This clear, accessible treatment of mathematics features a building-block approach toward problem solving and realistic, diverse applications. The ** Putting Your Skills to Work** and new chapter-end feature,

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**John Tobey** received his BA in mathematics from Wheaton College in Wheaton, Illinois in 1965, his MA in mathematics education from Harvard University in 1966, and his PhD in mathematics education from Boston University in 1980. He has taught in the mathematics department at the United States Military Academy at West Point and served as the Mathematics Department Chairman at North Shore Community College in Danvers, Massachusetts for five years. John has served as the president of the New England Mathematics Association of Two Year Colleges. He has received the NISOD award for outstanding teaching from the University of Texas at Austin. John is the author of seven mathematics books published by Pearson Education. John has spoken to many mathematics departments and at many professional meetings throughout the country on the topic of developmental mathematics education and distance learning in mathematics. He lives in Massachusetts.

**Jeffrey Slater** has been a professor at North Shore Community College for thirty-eight years and received the Teacher of the Year award in 2002. Jeff travels around the country speaking on student retention and is also a consultant to the Federal Government. He lives in Marblehead, Massachusetts with his wife Shelley and his yellow lab Gracie.

**Jamie Blair** has directed the Mathematics Learning Center at Orange Coast College for the past seventeen years. She designed, developed, and implemented the Center, and as a result of this effort has provided technical expertise related to the particulars of the Math Center to numerous other two-year colleges and at many conferences. In 2007 Jamie was appointed to the Team of Basic Skills Specialist by the California State Academic Senate. She is also currently participating on Title 3 committees on her campus. She specializes in teaching students who have never been successful in mathematics. She is an expert in the area of basic skills in relation to the learning needs of students. She lives in California.

**To the Instructor**

This text is intended for those students who are preparing to take an elementary algebra course and have either not studied algebra or have been previously unsuccessful in arithmetic or algebra. The text is designed to be used in a variety of class settings: lecture-based classes, discussion-oriented classes, self-paced classes, mathematics laboratories, and computer- or audio-visual-supported learning centers. The book was developed to *bridge the gap* between arithmetic and algebra topics, covering all the key arithmetic topics and introducing basic algebra concepts and topics. The approach used in the text integrates algebra rules and concepts with those of arithmetic, teaches "*why,*" not memorization, and emphasizes translation skills (the language of mathematics to the English language). The text spirals topics and teaches students the specific study skills necessary to accommodate their individual learning styles. Enhanced problem-solving strategy highlighted by a Mathematics Blueprint for Problem Solving helps students determine where to begin the problem-solving process, as well as how to plan subsequent problem-solving steps. *Prealgebra,* Second Edition, is the second in a series of texts that includes the following:

- Tobey/Slater,
*Basic College Mathematics,*Fourth Edition - Tobey/Slater,
*Beginning Algebra,*Fifth Edition - Tobey/Slater,
*Intermediate Algebra,*Fourth Edition - Tobey/Slater,
*Beginning and Intermediate Algebra*

**Key Features and Changes in the Second Edition**

**Teaching Students How to Learn Mathematics**

Special attention has been given to *teaching students how to learn* so they have the best chance of success and develop a good basic foundation of algebra skills. When students discover methods of learning that work for their individual learning style, they become more motivated, develop a positive attitude toward mathematics, and are successful mathematics students. This strategy includes the following.

- Study skills and
*learning activities*emphasis throughout the book. Different learning styles and modes of learning are explained, and specific strategies and techniques are systematically developed starting in Chapter 1. - The integration of algebra with arithmetic so that students view algebra as a natural extension of arithmetic, instead of as an abstract topic with a new set of rules; adding 4 + 3 is taught simultaneously with 4
*x*+ 3x. - An integrated/concept approach that explains "
*why*" instead of just supplying rules and algorithms that students are expected to memorize. Examples and patterns are often used to motivate concepts. - An emphasis on translation of math symbols to English statements so that students learn to understand the
*language of mathematics;*questions are translated into equations. - Spiraling of topics, allowing students to build up to more complex topics.

**Applied Problems**

Applications have been revised and updated in the second edition. Almost every exercise set in the text has some applied problems. The applications come from other academic disciplines, everyday life, and emphasis on global issues beyond the borders of the United States.

**Blueprint for Problem Solving**

Throughout the country there is a renewed interest in improving the critical thinking, reasoning, and problem-solving skills of students. The interest is evident in government, the business community, and the national associations: AMATYC, NCTM, AMS, NADE, and MAA. Faculty have been encouraged to place greater emphasis on these areas of critical thinking, reasoning, and problem solving. In light of this focus, we have carefully designed the second edition to facilitate this objective.

The Mathematics Blueprint for Problem Solving is a unique feature that helps students to begin the problem-solving process and to plan the steps to be taken along the way; it provides them with an outline to organize their approach to solving problems. Often the hardest part in problem solving is determining where to begin. Once students fill in the blueprint, they can refer to their plan as they do what is needed to solve the problem. Because of its flexibility, this feature can be used with single-step problems, multistep problems, applications, and nonroutine problems that require problem-solving strategies. Students will not need to use the blueprint to solve every problem. It is available for students who are faced with a problem with which they are not familiar, to alleviate their anxiety, to show them where to begin, and to assist them in the steps of reasoning. In the second edition, the emphasis and integration of the Blueprint have increased.

**Putting Your Skills to Work Applications**

This highly successful feature has been revised in the second edition. These nonroutine application problems challenge students to synthesize the knowledge they have gained and apply it to a totally new area. Each problem is specifically arranged for independent and cooperative learning or group investigation of mathematical problems that pique student interest. Students are given the opportunity to help one another discover mathematical solutions to extended problems. The investigations feature open-ended questions and extrapolation of data to areas beyond what is normally covered in such a course.

**Internet Connections**

As part of the Putting Your Skills to Work problems, students are exposed to interesting applications of the Internet and encouraged to continue their investigations. This use of technology inspires students to have confidence in their abilities to successfully use mathematics. The Internet Connections have been completely revised and updated.

Visit the comparison Web site (**http://www.prenhall.com/blair_prealgebra**).

**Increased Integration and Emphasis on Geometry**

Due to the emphasis on geometry on many statewide exams, geometry problems are integrated throughout the text. The new edition contains an increased number of geometry problems and includes a new section on angles. Additionally, examples and exercises that incorporate a principle of geometry are now marked with a triangle icon for easy identification.

**Math in the Media**

New Math in the Media applications appear in Appendix E to offer students another opportunity to see why developing mastery of mathematical concepts enhances their understanding of the world around them. The applications are based on a brief scenario from familiar media sources. In the exercises students may be asked to interpret or verify information, perform calculations, make decisions or predictions, or provide a rationale for their responses.

**Developing Your Study Skills**

This highly successful feature has been retained in the new edition. The boxed notes are integrated throughout the text to provide students with techniques for improving their study skills and succeeding in math courses. An index of the boxes appears on page xxvi of this preface.

**Graphs, Charts, and Tables**

When students encounter mathematics in real-world publications, they often encounter data represented in a graph, chart, or table and are asked to make a reasonable conclusion based on the data presented. This emphasis on graphical interpretation is a continuing trend with the expanding technology of our day. The number of mathematical problems based on charts, graphs, and tables has increased in this edition.

**New Design**

The second edition has a new design that enhances the accessible, student-friendly writing style. This new design is full color and includes new chapter opening applications and an improved and enhanced art program. See the walkthrough of features in this preface.

**Mastering Mathematical Concepts**

Text features that develop the mastery of concepts include the following.

**Learning Objectives**

Concise learning objectives listed at the beginning of each section allow students to preview the goals of that section.

**Examples and Exercises**

The examples and exercises in this text have been carefully chosen to guide students through *Prealgebra.* We have incorporated several different types of exercises and examples to assist your students in retaining the content of this course.

**Chapter Pretests**

Each chapter opens with a concise pretest to familiarize the students with the learning objectives for that particular chapter. The problems are keyed to appropriate sections of the chapter. All answers appear in the back of the book.

**Practice Problems**

Practice problems are found throughout the chapter, after the examples, and are designed to provide your students with immediate practice of the skills presented. The complete worked-out solution of each practice problem appears in the back of the book.

**To Think About**

These critical thinking questions now appear in the exercise sets. They extend the concept being taught, providing the opportunity for all students to stretch their minds, to look for patterns, and to make conclusions based on their previous experience.

**Understanding the Concept**

In the second edition, Understanding the Concept boxes now following select examples. They provide further development of the concept underlying the preceding example. Exercises are included to provide students with the opportunity to test their understanding and extend their thinking.

**Exercise Sets**

Exercise sets are paired and graded. This design helps ease the students into the problems, and the answers provide students with immediate feedback.

**Cumulative Review Problems**

Each exercise set concludes with a section of cumulative review problems. These problems review topics previously covered and are designed...

*"About this title" may belong to another edition of this title.*

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