ADE Schools

Mathematics of Data Management course outline

School Name: ADE Schools

Department: Department Mathematics

Curriculum policy document: The Ontario Curriculum, Grades 11 and 12, mathematics, 2007, Revised

Course Developer: Department of Mathematics

Course Development Date: August 16, 2011

Course Title: Mathematics

Course Type: University Preparation

Course Level: Grade 12

Course Code:MDM4U

Credit Value: 1.0

Duration: 110 hours

Course Origin: This course is developed at the ADE Schools 
from the Ontario curriculum document: 
 "Ontario curriculum, Grades 11&12, mathematics, 2007, Revised

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


Curricular Expectations

By the end of this course, students will:


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


By the end of this course, students will:


1. 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;
2. 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.


By the end of this course, students will:


1. demonstrate an understanding of the role of data in statistical studies and the variability inherent in
data, and distinguish different types of data;
2. 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.


By the end of this course, students will:


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


Strand 5:                              CULMINATING DATA MANAGEMENT
By the end of this course, students will:


1. 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;
2. communicate the findings of a culminating investigation and provide constructive critiques of the
investigations of others.


Course Content


Units, Unit titles, sequence of Delivery and duration


Unit 1

Counting and Probability


20 hours

Unit 2

Probability Distributions

20 hours

Unit 3

Organization of Data for Analyses

20 hours

Unit 4

Statistical Analyses

20 hours

Unit 5

Culmination Data Management

20 hours

Unit 6

Reviewing course content for final assessment

10 hours



110 hours


Teaching and Learning Strategies and Tools


As a grade 12mathematics course, assessments will mostly be conducted through supervised strategies whether in the form of  assignments worked independently  or done online with teacher supervision, online supervised tests. Once again,   Because the nature of the teaching strategies of the course is electronic delivery, media for conveying learning will be either synchronous or asynchronous. 
Academy of Distance Education is dedicated to maximize possibility of establishing 
“comfort zone” for students while opportunities for learning successfully are continuously 
explored. For that reason, both of the mediums of electronic delivery mentioned above are 
equally utilized as per the need and suitability 
of each one in different situations.


Examples E- Teaching/ E-Learning Strategies in the course/courses:


  • Lectures/handouts/note taking (through on-line vehicles both synchronously and asynchronously)

  • Case Studies (both synchronously and asynchronously)

  • Brainstorming (in virtual class discussions as well as in face book or other social sites used for 
    the purpose of e-learning and e-teaching)

  • Writing (research, essays, poems)

  • Homework, class work, assignments

  • Labs and demonstrations (mainly computer simulations to accommodate distance learning)

  • Small/large group discussions (virtual classes or one-on-one virtual situations)

  • Multimedia presentations (all on-line)

  • Guest speeches

    Teaching/Learning Tools: (all designed to meet the requirements of e-schooling)


  • Overhead projector, screen, electronic writing devices like the electronic pen pad and transparencies

  • Online software, CDs, DVDs, videos/films

  • Chart paper,

  • Posters

  • Online educational activities and games

  • Relevant scientific sites & magazines & articles

    Assessment & Evaluation;


    Academy of Distance Education has in place a policy that requires students to write an obligatory supervised final evaluation worth 30 % of the overall grade of each course as well as an obligatory supervised midterm worth 20% of the overall grades which takes place midway through the course.

    Assessment and evaluation at the Academy of Distance Education is based heavily on dividing the 
    assessment strategies equally between comprehensive, on-site and supervised assessments and
    assessments conducted by the student alone and sent electronically or through other means by
    the student. The latter will include instances where the student does access-controlled on-line
    testing and quizzing where possibilities of extra-personal efforts are eliminated completely making
    sure that the student does the work. Other opportunities will allow for students meeting assessment
    requirements while seeking help from any source but making sure knowledge has been gained
    by the student through the help provided to him/her. All these systems are designed the benefits of e-learning and
    e-teaching are maximized and not diminished by factors that could be brought forth by the introduction of
    non-traditional classrooms.

    In general, Assessment is a continuous process of gathering evidence to facilitate and enhance student learning, 
    provide feedback, and improve instructional strategies.
     Evaluation is the process of judging the quality of student 
    work in an assessment, on the basis of established criteria, and the assigning of a value to represent that quality.
    The purpose of evaluation is to summarize student progress at a given point in time.

    In the 2010/2011 and beyond, Numerous and varied assessment opportunities will be given to students and various 
    strategies and tools will be employed throughout the course in order to achieve maximum precision and fairness in
    assessing how well students learned the curricular expectations of each strand and the course. This will be an attempt
    meet ministry of education guidelines introduced for the 2010 and effective successive years until further notice of change.   
    Diagnostic assessments will be used to determine prior learning, students’ strengths and for planning purposes and 
    therefore will not be used to determine term or final grades for report cards.
     Formative assessments will be used regularly 
    as a learning tool and feedback mechanism to improve student learning and instructional strategies.
    Summative assessments 
    assessment for learning, feedback mechanisms meant to enhance student learning (formative and diagnostic); 
    assessment as learning, self assessment and  peer assessment tools done led and /or teachers in which students learn 
    how to independently assess the level of their own learning (diagnostic , formative)’ and
    assessment of learning will be used 
    to provide final professional judgment and evaluation of student learning of curricular expectations and therefore will be used
    to evaluate term work and the final assessment for reporting purposes. When planning assessments, the curricular expectations
    will be reviewed and linked to the achievement categories to which they relate. This is to ensure that all the expectations are
    accounted for in instruction, and that achievement of the expectations is assessed within the appropriate categories. All three
    types of assessments are still further regrouped into three parts: (summative only), which is led by the teacher alone and is used
    for purposes of evaluation and reporting of student achievement to parents and other stake holders.

    Assessment Methods: The means through which student learning may be assessed (i.e., written, spoken, or done). In this 
    course, students will use all three methods to demonstrate their learning: oral work (debates, discussions, presentations, skits),
    written work (tests, quizzes, reports, essays), and performances (labs, models, pamphlets, charts).

    Assessment Strategies: The actual assessment instruments used as the  process used for assessing student learning and the 
    level of their achievement of meeting curricular expectations (e.g. journal). ADE will use conduct assessments both synchronously
    and asynchronously throughout the course. Below is a list of the most commonly used assessment strategies for this course:


  • Tests/Quizzes (done both on-line and a designated site with supervision)

  • Interviews/Conferences  (Virtual class discussions)

  • Examinations (done only comprehensively at a site with supervision)

  • Multimedia Presentations (virtual class presentation synchronously

  • Assignments, Research Projects/Reports (on-line)

    Assessment Tools: An instrument that is used to initiate or guide the assessment strategy or to track, monitor or record the 
    assessment data (e.g. rubric). Below is a list of the most commonly used assessment tools for this course:


  • Check lists (learning skills, homework check, completion of a task, basically to check absence or presence of a concept, 
    process, skill, or attitude)

  • Marking Scheme (tests/quizzes, assignments, worksheets, to quantify student response; value based tasks)

  • Rating Scales (to assess frequency of achieving a task or quality of task)

  • Rubrics  (performances, written reports, presentations, labs, complex projects/tasks)

  • Anecdotal Comments (learning skills, group work, independent work, presentations,

    Course Evaluation

    In this course, two parts make up the evaluation of student achievement through the different assessment strategies mentioned above.

    a)      The term work accounts for 70% of the overall grade for the course. Assessments for this portion are spread throughout the 
    course and will terminate approximately 3-4 weeks before the end of the study term.

    b) The final evaluation will account for 30% of the overall grade for the course.  It is a comprehensive assessment that will commence
    within approximately the last 3-4 weeks of the study term. It will be in the form of a final examination encompassing the concepts and
    skills taught throughout the year with emphasis on the latter portions of the course.


    The final assessment covers what students have been learning the length of the course with more emphasis on the more recent parts.  
    It will be managed within the last 6 Weeks in full course (through the year) and the last three weeks in half credit course (Sept to Jan)
    and accounts for 30% of the overall grades that will appear in the “final” box of the report card.  The final evaluation will be administered
    as follows:

    Final Examination:                      20%


    Overall Grade mark 70+30 = 100%


    Main Text:

    Teacher- Handouts by the teacher collected from different Computational mathematics text books