MDM4U- Mathematics of Data Management Course Outline

Transcription

1 MDM4U- Mathematics of Data Management Course Outline School: Canadian Online High School Department: Math Course Developer: Kristal Dubois Development Date: 0 Course Title: Mathematics of Data Management Course Code: MDM4U Grade: Course Type: University Preparation Credit Value: Prerequisite: Grade Functions, or Grade Functions and Applications, University/College Curriculum Policy Document: Mathematics, The Ontario Curriculum, Grade and, 007 (Revised) Course Description: This course broadens students' 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 and skills. Students will also refine their use of the 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. Unit Title and Description Counting and Probability: In this unit students will learn to solve problems involving the probability of distinct events or a combination of events and to solve problems using counting techniques of distinct items. They will apply counting principles to calculating probabilities and explore the concept of variability. Organization of Data for Analysis In this unit, students will explore the role of data in statistical studies and the concept of variability. They will learn to distinguish types of data. They will describe the characteristics of a good sample, compare sampling techniques, collect, and organize data. Probability Distributions In this unit students will understand probability distributions for discrete random variables and represent them graphically, numerically and algebraically. They will determine expected values and solve problems related to probability distributions of discrete random variables. Modeling Continuous Data In this unit, students will explore continuous probability distributions and make discrete and continuous probability distributions. They will determine standard deviations, describe key features of the normal distribution, and solve related problems. Statistical Analysis In this unit, students will analyze and draw conclusions from one and two variable data using numerical and graphical methods. They will investigate and evaluate the validity of statistical summaries. Culminating Project and Final Exam Throughout the course, students will work towards completing a culminating data management investigation that requires the integration and application of the in this course. The course will conclude with a final exam. Time and Sequence hours 3 hours 5 hours 3 hours 35 hours hours

2 Teaching / Learning Strategies: To provide students with opportunities to build, instructional strategies used in this course have been selected that are varied, appropriate for the material, and appropriate for the online format. Much of the course is designed around investigation involving hands-on experience, but some direct instruction with video and text, collaborative inquiry, and independent study will also be used in the course. This variety of teaching/learning strategies is intended to accommodate a variety of learning styles, interests, and ability levels. Strategies for Assessment & Evaluation of Student Performance: To ensure that assessment and evaluation are valid and reliable and that they lead to the improvement of student learning, the assessment and evaluation strategies used in this course are based on the provincial curriculum expectations (Table ), and the achievement chart categories and level descriptions in the mathematics curriculum document (Table ). Assessment and evaluation strategies will be varied in nature and include discussions, projects, quizzes, assignments and math journals. They will be administered over the length of the course, designed to improve student learning, and designed to provide opportunities for students to demonstrate the full range of their learning. The final grade for the course will be determined as follows: Seventy per cent of the grade will be based on ongoing evaluations conducted throughout the course. This portion of the grade will reflect the student s most consistent level of achievement, although special consideration will be given to most recent evidence of achievement. Examples of evaluations used include quizzes, tests, investigations, reports, math journals and discussions. Thirty per cent of the grade will be based on a final evaluation. This will be split a final examination (0%) and a culminating investigation (0%). Program Planning Considerations for Mathematics: The Ontario Curriculum, Grades and : Mathematics, 007(Revised) details special considerations for program planning in mathematics including: Instructional Approaches: In mathematics, there is diversity in the way that students learn best. As such, this class will have opportunities to learn in a wide range of ways such as with direct instruction from the teacher, individually, through investigations using hands-on experience and through examples and practice. Students learn best when learning is embedded in well-chosen contexts that are both interesting and relevant to students lives. To help teachers design relevant, interesting projects and problems, it s important that students communicate their individual interests, math learning backgrounds, and future plans with teachers.

3 Education for Students with Special Education Needs: Mathematics teachers use a student s Individual Education Plan to identify the accommodations required to facilitate an exceptional student s learning. Instructional accommodations, such as changes in teaching strategies, environmental accommodations, such as changes in technologies used, and assessment accommodations can all be used to meet the needs of students with exceptionalities. The Roll of Information and Communication Technology: Information and communication technologies provide a range of tools that can significantly extend and enrich instructional strategies and student learning. In this class will use spreadsheets, statistical software and the Internet as tools for project based learning exercises. Further information about special considerations for mathematics program planning pertaining to program considerations for English language learners, antidiscrimination education, literacy and inquiry/research skills, career education, and health and safety can be found in The Ontario Curriculum, Grades and : Mathematics, 007(Revised). Required Resources: MDM4U online course of study Internet access Spreadsheet software (Apache Open Office, available free online, or Microsoft Excel) Table. Overall Curriculum Expectations for MDM4U from The Ontario Curriculum, Grades and : Mathematics, 007(Revised). COUNTING AND PROBABILITY 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 Demonstrate an of discrete probability distributions, represent them numerically, graphically, and algebraically, determine expected values, and solve related problems from a variety of applications. Demonstrate an of continuous probability distributions, make 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

4 Demonstrate an of the role of data in statistical studies and the variability inherent in data, and distinguish 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 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. Demonstrate an of the applications of data management used by the media and the advertising industry and in various occupations. CULMINATING DATA MANAGEMENT INVESTIGATION Design and carry out a culminating investigation that requires the integration and application of the related to the expectations of this course. Communicate the findings of a culminating investigation and provide constructive critiques of the investigations of others. Table. Mathematics Achievement Chart from The Ontario Curriculum, Grades and : Mathematics, 007(Revised). Categories 50-59% 60-69% 70-79% 80-00% Level 4 Level Level Level 3 Knowledge and Understanding Subject- specific content acquired in each course (), and the comprehension of its meaning and significance () The student: Knowledge of content (e.g., facts, terms, procedural skills, use of tools) Understanding of limited of content limited of some of content some of of content of thorough of content thorough of

5 Thinking The use of critical and creative skills and/or processes The Student: Use of planning skills the problem (e.g., formulating and interpreting the problem, making conjectures) making a plan for solving the problem Use of processing skills carrying out a plan (e.g., collecting data, questioning, testing, revising, modelling, solving, inferring, forming conclusions) looking back at the solution (e.g., evaluating reasonableness, making convincing arguments, reasoning, justifying, proving, reflecting) Use of critical/creative processes (e.g., problem solving, inquiry) skills skills creative processes skills skills creative processes skills with skills with creative processes with skills with a skills with a creative processes with a Communication The conveying of meaning through various forms The student: Expression and organization of ideas and (e.g., clarity of expression, logical organization), using oral, visual, and written forms (e.g., pictorial, graphic, dynamic, numeric, algebraic forms; concrete materials) Communication for (e.g., peers, teachers) and purposes (e.g., to present data, justify a solution, express a argument) in oral, visual, and written forms with with degree of degree of Use of conventions, uses conventions, uses conventions, uses conventions, uses conventions,

6 terminology of the discipline (e.g., terms, symbols) in oral, visual, and written forms the discipline the discipline the discipline with Application The use of to make The Student: Application of in contexts Transfer of Making within and (e.g.,, representations, and forms within mathematics; involving use of prior and experience; mathematics, other disciplines, and the real world) in contexts with limited in contexts with some in contexts with with with the discipline with a in contexts with a degree of degree of