Integrated Math 220

Instructor:  Suzanne Hickey
    Room 149 Extra Help: Tuesdays 3-4:15 or other times by appointment 


Essential Questions:

  • 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 introductory 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 class conversations 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. Quizzes will be given in between tests to assess specific skills. Students can expect to complete at least one unit project in each semester.  


Schedule of Major Topics

Topics in semester one will include problems that explore distance rate and time, adjusting mixture problems, systems of linear equations and inequalities, linear modeling, radical and exponent rules.

Topics in semester two will include quadratics, parabolic modeling, solving non-linear systems, an introduction to vectors and parametric equations.

Supplies – all items should be brought to every class.

Calculator: Scientific Calculator TI-30 XS or  Graphing Calculator TI-83

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

Sharpened pencils, erasers and a small ruler or protractor with a straight edge

Current work including attempts, homework due at the beginning of the class period

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



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.   Students are assessed in this strand primarily through their performance on quizzes and tests.

Application – 20%  Students participate in applied problems/projects 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.

Integrated Math 220

Instructor:  Suzanne Hickey Room 149 Extra Help: Tuesdays 3-4:15     

Contact:          other times by appointment

Course Policies & Expectations


Your effort and motivation to learn the material of this class is a key element to your success.  You are responsible to yourself and to your classmates to produce your best work and to come prepared to class each day with all the needed materials and ready to work.

Late Work Policy-

All students are expected to complete work in a timely manner.   Developing the mindset and skills to complete work on time will benefit students throughout high school, college, and in future careers.

  • If a student is not able to turn in a major assignment on time, he or she must make arrangements with the teacher at least 24 hours before due date. (Example:  If an assignment is due at the beginning of class on a Tuesday, arrangements must be made by that time Monday, regardless if the class meets that day.)  An extension is not guaranteed -- it is at the discretion of the teacher.

  • If a student does not have an extension, at the discretion of individual teachers, students may be provided extra time to receive partial credit on major assignments.  Late assignments must be submitted within 7 calendar days (1 week) from the original due date. Major assignments submitted within the 7 day window will receive a lower grade in the Work Habits strand, but will be fully assessed in all other strands.

  • Homework is due on a regular basis.  Some homework will be reviewed in class the day it is due and therefore is not eligible for late credit.  Any assignment that has been graded and returned to the class is also not eligible for late credit.

Honors Policy-

Any student is eligible to pursue honors credit for any semester of a math course.  The following outlines the program and requirements.

1)  Students complete an additional homework assignment every two-three weeks.  It is graded for correct answers and work shown to explain approach to the problems.  This is entered as a work habits grade and included in the strand with all course assignments.

2)  Students take an additional honors level test at the end of each unit.  It is designed to push understanding further and consists of problems that apply both the material learned in the unit and general math principles and logic.  This test is graded using the same logic and accuracy strands used on the regular test.

3)  During project work, an additional component of the project will be required.  It is also designed to extend understanding and application of the concepts covered.  This grade will be included in the application strand.

It is important to note that because honors grades are entered into the regular course strands, the student’s grade may be affected in either a positive or negative way.  Sometimes a student will receive an honors B instead of the A they would have received without taking honors.

If a student drops honors by the drop deadline, all assignments to that point will remain in the student’s grades.  The student will be exempt from honors assignments after the drop point.  

Honors assignments are available to all students in the class.  It is the only form of extra credit that a non-honors student can earn.  Some students get exposure to the honors in this way and then choose to take honors second semester

Revisions Policy -

Revising your work and revisiting mistakes is a critical part of the learning process, developing skills and addressing areas of confusion.  Any work done in the Application, Logic and Accuracy strands is eligible for revisions (where half the credit lost is able to be earned back).  It is strongly recommended to do so.  Assessments and projects will be kept in the classroom to support this revision policy and student progress with digital portfolios and Exhibition Nights.  

In order to complete revisions on an assessment or project, students may use their own notes and the teacher’s help to revise but revision work must occur in class or in after school help.  Students must turn in their original piece of work and a corrected solution on separate paper.    Revisions are due 7 calendar days from the date graded tests or projects are returned.  


Your regular attendance in class is a must.  It is important to be in class regularly to learn the course material but also important to your classmates.  It is also important to come to class on time - lateness disrupts class for everyone! Absences and tardies will be dealt with in accordance with the consequences in your Student Handbook.


You should expect to work on homework each night. You can expect to spend approximately 30-45 minutes a night of quality homework time.  It is your responsibility to make a reasonable effort to complete the homework and try each problem. Sample problems and sometimes specific notebook pages will be collected regularly.  Skill assignments are due next class. Any homework problem is fair game for inclusion on a test, so it is your responsibility to make sure you understand each problem.


Frequent participation in class is expected and a formal part of your work habits grade.  Participation can mean a variety of things, contributing to class discussions, posting problems on the board, asking questions, and involving yourself in group work.

Bathroom policy

Students may use the restrooms as needed, there is no need to disrupt class to ask permission.  Only one student should be out of the room at a time. Simply sign out and  leave the room quietly and return as quickly as possible.  It is your responsibility to get any missed material and to choose an appropriate time to do use the restrooms (i.e. NOT during instruction time or in the first 30 minutes of class). Students that are negligent with this privilege will lose this freedom.

Teacher: you can paste content here, or just use the google docs folder to post course documents.

Course Documents