Integrated Math 210/220



Teacher: Suzanne Hickey
Extra Help: Mondays 3-4:15 in Room 153 or by appointment.
Contact:               shickey@innovationcharter.org   
                            If you phone, please leave a message with the front desk and I will call you back.

Course Overview

Math 210/220

  • Why is mathematical thinking important?

  • How can I think, work, problem solve as a mathematician?


Course Description


This course will work at an accelerated pace and review/introduce topics from Algebra I, Algebra II and Geometry.  Using a problem set developed and implemented at Phillips Exeter Academy as our main curricular resource, students will work to develop math concepts, skills, techniques and theorems.  Skill development will also be supported by targeting topics and using the McDougal Littell Algebra I, Geometry and Algebra II textbooks.  


The choice to pursue developing math knowledge using the problem set is deliberate as it offers opportunities for students to think deeply about math concepts and problem solving, develop strong habits of mind,  as well as increase their ability to investigate, conjecture, predict, analyze, verify and communicate mathematically.  It is expected that students will struggle with some of the problems.  Asking questions and participating in a class conversation are critical to this curriculum, and expected of all students.  In addition, students will need to employ different strategies in their problem solving.  Students should try a variety of methods, which can include: sketching a picture, cutting out a diagram and manipulating pieces, general coordinate proofs and solving simpler known example as a first step to understanding problems that they find difficult.  It is important that students keep their work organized in binder and should keep all of their work (including any attempts) in a orderly, easily accessible way.  We will discuss the format in class.


Time in class will be spent in a combination of problem solving, sharing solutions, assessment and skill development.  Students will be expected to present their solutions to the class and while this may not occur every single class, it will happen regularly.  For this reason preparation for class is critical and students can expect roughly 10-20 problems assigned over the course of a week. The amount of time it takes to complete these problems will vary depending on the content and student, however, students should come to class having attempted (and documented these attempts) for all assigned problems. It is best to set aside time each day for homework.  Sometimes problems are easier the second time we look at them. As the class discusses assigned problems, students are expected to make notes, corrections or additions to the work in their binder.  Binders or specific pages from the binder will be collected periodically to assess homework completion.  


Students will have regular assessments over the course of the semester to monitor their mastery of course topics.  The frequency of these assessments may increase or decrease with the nature of the current material, but it is reasonable to expect at least one every three weeks. Students can expect to complete at least one unit project in each semester.  


Recommendations for technology:

  • TI-83 Graphing Calculators (the school has a class set which may be used during class).  Students are encouraged to purchase one for their own use throughout their years in high school math and later in college

  • http://www.meta-calculator.com/online/  (Also available as an app)


Schedule of Major Topics


Topics in semester one will include problems that explore distance rate and time, adjusting mixture problems, systems of linear equations, linear modeling, vectors and parametric equations.


Topics in semester two will include quadratics, parabolic modeling, solving non-linear systems, some plane geometry.


Supplies – all items should be brought to every class.

Calculator: Scientific Calculator TI-30 or if possible Graphing Calculator TI-83

1 ½ - 2” binder with graph paper and sections for problems, skills,  notes and project work

Sharpened pencils, erasers and a small ruler

Current work including attempts

Homework that is due



Grades for this course consist of four strands: Logic, accuracy, application and work habits. An overall grade is also earned and is a combination of the strands as shown below.


Accuracy – 30%  Mathematics is a language that allows people to give exact answers.  When calculations are not made correctly, computers don’t operate, bridges collapse, and checks bounce.  Students are assessed in this strand primarily through their performance on quizzes and tests.


Logic – 30%  Just like accuracy, how one arrives at that answer is also important.  When reviewing student work, teachers look to see how problems are set up before they are solved.  As math concepts become increasingly complex, making sure the logic is clearly communicated takes on greater significance.  


Application – 20%  Students participate in a unit project over the course of a semester where they apply their knowledge and explore solutions to in depth problems. These projects are graded on a variety of content and presentation standards.


Work Habits – 20%  The Work Habits strand reflects the effort students have put into completing homework, studying regularly, and working in class.  Work habits also reflect the level of students’ participation in class, their willingness to take academic risks, and ability to incorporate revisions into their work.  Students with strong work habits grades are putting consistent, effective effort into their schoolwork.



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