Course Outline

MDM4U: Mathematics of Data Management

Rationale
Data can provide useful information for many different fields, including science,
business, media/entertainment and politics. The only way we can make sense of the
numbers is through proper collection and analysis. For this we need some really
interesting mathematics! This course will develop the students understanding of
probability and statistical analysis through the use of software tools, reasoning and
problem-solving. Students will learn to solve problems associated with the
probability of an event or multiple events and the application of permutation. We
will discuss discrete and continuous probability distributions. We will also analyze
and interpret one-variable and two-variable data and describe good samples and
data organizational techniques.
In this course, I hope to provide students with the mathematical tools to be critical
thinkers in the general public. The classroom activities will foster this as we gather
and assess data from authentic contexts, pulling in the interdisciplinary nature of
statistics. Students will be given the opportunity to use computational tools, as well
as exercise creativity, reporting and communication skills. Throughout all the
examples and assessments in the course, students will leave the class with
knowledge about how to analyze data and probabilities, how statistics are used in
media and other areas of society, and how data can be misinterpreted and skewed.

Themes
The course will be broken down into the following:
1. What are the odds?: A look at probability and counting
2. What is normal?: A look at continuous and discrete probability distributions
3. How do we get data? : A look at the organization of data and whether it is
valid
4. What do I do with all these numbers? A look at the analysis of data
a) One-variable data
b) Two-variable data
5. How do I carry out a statistical investigation? : A look at how to will complete
a statistical report
To be incorporated throughout the course

Topic

Approximate
Time

1. What are the

odds?
2. What is normal?
3. How do we get
data?

20 classes
20 classes
10 classes

Major Performance Tasks

* Written Journals
Throughout
Unit Test
Unit Test
Info-graphic
Unit Test

4. What do I do with
all these numbers?
5. How do I carry out
a statistical
investigation?

30 classes
10 classes

Fathom In-class Assignment

Unit Test
Statistical Report
Presentation

Desired Results
1. What are the odds?: A look at probability and counting
GOALS:

Recognize and describe probabilities for an experiment or real world

event
Be able to define discrete and continuous sample spaces
Use sample space and subset notation to describe outcomes. Be able
to determine whether two events are dependent or independent
Find the theoretical probability of an outcome
Use permutations (order matters) and combinations (order doesnt
matter) as counting techniques
Develop a conjecture for permutations and combinations and recognize
its value over more involved methods such as tree diagrams and lists
Solve probability problems using counting principles

SOME ESSENTIAL QUESTIONS:

Why do we look at the likelihood of events? Where do you see this dayto-day?
How do games (card games, board games, gambling) rely on
probability? What are some false probability conjectures people might
make? (ex. Rolling a die gives a 1/6 probability of winning, so rolling 6
times will give a 6/6 probability)
How are permutations and combinations advantageous over simpler
methods such as making lists of possibilities?
How can we tell whether two events are dependent or independent?
Why do we need to know to determine probability?
How is Pascals Triangle related to combinations?

2. What is normal?: A look at continuous and discrete probability

distributions
GOALS

Identify a discrete random variable x and calculate the expected value

for a given probability distribution
Be able to create both frequency and probability histograms
Recognize that independent trials give rise to binomial distributions
Recognize that dependent trials give rise to hypergeometric probability
distributions
Represent distributions numerically ( a table) and graphically
(histogram)

 Solve problems involving probability distributions

Identify continuous random variables and calculate with and without
technology: standard deviation and the mean
Understand that the theoretical probability of a continuous random
variable occurs of a range of variables
Identify properties of the normal distribution and its uses; solve
problems using z-scores

SOME ESSENTIAL QUESTIONS:

What is a probability distribution?

How are the expected value, random variable, probability and
probability distribution different?
How are binomial, hypergeometric, and normal distributions related?
Why do we use the normal distribution? Where is it used?

3. How do we get data? : A look at the organization of data and whether

it is valid
GOALS:
Understand roles and applications for statistical analysis
Distinguish between one and two variable scenarios and types of
statistical data
Explain means and principles of data collection, criteria for good data,
and the difference between population and sample
Describe different types of bias (response, measurement, nonresponse, sampling) and how a study can be designed to reduce this

SOME ESSENTIAL QUESTIONS:

Can we ever know the true mean of a population?

Why do we use samples?
How do we collect reliable data?
Why is their inherent variability in data?
How are infographics useful?
What questions should you ask when you read a statistic in the
media and advertisements? (ex. 1 in 4 dentists use this toothpaste)

4. What do I do with all these numbers? A look at the analysis of data

GOALS:

Analyze one-variable data using the mean, median, mode, range,

interquartile range, variance, standard deviation using technology
(calculator, Excel, Fathom). Generate graphical representations
Use quartiles, percentiles, and z-scores to find individual data points
For a normally distributed data set, find margin of error and confidence
level; interpret meaning

 Draw conclusions from the analysis of statistical summaries and

compare two sets of one-variable data
Analyze one-variable data using the correlation coefficient, and
contingency tables
Distinguish between the different types of correlation ( cause and
effect, common cause, accidental)
Preform linear regressions using technology
Interpret statistical summaries and compare two sets of two-variable
data
Assess validity of conclusions presented in the media

SOME ESSENTIAL QUESTIONS:

If two variables have a high correlation coefficient, are they
dependent on each other?
How might people draw invalid conclusions from statistical data?
In what ways can we use statistical analysis to improve the lives
of people?
Where can we get reliable secondary data? How do we formulate
a thesis/hypothesis to test?
What are some limitations to conclusions drawn from statistical
analysis?
5. Putting on our statistician hat: A look at how to will complete a
statistical report
To be incorporated throughout the course

Assessment Evidence

Journals (10 %)
Info-graphic (10 %)
Research Report (10 %) and presentation (5 %)
Other In-Course Work (15 %)
4 Unit Tests ( 5 % each = 20% total)
Quizzes (10 %)
Exam (20 %)

Lesson One: Probability and Counting

The Birthday Problem
The goal of this lesson is to create interest in students about probability. The
following question will be proposed:
How likely is it that two people in a classroom have the same birthday?
This question will not be answered this class, but will be referred to over
several lessons.
1. To begin, the classroom will be polled to see if any students in their
classroom share the same birthday. Ask students: if it happens in our
classroom, will it happen in all others as well?
2. Next, have students go in pairs to survey one other class (for a total of
about 10) and report back with the number of students in the classroom
surveyed and whether two people had the same birthday. Students have
collected primary data; have them summarize the results as a class.
3. Now ask what they think the probability is and have them write their
prediction in their journals. Tell students that we can find out this likelihood
after learning a little more about probability.

4. Discuss what probability is and how we use it; giving some basic
calculation examples (build off prior data management knowledge with the
use of spinners, dice, and cards).
Resources for the birthday problem:
http://www.scientificamerican.com/article/math-explains-likely-long-shotsmiracles-and-winning-the-lottery/
http://www.mathsisfun.com/data/probability-shared-birthday.html

Figure retrieved from http://mste.illinois.edu/reese/birthday/explanation.html