MDM4U: Mathematics of Data Management

MDM4U: Mathematics of Data Management

$590$680

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; apply counting techniques, probability, and statistics in modelling and solving problems; and carry out a data management investigation 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.

Prerequisites: Functions MCR3U or Functions and Applications MCF3M (Grade 11)

Course Preview

 

COURSE DESCRIPTION

This course broadens students' understanding of mathematics as it relates to managing data. Students will apply methods for organizing and analyzing 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.

PART OVERALL EXPECTATIONS

Counting and Probability
By the end of this course, students will:
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 permutation and combinations to determine the probability of an event
E1 – Design and carry out a culminating investigation that requires the integration and application of the knowledge and skills related to the expectation of this course
E2 – Communicate the findings of a culminated investigation and provide constructive critiques of the investigation of others

Organization of Data for Analysis
By the end of this course, students will:
C1 – Demonstrate an understanding of the role of data in statistical studies and the variability inherent in data, and distinguish different types of data
C2 – Describe the characteristics of a good sample, some sampling techniques, and principles of primary data collection and organize data to solve a problem
E1 – Design and carry out a culminating investigation that requires the integration and application of the knowledge and skills related to the expectation of this course

Statistical Analysis
By the end of this course, students will:
D1 – Analyse, interpret, and draw conclusions from one-variable data using numerical and graphical summaries
D2 – Analyze, interpret, and draw conclusions from two-variable data using numerical, graphical, and algebraic summaries
D3 – Demonstrate an understanding of the applications of data management used by the media and the advertising industry and in various occupations
E1 – Design and carry out a culminating investigation that requires the integration and application of the knowledge and skills related to the expectation of this course
E2 – Communicate the findings of a culminated investigation and provide constructive critiques of the investigation of others

Probability Distributions
By the end of this course, students will:
B1 – 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
E1 – Design and carry out a culminating investigation that requires the integration and application of the knowledge and skills related to the expectation of this course
E2 – Communicate the findings of a culminated investigation and provide constructive critiques of the investigation of others

Modelling Continuous Data
By the end of this course, students will:
D1 – Analyse, interpret, and draw conclusions from one-variable data using numerical and graphical summaries
B2 – 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

OUTLINE OF COURSE CONTENT

Unit Name of Unit Time Allocated in Hours
Unit 1 Counting and Probability 26
Unit 2 Organization of Data for Analysis 19
Unit 3 Statistical Analysis 25
Midterm Report Cards
Unit 4 Probability Distributions 20
Unit 5 Modelling Continuous Data 20
Final Examination
  Total 110 hours

TEACHING / LEARNING STRATEGIES

A variety of teaching and learning strategies are used in this course to meet the needs of a diverse range of learners.

Articulate Learning Module
Computer Assisted Learning
Direct Instruction
Animated Games
Group Discussion
iSpring Presentation / Animation
Online Graphing Software
Problem-Based Learning
Work and Task Sheet
Interactive Online Activity
Brainstorming
Decision Making
Demonstration
Discussion
Estimating
Independent Study
Memorization
Model Analysis
Note Taking
Oral Explanation
Opinion Writing
Peer Assessment
Problem Solving
Reasoning and Proving
Self-Assessment

STRATEGIES FOR ASSESSMENT AND EVALUATION OF STUDENT PERFORMANCE

Assessment as Learning Assessment for Learning Assessment of Learning
Student Product
· Journals/Letters/Emails (checklist)
· Learning Logs (anecdotal)
· Peer Assessments
· Practice Worksheets
Student Product
· Check-up Time Assessments
· Journals/Letters/Emails (checklist)
· Pre-Skills Checks (scale)
· Quizzes (scale)
· Graphic organizers (scale)
· Peer feedback (anecdotal)
· Reports
· Rough drafts
· Practice Worksheets
Student Product
· Assignments
· Journals/Letters/Emails (checklist)
· Unit Tests (scale)
· Final Exam
· Case Studies
· Presentations
· Graphic organizers (scale)
· Rough drafts
· Individual projects
Observation
· Whole class discussions (anecdotal)
· Self-proofreading (checklist)
Observation
· Class discussions (anecdotal)
· Problem Solving
Observation
· Presentations
Conversation
· Student teacher conferences
· Small Group Discussions (checklist)
· Pair work (checklist)
· Skype meetings
Conversation
· Student teacher conferences
· Small group discussions (checklist)
· Pair work (anecdotal)
· Peer-feedback (anecdotal)
· Peer-editing (anecdotal)
Conversation
· Question and Answer Session (checklist)
· Oral tests (scale)
· Oral Presentation with question and answer session

FINAL GRADE

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.

  1. 1. Term work will be 70% of the overall grade for the course;
  2. 2. The summative evaluations will be 10% of the overall grade, incorporating an ISU (Independent Study Unit or Research Project)
  3. 3. The summative evaluations will be 20% of the overall grade, incorporating a final written examination.

Achievement Categories

Application 25% Knowledge and Understanding 25%
Communication 25% Thinking/Inquiry 25%

Achievement Chart
A Summary Description of Achievement in Each Percentage Grade Range And Corresponding Level of Achievement

Percentage Grade Range Achievement Level Summary Description
80–100% Level 4 A very high to outstanding level of achievement.  Achievement is above the provincial standard.
70–79% Level 3 A high level of achievement.  Achievement is at the provincial standard.
60–69% Level 2 Moderate level of achievement.  Achievement is below, but approaching the provincial standard.
50–59% Level 1 A passable level of achievement.  Achievement is below the provincial standard
Below 50% Level R Insufficient achievement of curriculum expectations.  A credit will not be granted

RESOURCES REQUIRED BY THE STUDENT

MDM4U Online Course of Study
Calculator with Statistics functions is recommended

PROGRAM PLANNING CONSIDERATION

Role of Technology in the Curriculum

Rosedale Academy courses leverage the power of information and communication technologies to provide rich, dynamic learning experiences.  Students explore, evaluate and create concepts and works using a wide array of digital tools.  They demonstrate their learning through text, video, voice and visual assignments that teach multi-literacy and media skills.  Students also enhance their computer and technology skills in ways that are useful for their future academic and personal pursuits.

Teachers at Rosedale Academy get to know their learners, provide rich, descriptive feedback and assess student contributions and products AS, FOR and OF learning through digital technologies.  They enable rapid feedback and communication at any time without borders in our global community.

Tool Use Benefit
Discussion forums Whole class discussion (written) Creates a record of each student’s contributions.
Group activities Small group collaboration and discussions. (written) Encourages student participation; creates a record
Live Skype sessions Teacher leads the lesson with students as a class Observations of whole class and individual students
Peer Teaching Students research a given topic and share their findings and opinions with other students. Fosters discussion between students and allows for content to be learned and expressed from a student perspective
Journals Small group discussions using problem solving Improves students’ critical inquiry, and reflective thinking skills about the concepts learned within the course
Learning Modules Students explore content in an interactive manner with built-in assessments as they progress. Students can navigate content at their own pace and assess their own learning along the way.
Computer Simulations Individual or class exploration and visualization of concepts relating to the curriculum. Allows hands-on exploration and investigation as an alternative learning strategy.

English as a Second Language

Rosedale Academy provides students with comprehensive ESL support to enhance their proficiency with the English language.

  • All Rosedale Academy instructional materials and resources are designed with English Language Learners in mind. Online and face-to-face instructional resources make use of differentiated learning methods and carefully structured language. These resources support English language development as students are taking credit courses in all academic fields.
  • The self-paced delivery method of this course allows students to take the time that they require to engage in meaningful participation while still enjoying the enriching experience of working in an online global classroom.
  • The self-paced delivery method of this course allows students to take the time that they require to engage in meaningful participation while still enjoying the enriching experience of working in an online global classroom.
  • All teachers at Rosedale Academy are responsible for helping students to develop their ability to use English in academic courses.

Career Education

This course promotes skills effective for a variety of careers and informs students of some of the career opportunities where oral and written communication is considerable assets. Students will learn how to use English to inform audiences about ideas, persuade audiences to change their opinion or buy a product, and to formulate ideas. Students will also understand the importance of social media in their search for future education and career opportunities. Finally, this course also helps to prepare students for university application by providing a unit that helps them write a persuasive application essay.  Beyond the immediate needs of the student, this also course focuses on demonstrating the value of English in jobs like business where clear communication is highly valued.

Academic Integrity

Students are expected to maintain high standards of honesty and academic integrity throughout their participation in all courses. This includes avoiding any instance of fraud, plagiarism and cheating.  Rosedale Academy takes the following steps to ensure academic integrity:

  • Students provide photo identification
  • Course assignments include audio and video components
  • Teachers Skype weekly with their classes
  • Students are encouraged and supported to develop original work
  • Exams are proctored by adults in trusted positions

When a teacher has reasonable grounds to believe that a student has violated these standards, the school principal will review the incident and, if needed, enforce disciplinary procedures. More information about Academic Honesty may be found in section 5.3 of the school calendar.

Late and Missed Assignment

Rosedale Academy provides a flexible, self-paced learning opportunity, which allows students to proceed through each course at their own speed.  Students may submit any assignment from any unit while he or she is enrolled in this course.  Assignments will not be accepted once the student’s enrolment period has ended. Students must complete and submit all course requirements prior to booking their final exam. Course requirements include but are not limited to: assignments, tests, and learning log.

SKU: MDM4U-2017-03 Category: Tag:

Additional information

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I am an ONTARIO student with an OEN ($590.00 CAD), I am an INTERNATIONAL student without an OEN ($680.00 CAD)