Mathematics of Data Management
Grade 12
University Preparation

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.

Prerequisite: Functions, Grade 11, University Preparation, or Functions and Applications, Grade 11, University/College Preparation

 

Courses Details

Type

University Preparation

Credit Value

 

Curriculum Policy

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

 

OVERALL CURRICULUM EXPECTATIONS

 

1. COUNTING AND PROBABILITY
2. solve problems involving the probability of an event or a combination of events for discrete sample spaces;
3. solve problems involving the application of permutations and combinations to determine the probability of an event.

 

1. PROBABILITY DISTRIBUTIONS
2. 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;
3. 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.

 

1. ORGANIZATION OF DATA FOR ANALYSIS
2. demonstrate an understanding of the role of data in statistical studies and the variability inherent in data, and distinguish different types of data;
3. 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.

 

1. STATISTICAL ANALYSIS
2. analyse, interpret, and draw conclusions from one-variable data using numerical and graphical summaries;
3. analyse, interpret, and draw conclusions from two-variable data using numerical, graphical, and algebraic summaries;
4. demonstrate an understanding of the applications of data management used by the media and the advertising industry and in various occupations.

 

1. CULMINATING DATA MANAGEMENT INVESTIGATION
2. 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;
3. communicate the findings of a culminating investigation and provide constructive critiques of the investigations of others.

 

 

TEACHING AND LEARNING STRATEGIES

The mathematical processes are to be integrated into student learning in all areas of this course.
Throughout this course, students will:

• Problem Solving– develop, select, apply, compare, and adapt a variety of problem-solving strategies as they pose and solve problems and conduct investigations, to help deepen their mathematical understanding
• Reasoning and Proving– develop and apply reasoning skills (e.g., use of inductive reasoning, deductive reasoning, and counter-examples; construction of proofs) to make mathematical conjectures, assess conjectures, and justify conclusions, and plan and construct organized mathematical arguments;
• Reflecting– demonstrate that they are reflecting on and monitoring their thinking to help clarify their understanding as they complete an investigation or solve a problem (e.g., by assessing the effectiveness of strategies and processes used, by proposing alternative approaches, by judging the reasonableness of results, by verifying solutions)
• Selecting Tools and Computational Strategies– select and use a variety of concrete, visual, and electronic learning tools and appropriate computational strategies to investigate mathematical ideas and to solve problems
• Connecting– make connections among mathematical concepts and procedures, and relate mathematical ideas to situations or phenomena drawn from other contexts (e.g., other curriculum areas, daily life, current events, art and culture, sports)
• Representing– create a variety of representations of mathematical ideas (e.g., numeric, geometric, algebraic, graphical, pictorial representations; onscreen dynamic representations), connect and compare them, and select and apply the appropriate representations to solve problems
• Communicating– communicate mathematical thinking orally, visually, and in writing, using precise mathematical vocabulary and a variety of appropriate representations, and observing mathematical conventions

 

 

ASSESSMENT AND EVALUATION

As summarized in Growing Success 2010, the primary purpose of assessment and evaluation is to improve student learning.

The seven fundamental principles given below lay the foundation for rich and challenging practice. When these principles are fully understood and observed by all teachers, they will guide the collection of meaningful information that will help inform instructional decisions, promote student engagement, and improve student learning.

To ensure that assessment, evaluation, and reporting are valid and reliable, and that they lead to the improvement of learning for all students, teachers use practices and procedures that:

• are fair, transparent, and equitable;
• support all students;
• are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;
• are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course;
• are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
• provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;
• develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.

 

Seventy per cent of the final grade (a percentage mark) in a course will be based on evaluation conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement, with special consideration given to more recent evidence. Thirty per cent will be based on a final evaluation administered at or towards the end of the course.

 

 

ACCOMMODATIONS FOR STUDENTS

 

All students can succeed. Some students are able, with certain accommodations, to participate in the regular course curriculum and to demonstrate learning independently. Accommodations allow access to the course without any changes to the knowledge and skills the student is expected to demonstrate. The accommodations required to facilitate the student’s learning can be identified by the teacher, but recommendations from a School Board generated Individual Education Plan (IEP) if available can also be consulted. Instruction based on principles of universal design and differentiated instruction focuses on the provision of accommodations to meet the diverse needs of learners.

Examples of accommodations (but not limited to) include:

• Adjustment and or extension of time required to complete assignments or summative tasks
• Providing alternative assignments or summative tasks
• Use of scribes and/or other assistive technologies
• Simplifying the language of instruction

 

THE FINAL GRADES

The final Grades

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. A credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade will be determined as follows:

• 70% of the grade will be based upon evaluations conducted throughout the course. This portion of the grade will reflect the student’s most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of achievement.
• 30% of the grade will be based on final evaluations administered at the end of the course. The final assessment may be a final exam, a final project, or a combination of both an exam and a project.

 

THE REPORT CARDS

Two official report cards are issued – midterm and final. Each report card will focus on two distinct but related aspects of student achievement. First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage. The teacher will also provide written comments concerning the student’s strengths, areas for improvement and next steps. Second, the learning skills are reported as a letter grade, representing one of four levels of accomplishment. The report cards contain separate sections for the reporting of these two aspects. The report card also indicates whether an OSSD credit has been earned.