for this group of students. Since there were no materials for the course, I began creating my own and was paired by McGraw Hill with Dave Sobecki. Together, we have created the material that I have been using for class testing. After a semester and a half of piloting these materials and seeing the level of enthusiasm and engagement in the mathematical conversations of my students, I am now convinced that this is an ideal course to refine and offer. As a trusted colleague told me, "this is just a long overdue idea." Outside of the classroom and away from the computer, I am kept educated, entertained and ever-busy my wonderful wife, Nikki, and our two children, Charlotte, 6 and Jake, 5. I am an avid St. Louis Cardinals fan and enjoy playing recreational softball and golf in the summertime with colleagues and friends.

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