G12 Mathematics of Data Management
Course Description
This course broadens students’ understanding of mathematics as it relates to managing information. Students will apply methods for organizing large amounts of information; apply counting techniques, probability, and statistics in modelling and solving problems; and carry out a culminating project that integrates the expectations of the course and encourages perseverance and independence. Students planning to pursue university programs in business, the social sciences, or the humanities will find this course of particular interest.
Overall Curriculum Expectations
By the end of this course, students will:
A. COUNTING AND PROBABILITY
| A1 | solve problems involving the probability of an event or a combination of events for discrete sample spaces; |
| A2 | solve problems involving the application of permutations and combinations to determine the probability of an event. |
B.ORGANIZATION OF DATA FOR ANALYSIS
| B1 | demonstrate an understanding of the role of data in statistical studies and the variability inherent in data, and distinguish different types of data; |
| B2 | 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. |
C. STATISTICAL ANALYSIS
| C1 | analyze, interpret, and draw conclusions from one-variable data using numerical and graphical summaries; |
| C2 | analyse, interpret, and draw conclusions from two-variable data using numerical, graphical, and algebraic summaries; |
| C3 | demonstrate an understanding of the applications of data management used by the media and the advertising industry and in various occupations. |
D. PROBABILITY DISTRIBUTIONS
| D1 | 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; |
| D2 | 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. |
Course Content
| Unit | Title | Hours |
|---|---|---|
| Unit1 | Counting and Probability Introducing Probability vocabulary and notation in contexts involving simple counting; Counting permutations and combinations; Using mathematical notation to describe the number of permutations and combinations; Solving counting problems; Solving probability problems using counting principles. |
25 hours |
| Unit2 | Organization of Data for Analysis Organization of Data for Analysis. Demonstrate an understanding of the role of data in statistical studies. Describe the characteristics of a good sample and compare sampling techniques. Design an effective survey and collect data. Understand how data is organized. |
18 hours |
| Unit3 | Statistics Explore, analyse, interpret, and draw conclusions from one-variable data. Explore, analyse, interpret, and draw conclusions from two-variable data. Investigate and evaluate validity of statistical summaries. Culminating Investigation. Analyse, interpret, draw conclusions and write a report of their research. Present summary of findings. Critique presentations of their peers. |
30 hours |
| Unit4 | Probability Distributions Understand probability distributions for discrete random variables. Explore and connect Binomial and Hypergeometric distributions. Recognize that the differences between a probability histogram and a frequency histogram may be the result of variability. Modeling Continuous Data 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. |
35 hours |
| Final Examination | 2 hours | |
| Total | 110 hrs |
Strategies actually used in the classroom are indicated in the chart above and reflected in classroom instruction
- Assessment for learning (AFL) is diagnostic and formative for the purposes of greater learning achievement and is used at the beginning of a unit to help determine a starting point for instruction.
- Assessment as learning (AAL) is assessment as a process of developing and supporting students’ active participation in their own learning.
- Assessment of learning (AOL) is assessed for purposes of providing evidence of achievement for reporting. It is conducted at the end of each learning unit/work section and provides students with the opportunity to synthesize/apply/demonstrate their learning and their achievement of the stated expectations.
There are four levels of achievement for students who are passing the course:
- Level 1 (50-59%)
- Level 2 (60-69%)
- Level 3 (70-79%)
- Level 4 (80-100%)
Level 3 is the provincial standard for student achievement.
The percentage grade represents the quality of the students’ overall achievement of the expectations for the course and reflects the corresponding achievement as described in the achievement chart for mathematics. Term work will be 70% of the overall grade for the course; the summative evaluations will be 30% of the overall grade, incorporating summative evaluation and a final written examination.
| Knowledge | Thinking/Inquiry | Communication | Application |
|---|---|---|---|
| 12.5 | 25 | 25 | 25 |
| Understanding | |||
| 12.5 |
Within the 70% term mark and the 30% summative mark, the breakdown of the achievement chart categories will be approximately 25% Knowledge/Understanding, Application 25%, Communication 25%, and Thinking/Inquiry 25%.
The evaluation for this course is based on the student’s achievement of curriculum expectations and the demonstrated skills required for effective learning. The final percentage grade represents the quality of the student’s overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline.
Proctoring
The tests are typically a paper-pen evaluation written at a mutually agreed time, date, and location. The tests will be proctored, meaning a suitable adult with a dedicated identifiable and authentic email address will supervise you writing the tests. This process ensures the security and integrity of the test. Any person related or affiliated to the student in a personal way cannot serve as a test supervisor.
Resources required by the student
- A non-programmable, non-graphing, scientific calculator
- A scanner, smart phone camera, or similar device to upload handwritten or hand-drawn work
- A front-facing camera on a desktop, laptop, or mobile device to allow for proctoring over the internet
- Internet access and a modern standards-compliant web browser
The tuition for this course is $800 for Canadian students and $2000 for international students.
Refunds
Maple Leaf School does not issue refunds. When a student enrolls in our course, MLS administration team undertakes many tasks including establishing electronic/physical files, assigning teachers and tracking the enrolment for Ministry purposes, etc. The work is completed by our school the moment you register online.
Course Curriculum
| Resources | |||
| Course Outline | 00:00:00 | ||
| Hour Breakdown | 00:00:00 | ||
| Mark Breakdown | 00:00:00 | ||
| Unit 1 | |||
| U1L1 | 00:00:00 | ||
| U1L2 | 00:00:00 | ||
| U1L3 | 00:00:00 | ||
| U1L4 | 00:00:00 | ||
| U1L5 | 00:00:00 | ||
| Unit 2 | |||
| U2L1 A | 00:00:00 | ||
| U2L1 B | 00:00:00 | ||
| U2L2 | 00:00:00 | ||
| Unit 3 | |||
| U3L1 A | 00:00:00 | ||
| U3L1 B | 00:00:00 | ||
| U3L2 A | 00:00:00 | ||
| U3L2 B | 00:00:00 | ||
| Unit 4 | |||
| U4L1 A | 00:00:00 | ||
| U4L1 B | 00:00:00 | ||
| U4L2 A | 00:00:00 | ||
| U4L2 B | 00:00:00 | ||
| Unit 5 | |||
| U5L1 | 00:00:00 | ||
| Final Exam | |||
| How to request | 00:00:00 | ||
MDM4U
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This is the best course!
MDM4U
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mdm4u review
learn knowledge about using calculator and data