Book Preface

• Each chapter begins with introductory text that discusses a real application of algebra.
• The Chapter Opener is accompanied by a photograph and, in most cases, by a real-data application graph that helps students visualize algebra and more fully understand the concepts discussed in the chapter. In addition, each chapter contains a Math at Work feature (example on page 16), which profiles a real person and the mathematics that he or she uses on the job. These two features have corresponding real-data exercises.
• The text emphasizes real-data applications that involve graphs. Applications are distributed throughout the text to help demonstrate concepts, to motivate students, and to give students practice using new skills. Many of the real-data exercises involve data obtained from the Internet. (See Exercise 125 on page 36.) Internet addresses are provided in the textbook and the Online Learning Center (as hyperlinks) as a resource for both students and teachers. An Index of Applications, which lists applications by subject matter, is included at the front of the text.
• Every section begins with In This Section, a list of topics that shows the student what will be covered. Since the topics correspond to the headings within each section, students will find it easy to locate and study specific concepts.
• Strategy Boxes help students understand the step-by-step process of problem solving. These boxes provide a numbered list of concepts from a section or a set of steps to follow in problem solving.
• Important ideas, such as definitions, rules, summaries, and strategies, are set apart in boxes for quick reference. Color is used to highlight these boxes as well as other important points in the text.
• Three margin features appear throughout the text:
  
  1. Calculator CloseUps give students an idea of how to use a graphing calculator and for what kinds of problems it should be used. The screens in this feature are done with a TI-83 and are not intended to replace the calculator manual (especially if students use a different make or model). Some Calculator CloseUps simply introduce the features of a graphing calculator, but many are intended to enhance understanding of algebraic concepts. For this reason, many of the Calculator CloseUps will benefit even those students who do not use a graphing calculator. A graphing calculator is not required for studying from this text.
  2. Study Tips are included in the margins throughout the text. These short tips are meant to continually reinforce good study habits and to remind students that it is never too late to make improvements in the manner in which they study.
  3. Helpful Hints are short comments that enhance the material in the text, provide another way of approaching a problem, or clear up misconceptions.
     
• At the end of every section are Warm-up exercises, a set of ten simple statements that are to be answered true or false. These exercises are designed to provide a smooth transition between the ideas and the exercise sets. They help students understand that statements in mathematics are either true or false. They are also good for discussion, review, or group work.
• The exercise sets in each section generally begin with six simple writing exercises. These exercises are designed to encourage students to review the definitions and rules of the section before doing more traditional exercises. For example, the student might simply be asked what properties of equality were discussed in this section.
• The end-of-section Exercises follow the same order as the textual material and contain exercises that are keyed to examples, as well as numerous exercises that are not keyed to examples. This organization allows the instructor to cover only part of a section if necessary and easily determine which exercises are appropriate to assign. The keyed exercises give the student a place to start practicing and building confidence, whereas the nonkeyed exercises are designed to wean the student from following examples in a "cookbook" manner. Getting More Involved exercises are designed to encourage writing, discussion, exploration, and cooperative learning. Graphing Calculator Exercises require a graphing calculator and are identified with a graphing calculator logo. Exercises for which a scientific calculator would be helpful are identified with a scientific calculator logo.
• At the end of each chapter are Collaborative Activities designed to encourage interaction and learning in groups. Instructions and suggestions for using these activities and answers to all problems can be found in the Instructor's Solutions Manual.
• Every chapter ends with a four-part Wrapup, which includes the following:
  
  1. The Chapter Summary lists important concepts along with brief illustrative examples.
  2. Enriching Your Mathematical Word Power consists of multiple choice questions in which the important terms are to be matched with their meanings. This feature emphasizes the importance of proper terminology.
  3. The Review Exercises contain problems that are keyed to the sections of the chapter as well as numerous miscellaneous exercises.
  4. The Chapter Test is designed to help the student assess his or her readiness for a test. The Chapter Test has no keyed exercises, so the student can work independently of the sections and examples.
     
• The Making Connections cumulative review exercises at the end of each chapter are designed to help students review and synthesize the new material with ideas from previous chapters, and in some cases, review material necessary for success in the upcoming chapter. Every Making Connections exercise set includes at least one applied exercise that requires ideas from one or more of the previous chapters.
• The Midtext Diagnostic Review after Chapter 7 can be used to assess a student's readiness for the second half of the text. These review exercises are keyed to specific worked examples in the first seven chapters.

• Timed tests and the ability to author original questions
• Ability to insert diacritical marks and html codes with the click of a button
• Ability to choose a pre-built page design, or create a custom design

Susan Akers, Northeast State Technical Community College
Kathy Autrey, Northwestern State University
Walter Burlags, Lake City Community College
Marc Campbell, Daytona Beach Community College
Jo Cathey, Columbia State Community College-Columbia Campus
Dawn Dabney, Northeast State Technical Community College
Susan Davenport, Blinn College
Lenore DeSilets, De Anza College
Jacqueline Fesq, Raritan Valley Community College
Pat Foard, South Plains College
Judy Godwin, Collin County Community College
David Gorman, Yavapai College
Helen Harris, Blinn College
Margaret Hathaway, Kansas City Community College
Steven Howard
Matthew Hudock, St. Philip's College
Patricia Ann Hussy, Triton College
Patricia Jenkins, South Carolina State University
Bill Krant, El Paso Community College-Via Verde Campus
Anthony P. Malone, Raymond Walters College
Vince McGarry, Austin Community College
Leslie McGinnis, Blinn College
Barbara Napoli, Our Lady of the Lake College
Christopher O'Connor, Shawnee State University
Carol Olson, Northwest Arkansas Community College
Frank Pecchioni, Jefferson Community College
George Reed, Angelina College
Alan Sauter, Collin County Community College
James Smith, Columbia State Community College-Lawrenceburg Campus
Ann Thrower, Kilgore Community College
Danny Whited, Virginia Intermont College
Margorie Whitmore, Northwest Arkansas Community College
Jackie Wing, Angelina College
Mary Jane Wolfe, University of Rio Grande