MDM4U Mathematics of Data Management – Grade 12 (University)

MDM4U online is one of over 160 secondary school courses that Blyth Academy Online offers.

Courses Offered

 
 
 
 
 
 
 
 

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

GRADE: 12 (University)

AVAILABILITY: Full-time – All Campuses, Part-time – All campuses, Private – All campuses, Blyth Academy Online

THE ONTARIO CURRICULUM: Mathematics

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Summer School sessions begin in July & August
Summer School 2021

MDM4U Course Overview

MDM4U online broadens students’ understanding of mathematics as it relates to managing information. Students will apply methods for organizing large amounts of information; solve problems involving counting techniques, probability, and statistics; and carry out a culminating project that integrates the expectations of the course. Students will continue to develop the mathematical processes necessary for success in senior mathematics. Students planning to pursue university programs in business, the social sciences, and the humanities will find MDM4U online of particular interest. Whether you take the mathematics of data management course online or on campus, it will prepare you for the next steps in a university program and in your future career.

MDM4U Course Outline

Below is a course outline for the MDM4U course. This data management grade 12 course outline is the same whether you take the course in person or online. The curriculum is set by Ontario’s Ministry of Education, so all students who take MDM4U, regardless of setting, can expect to gain skills in mathematics and data management.

The overarching aim of MDM4U is to help students fluidly use the language of mathematics while honing their skills for managing data and performing mathematical processes. The course explores concepts and skills involving probability and statistics and helps students gain confidence with analyzing large amounts of data. To accommodate various learning styles, ability levels, and interests, the course utilizes an array of instructional strategies.

Unit One: Permutations and Combinations

Essential Question: How can counting principles be used to predict the number of arrangements possible in a real-world counting scenario?
  • In this unit, students will explore the fundamental counting principle and apply it to solve real-world counting problems. Students will explore the factorial operation and apply it to develop an understanding of permutations and combinations. Lastly, students will make connections between their developing understanding of counting techniques and Pascal’s Triangle, another valuable tool for solving real-world counting problems.

Unit Two: Probability

Essential Question: How can we use our understanding of probability to communicate the likelihood of real-world scenarios occurring?
  • In this unit, students will explore the fundamental difference between experimental and theoretical probabilities using real-world examples to make comparisons. Students will then combine their understanding of permutations and combinations with their understanding of probability concepts to solve problems involving probabilities and counting arrangements.

Unit Three: Discrete Probability Distributions

Essential Question: How can an understanding of probability distributions be used to make real-world predictions?
  • In this unit, students will explore a variety of types of distributions of data and make comparisons between their key characteristics. Students will apply their understanding of uniform, binomial, and hypergeometric distributions to solve expected value problems and represent data graphically on histograms.

Unit Four: Collecting Data

Essential Question: How can sources of bias influence data collection and the conclusions formed by data collectors as a result?
  • In this unit, students will explore strategies for collecting data which can be used to form valid and reliable conclusions. Students will learn how to write unbiased survey questions and investigate different sampling techniques. Lastly, students will learn how to represent collected data visually using technology.

Unit Five: Continuous Probability Distributions

Essential Question: Why do specific patterns exist in certain sets of data?
  • In this unit, students will revisit the concepts of measures of central tendency. This will serve as a foundation for further studies into measures of spread and standard deviation as a means of analyzing a single variable. The normal distribution and z-scores will be introduced and comparisons will be made between binomial and normal distributions using normal approximation.

Unit Six: Two-Variable Statistical Analysis

Essential Question: Does correlation always imply causation?
  • In this unit, students will explore the tools available for assessing the strength of the correlation between two variables. Students will perform linear regression analyses using technology, and think critically to determine if a change in one variable causes a change in another.

GRADING RUBRIC

  • Students can find below a grading rubric that describes the breakdown of the MDM4U course. The grading rubric follows the same format whether students take the course online or in person.
  • Students can expect to receive their final grade about four days after writing their final exam. However, students should be advised that the exact timeline may vary depending on how much work they have submitted toward the end of the course.
  • Overall, course evaluation is based on a student’s achievement of curriculum expectations as well as skills demonstrated for effective learning. The final percentage grade received upon completion of the MDM4U course reflects the quality of how a student has achieved course expectations. The final grade is broken down as follows:

  • 70% of the grade: Based on evaluations conducted throughout the course, this part of the grade reflects the most consistent level a student achieves for the duration of the course. Special consideration may be given to recent evidence of improved achievement.

  • 30% of the grade: Based on final evaluations conducted at the conclusion of the course, the final assessment includes a culminating project and a final exam. The culminating project represents 10% of the overall final grade, while the final proctored exam represents 20% of the overall final grade. The culminating project and final proctored exam are described below.

CULMINATING PROJECT

  • This project is one of the final evaluations of MDM4U online. This project will challenge students to use the knowledge and skills they gained throughout this course and is worth 10% of the final grade.

FINAL EXAM (Proctored)

  • This exam is the final evaluation of MDM4U online. Students need to arrange their final exam 10 days in advance. All coursework should be completed and submitted before writing the final exam, please be advised that once the exam is written, any outstanding coursework will be given a grade of zero. The exam will be two hours.
  • Please consult our Frequently Asked Questions Page or the Exam section within your course for details on exam proctoring options.

REPORT CARDS

  • Once you have completed all coursework and performed the final exam, you will receive a report card confirming your final grade for the MDM4U course. Students can expect the report card to be generated within two business days after the final grade has been submitted.
  • Report cards will be mailed by standard mail via Canada Post to the student’s home school. Students should be advised that mailing time can vary, and it may take up to 1 to 2 weeks for the student’s home school to receive the report card.
  • Students will also receive digital copies of their report cards. The digital student copy of the report card will be sent to each student via email (not by physical mail).
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Though our physical doors remain temporarily closed, the minds of our students stay open. Summer classes are continuing to meet on their regular daily schedules, in virtual classrooms with face-to-face instruction and peer interaction.  The Blyth Academy model of small class sizes, flexible scheduling and individualized approach have enabled us to remain faithful to our standards. Our commitment to ongoing and meaningful communication between school, teachers, students and families has been critical to this effort.

Although our students have transitioned into summer mode and COVID-19 restrictions have begun to loosen, we are looking ahead to what September will hold for our campuses and families.
We want to be clear - our preference and our priority is to get students back to our campuses, but we must ensure this is done in a safe and effective way. While we await official guidance from Public Health and the Ministry of Education, a "return to school" task force has been hard at work putting concrete operational plans in place for all likely scenarios. This includes a full return to campus with safeguards, a blended model of virtual and in-campus learning and the continuation of fully virtual classrooms. All scenarios will provide robust learning and live, daily instruction and interaction with teachers and peers. 
With ten campuses across Ontario, we realize that each one of our schools is a unique space and community. We will be implementing across-the-board policies on hand washing, facility cleaning and social distancing measures. Each school is also prepared to pivot individually based on the guidance of local health authorities and to best serve students and families. 
Our recent survey showed that over 80 per cent of Blyth Academy families are eager to return to campuses, and we are hard at work to prepare for this day. As September's scenario becomes clearer and more information becomes available, we will continue to communicate. 

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