#247460 Pre-Algeb
ra Teache
r’s Edition
with CD
Taking the
Edition
Teacher’s
Next Step
with Pre-Algebra
Book
A
247460
ition
Second Ed
-2
-59166-547
ISBN 978-1
#233114 Pre -Algebra Studen
t Tex t
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Companion to new
Fundamentals of Math
269993
Is Your Student Nervous
About Algebra?
The transition from arithmetic to algebra
can be daunting for students. Pre-Algebra
is designed to ease this transition through
step-by-step explanation and skill-building.
What’s in the Book?
Pre-Algebra reviews integers, fractions, decimals, percents, and radicals.
Throughout the review, algebraic expressions and linear equations are introduced
and applied.
Students also explore relations and
functions, using equations, tables, and
graphs. Chapters on statistics and geometry expand on basic concepts, preparing
the student for high school courses.
er.
s the lesser numb
r to the left is alwaysmaller number.
r located farthe
toward the
line, the intege
symbol pointing
On the number
small end of either
Always place the
Exam ple 4
a. –3 and 2
Answer
a. –3 < 2
b. 3 > –2
Skill
Check 4
using < or >.
ing numbers by
b. 3 and –2
Compare the follow
numbers by using
1. – 4 ____ 0
MATH
< or >.
IN
3. 3 ____ –9
USE>
2. –6 ____ –11
<
>
S. Joseph
ine Bake
Physician
anfrom least r,
W of intege
kerrs in order d Public Health
arrange a setor
ality symbols to
inequ
You can also use greatest to least.
to greatest or from
Sara Josephin
e
Bak
er was born
New York
<.
, on Novemb
greatest byinusing
Poughkeepsie
leasterto15,
a hom in order from
,
1873. She
rs –1, 3, and –5e that placed a
grew
Write the intege
up in
high prem
Josephine’s
ium on educ
fath
ation.
with the resp er dieder.of typhoid
fever, leav
numb
onsibilit
is the least
y of prov
ing her
Answer
line.r.ItHer
numbersiste
father’s deat
st number. iding for her mot
the left on the
is the greate
her and
h emphasithan
skill
line.
–5 is farthest to
3.
edItdoct
number
zed to
ors. r than
–5 but less
her the need
the right on the
phin
It is greateJose
e decided to
unhe
3 is farthest to
for
line.
ardnumber
of
the
amb
be
on
3
one,
ition
and
–5
an almost
–1 is between
After studying for a woman during
her day.
biology and
Josephine
–5 < –1 < 3
chemistry
was
on her own
Medical Coll accepted as a student
using ,<.
ege the New
at the
st by
Wom
to greate
and Children oforder
en’s
least
York
from
Infir
in New
mary for Wom
>.
5, and –7in
rs –3,ded
York City
foun
en
st to least by using
by Dr. Eliz
. This
1. Write the intege
from greate
S. Josephine
order
college was
h Blackwe
to 8, –6,
0, and –1 inabet
Skill
of medicine. Baker was a woman
a doct
ll, the first
integersearn
tion,
orat
pioneer in
multiplica
e in med
2. Write the
k5
form using
woman
Chec
the field
and rece
ived as.high
can be expressed in simpler
An rank icine. Josephine work
exponent
ust as repeated addition
form usingUpo
ed hard
ing in her clas
can be expressed in simpler
n grad
contribution
factor.
s.
so repeated multiplication
s to New York
that no hosp uation in 1898, Dr.
a number is used as a repeated
times
many
how
in
Baker disc
City
ital at whic
tracking dow
exponent indicates
overed
h she appl
They said
n Mary Mal health care was her role
ied
line.
no one wou
spre
the
lon
wou
ad
on
typhoid feve
(Typhoid Mar
ld hire her.
ld wanrtfalls
doctor. Finawhere the intege
A. Exercises
to be treated
r while work
Definitio n
y), who
letter lly,
households
–4
giventhe
she
D:
ing
by
each
a
4.
of
a
secu
as
right
place
over
wom
a cook in seve
to n at Bos
inter
and
red
a period of
an
t written
er line,
superscrip
a numb
integer
ral
3. C: 2 a position as a med
ton’s New
seve
The city offic
a positive
An exponent isDraw
as a factor. The
Eng
and
ical
is used
ials were impr n years.
they decided
many times that number2. B: –3 Children. There she land Hospital for Wom
essed with
number telling how
to
sickness
1. A: 3
learned
en
ing numbers.
was the first form the Division of Chil her work, and
repeated factor is the base.opposite of each of the followIn and squalor in city slum firsthand
about the
7.
tax-supported
d Hygiene.
1899 16
s.
sole
Write the
This
agen
Dr.
ly
cy in the worl
Baker retur
to children’s
6. –16
her frien
ned to New
d dedicated
health care
d Dr. Florence
appointed
York
.
Afte
City
direc
5. 8 –8
r Dr. Baker
Laighton. They
prac
with
tor of the
152
follow
tice
of the
and ing.
11. |–152| state
bureau, she
was
waited for
set up a priva
s to establish
te value of each Dr. Bak
patie
influenced
|0|nts0 to
te
similar child
10.
Write the absolu
er
many
She faithfully
health care
3be one.had earned only $185 come. By year’s end,
9. |3|
served for
set
d toout
departme
is understoo
to find a
. Refusing
fifteen year
the exponent
7
To serve
8. |–7|
to quit, she2 <
s in this capa nts.
When no exponent is written,
offered a posi way to supplement her
in such a
____
city.
position as
2 = <21or >.
responsible
inco14.
tion
me.–4
She was
the one S.
med
health depa
> ical insp
of a square
administrativ
Compare by using
area as
–13
The
Josephine
____
–2
< to appl
special names.
ector for the ____ –10need
rtme
13.
have
e
nt.
number
a
Bak
of
Unli
er held, you
y mathema
ke many insp
17. –15city’s
pers
has an area
onallyshown
–3 >
square
The second and third powers
tics to such
would
budgeting
9 ____
visited the
ectors, Dr.
<
length times itself. The
side
a12.
fina
the governm
____
number
slum
0 as
Baker
the 18
exam
read
apartments
is 16.
is found by multiplying
of 2 ine
ent funds alloc ncial matters as
the child
and formulati
< exponent
and schools
2
1 an
ren.
, a number with
ated
ng payrolls
to
of 5 × 5 = 5 . Therefore 215. –5 ____
At the turn
need to track
for the work to the bureau
is read five squared.
of theusing
centthe
health care
ers. You wou
were
squared. For example, 5
ury, thousand
height, or
dyin×
width
×
g
to
length
each
stati
ng
dete
ld
stics and use
s of children
rmine whe
found by multiplyi
× 5of
× 5use
of 5beca
Duringhas
areayear
re to spen
them both
The volume of a cube is
poor health
shown
theansum
to make a
three times. The cube
mer
conditions.
For
of 1908
case for mor d the government fund
cubed.
program
number
as the
length of an edge as a factor an1exponent
, Dr. Baker
INTEGER
ofS 3 is read
in one
s and
e funds. Hea
must know
CHAPTER
with
instituted
the
lth
newborn infa of the East Side slums
= 53. Therefore, a4number
a
purchase, distr metric system so they care workers
to
nts how to
3
care properly teach mothers of
At summer
ibution, and
can handle
example, 5 is read five cubed.
’s end ther
the
dosages of
Dr. Baker
e were 1,20 for their children.
medicine.
during the
0 fewer deat
previous sum
hundred artic published five book
hs
s and over
mer. One of
les during
ial notation.
her most inter than
died in 1945
her professio
two
6 s 6 s 6 using exponent
s
6
Write
1
Example
after a disti
esting
nal career.
nguished care
and public
She
health work
er as a phys
er.
a factor four times.
ician
Answer
that the base 6 is used as
Exam ple 5
1.6
Exponents
J
The exponent 4 indicates
6s6s6s6=6
4
a variable
as with Cnumbers. In algebra,
variables as well14
HAPTER 1
Exponents can be used with
INTEGERS
letter.
is generally a lowercase
Definitio n
A variable is a symbol used
Example 2
a. 52
to represent an unknown
Write each of the following
b. x6
Answer
a. 52 = 5 s 5 = 25
number.
in expanded form. Simplify
c. (–4)3
b. x6 = x ∙ x ∙ x ∙ x ∙ x ∙ x
if possible.
c. (–4)3 = –4(–4)(–4) = 16(–4)
= –64
1.6 EXPONENTS
Check Out These
Highlights!
• Dominion Through Math exercises
illustrate how mathematics can be
used to steward God’s creation for
His glory.
• Problem Solving questions in each
chapter promote critical-thinking
skills and introduce the students to
different problem-solving strategies.
• Math-in-Use studies feature Bible
characters, mathematicians, scientists,
and artists and highlight the math the
person used.
• Math and Scripture features in each
chapter highlight mathematical applications in God’s Word.
• A Chapter Review at the end of each
chapter includes a vocabulary review
and some exercises.
er line,
of 2 on the numb
–3 is to the left
er line,
so it is less.
of –2 on the numb
3 is to the right
so it is greater.
Compare the
The Teacher’s Edition
with CD: Your Best Friend
23
• An expanded cumulative review is
included in each section.
• Expanded explanations with numerous examples are included.
• Skill Check questions provide immediate feedback.
• Extended problem sets of three
difficulty levels (A, B, and C) allow
for customized assignments.
Keep this book within easy reach! In it
you’ll find
• student pages with overprint answers
• complete solutions
• presentation suggestions
• additional problems
• one-on-one activities
• common student errors
A suggested course schedule and assignments are included to accommodate minimum, standard, and extended tracks. The
accompanying CD contains transparencyready answers, Mathardy (Review Game),
and visuals.
More Teaching Tools For
Pre-Algebra
Tests: Multiple quizzes for each chapter
allow the teacher to assess learning
comprehension as often as needed.
Chapter tests and semester exams assess
student objectives.
Tests Answer Key: The key gives answers and complete solutions for all quiz,
test, and exam questions.
Student Activities Manual: Additional
practice, remediation and enrichment
activities, calculator skills, chapter and
cumulative reviews are provided in
each chapter.
Student Activities Manual Teacher’s
Edition with CD: It contains answers
for student activities and a CD with
complete solutions.