MDM4U COURSE OUTLINE

Course Title: Mathematics of Data Management

Grade: 12

Ministry Course Code: MDM4U

Course Type: University

Credit Value: 1.00

Course Hours: 115

Department: Mathematics

Revision Date: N/A

Policy Document: Mathematics, The Ontario Curriculum, Grades 11 and 12, 2007 (Revised)

http://www.edu.gov.on.ca/eng/curriculum/secondary/math1112currb.pdf

Domestic Student Price: $550
International Student Price: $799

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COURSE DESCRIPTION

This course broadens students’ understanding of mathematics as it relates to managing data. Students will apply methods for organizing and analysing large amounts of information; solve problems involving probability and statistics; and carry out a culminating investigation that integrates statistical concepts and skills. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. Students planning to enter university programs in business, the social sciences, and the humanities will find this course of particular interest.

OVERALL EXPECTATIONS

Counting & Probability

By the end of this course, students will:

solve problems involving the probability of an event or a combination of events for discrete sample spaces;

solve problems involving the application of permutations and combinations to determine the probability of an event.

Probability Distributions

By the end of this course, students will:

demonstrate an understanding of discrete probability distributions, represent them numerically, graphically, and algebraically, determine expected values, and solve related problems from a variety of applications;

demonstrate an understanding of continuous probability distributions, make connections to discrete probability distributions, determine standard deviations, describe key features of the normal distribution, and solve related problems from a variety of applications.

Organization of Data for Analysis

By the end of this course, students will:

demonstrate an understanding of the role of data in statistical studies and the variability inherent in data, and distinguish different types of data;

describe the characteristics of a good sample, some sampling techniques, and principles of primary data collection, and collect and organize data to solve a problem.

Statistical Analysis

By the end of this course, students will:

analyse, interpret, and draw conclusions from one-variable data using numerical and graphical summaries;

analyse, interpret, and draw conclusions from two-variable data using numerical, graphical, and algebraic summaries;

demonstrate an understanding of the applications of data management used by the media and the advertising industry and in various occupations.

Culminating Data Management Investigation

By the end of this course, students will:

design and carry out a culminating investigation* that requires the integration and application of the knowledge and skills related to the expectations of this course;

communicate the findings of a culminating investigation and provide constructive critiques of the investigations of others.

OUTLINE OF COURSE CONTENT

TEACHING AND LEARNING STRATEGIES

A variety of teaching and learning strategies are used to allow students many opportunities to attain the necessary skills for success in this course and in future studies. In all activities, consideration will be taken to ensure that individual students’ multiple intelligences and learning strengths are addressed through the use of varied and multiple activities in each lesson.

STRATEGIES FOR ASSESSMENT AND EVALUATION OF STUDENT PERFORMANCE

The primary purpose of assessment and evaluation is to improve student learning. Assessment and evaluation is based on the Ministry of Education’s Growing Success policy document, which articulates the Ministry’s vision for how assessment and evaluation is practiced in Ontario schools.

Growing Success describes the three assessment types as follows:

Assessment as Learning: focuses on the explicit fostering of students’ capacity over time to be their own best assessors, but teachers need to start by presenting and modelling external, structured opportunities for students to assess themselves.
Assessment for Learning: the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to get there.
Assessment of Learning: the assessment that becomes public and results in statements or symbols about how well students are learning.

ASSESSMENT AND EVALUATION

EVALUATION SCHEME

A final grade (percentage mark) is calculated at the end of the course and reflects the quality of the student’s achievement of the overall expectations of the course, in accordance with the provincial curriculum.

The final grade will be determined as follows:

Seventy percent (70%) of the grade will be based on evaluation conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
Thirty percent (30%) of the grade will be based on a final evaluation administered at or towards the end of the course. This evaluation will be based on evidence from one or a combination of the following: an examination, a performance, an essay, and/or another method of evaluation suitable to the course content. The final evaluation allows the student an opportunity to demonstrate comprehensive achievement of the overall expectations for the course.

PLAGIARISM

Plagiarism is a serious offense. It is defined as taking words, phrasing, sentence structure, or any other element of the expression of another person’s ideas, and using them as if they were your own. Plagiarism is a violation of another person’s rights, whether the material taken is great or small.Students will be assisted in developing strategies and techniques to avoid plagiarism. They need to be aware that plagiarized term work will be penalized and could result in a mark of zero.