mdm4u probability assignment

MDM4U – Mathematics of Data Management – Grade 12 Handouts & Resources

Mdm4u grade 12 data management math course description.

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

I often receive emails from teachers across Ontario looking for some resources for the Grade 12 MDM4U Data Management course. I always loved teaching this course, but haven’t had the opportunity in the past few years. Take what you’d like from here. If it helps you along the way, I’d love to hear from you in the comments section at the bottom of the page.

It should also be noted that I have undergone a complete transformation in how I believe mathematics should be taught and learned and thus how I delivered math lessons a decade ago is completely different than how I teach now. Learn more about transforming your math lessons from rushing to procedures to problem based math lessons here .

3 Act Math Tasks

Mdm4u grade 12 data management real world math problems.

Access Grade 12 Data Management course material related to Counting and Probability, Data Management and Statistical Analysis.

MDM4U 3 Act Tasks

There may also be some 3 act math style problem based lessons and units on the Make Math Moments site.

MDM4U Grade 12 Data Management Culminating Projects

Statistics and probability independent projects.

Culminating Projects

MDM4U – Mathematics of Data Management – Grade 12 – Worksheets

Mcgraw-hill ryerson – digital textbook.

MDM4U – Unit 1 – Statistics of One Variable

MDM4U – Unit 2 – Statistics of Two Variables

MDM4U – Unit 3 – Organized Counting

MDM4U – Unit 4 – Combinations

MDM4U – Unit 5 – Probability

MDM4U – Unit 6 – Discrete Probability Distributions

MDM4U – Unit 7 – The Normal Distribution

MDM4U Grade 12 Mathematics of Data Management

Strands and overall expectations, counting and probability.

• CP1 – solve problems involving the probability of an event or a combination of events for discrete sample spaces;
• CP2 – solve problems involving the application of permutations and combinations to determine the probability of an event.

Probability Distributions

• PD1 – 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;
• PD2 – 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.

Organization of Data For Analysis

• DA1 – demonstrate an understanding of the role of data in statistical studies and the variability inherent in data, and distinguish different types of data;
• DA2 – 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

• SA1 – analyse, interpret, and draw conclusions from one-variable data using numerical and graphical summaries;
• SA2 – analyse, interpret, and draw conclusions from two-variable data using numerical, graphical, and algebraic summaries;
• SA3 – demonstrate an understanding of the applications of data management used by the media and the advertising industry and in various occupations.

Culminating Data Management Investigation

• CI1 – 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;
• CI2 – communicate the findings of a culminating investigation and provide constructive critiques of the investigations of others.

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Introduction to Probability Compound Events and Dependency

 games fair reflection.

Play the Four Coin Flip and Five Card Shuffler in the Games Fair. Think about how the probabilities of each outcome might be calculated. These are probabilities that you will learn in later activities, but you are encouraged to start thinking about the complexity of these probabilities. 

Long Description

Compound Events

In the last activity, you explored the idea of non-mutually exclusive events. These are still mostly single events, they could just be in two categories at the same time. Recall, a student at Eastside Secondary could be in all three classes, but they are still just one student.  

In this activity, we will start to explore multiple events happening, called “compound events.” To help clarify, more than one “action” will be occurring. In this activity, we will explore two actions happening. In the first activity of Unit 2, we will explore more than 2 events happening and keep coming back to the Games Fair games.

Compound Events are events that are created when combining two or more events.  The chance of hitting a target in archery is a compound event. The chance of success depends on the wind.  The outcomes of a 4 coin flip are compound events, they combine all of the outcomes on each of the individual coin. Finding the sum of two dice is a compound event, it combines the number on one die with the number on the other.

Let’s start with the simplest example. Flip two coins.  

• What are the total number of ways to flip two coins? Write them all out or organize with a Tree Diagram.
• What is the probability that they both come up “tails?”

Below is a single slide containing multiple steps. Each time you click another step is revealed. To move through all the steps at your own pace, repeatedly click on the slide itself, the right and left arrow icons on the player or the arrow keys on your keyboard. Click the full screen button on the player if you prefer to see a larger version of the steps.

Over the last couple of activities, we have played with the idea of rolling two dice. Let’s take the opportunity to see all of the outcomes in a different way. 

What are the total number of ways to roll two dice? Write them all out or organize with a Tree Diagram.

The Fundamental Counting Principle

If you haven’t seen it yet, it may be useful to think of a tree that grows further than 2 levels.  Imagine a bacteria that continues to grow.   What is the operation that helps you determine how many you have after a short amount of time?  

Tree diagrams help to uncover an idea that is essential to probability involving compound events.  

The fundamental counting principle states that if there are m ways to do the first event, n ways to do the second, and so on…  The total number of ways to perform a compound event is m x n.  This is also known as the multiplicative counting principle .  

However, this formula only works when events are independent. A similar one is used for dependent events.

Independent vs. Dependent Events

Independent events are events where the occurrence of one event has no effect on the other event.  

Dependent events are events that have different outcomes depending on what has already happened. The outcome of one event depends on the outcome of another event.  

Consider the games from the Games Fair.  Are the Four Coin Flip and the Five Card Shuffler independent or dependent?

Let’s look at an example of a compound event that uses independent events.

A spinner has 10 different equal-sized sections.  Spin the spinner and draw a card.

10 x 52 = 520

A = spinning a 5

B = drawing a 5.

A = spinning a 5 and drawing a 5.

n(A) = 1 x 4 = 4

n(S) = 10 x 52 = 520  

Note : The solution for 2 was shown in two different ways. Notice that we have some flexibility with what we label A or B. The second solution will come to be known as the slot method using the multiplicative counting principle and will be expanded on in the first activity of Unit 2. The first solution is the probability formula when dealing with two independent events that make up one compound event.

The formula for dependent events is similar, but needs to make note of the fact that the second event depends on the first.   

If A is the first part of a compound event and B is the second which depends on A, then

means “The probability of B given A has already occurred”.

This is widely known as Conditional Probability .

If the Denver Broncos have an 80% chance of winning at home and a 60% chance of winning on the road (not real stats!), what is the probability that they win any random game in the season, if a random game has a 70% chance of being a home game and 30% chance of being a road game (10 games left in the schedule, 7 at home)?  

This question actually has two cases which both need to be solved separately then added.  When there are multiple ways to come to a probability, we just add those probabilities together.  Often, we will see the multiple ways as “OR.”  In this example, they win on the road “OR” at home.

Case 1:  Win at Home.  

A = home game

B = Win  

P(A) = 0.7   

P(B|A)=0.8   

P(A and B) = P(A) x P(B|A) = 0.7 x 0.8 = 0.56

Case 2:  Win on Road. 

A = road game  

P(A) = 0.3   

P(B|A)=0.6   

P(A and B) = P(A) x P(B|A) = 0.5 x 0.6 = 0.18

Total probability of winning:  0.56 + 0.18 = 0.74

Therefore, they have a 74% chance of winning any game left in the season.  

CONSOLIDATION

 communication and thinking.

Calculate the probability of three compound events:

• made up of Independent events.
• made up of Dependent events.
• made up of either Independent or Dependent events, but has more than one way to happen (multiple cases).

You must do a tree diagram for one of them. Be sure to state the question and show complete solutions for all three.

Learning Goals and Success Criteria

Learning skills and work habits.

MDM4U - Probability Assignment (1)

Description

Assignment with answer copy. Topics include

Experimental Probability

Theoretical Probability

Using technology to simulate probability experiments

Mutually exclusive and non-mutually exclusive events

Independent and dependent events.

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

I often receive emails from teachers across Ontario looking for some resources for the Grade 12 MDM4U Data Management course. I always loved teaching this course, but haven’t had the opportunity in the past few years. Take what you’d like from here. If it helps you along the way, I’d love to hear from you in the comments section at the bottom of the page.

It should also be noted that I have undergone a complete transformation in how I believe mathematics should be taught and learned and thus how I delivered math lessons a decade ago is completely different than how I teach now. Learn more about transforming your math lessons from rushing to procedures to problem based math lessons here .

3 Act Math Tasks

Mdm4u grade 12 data management real world math problems.

Access Grade 12 Data Management course material related to Counting and Probability, Data Management and Statistical Analysis.

MDM4U 3 Act Tasks

There may also be some 3 act math style problem based lessons and units on the Make Math Moments site.

MDM4U Grade 12 Data Management Culminating Projects

Statistics and probability independent projects.

Culminating Projects

MDM4U – Mathematics of Data Management – Grade 12 – Worksheets

Mcgraw-hill ryerson – digital textbook.

MDM4U – Unit 1 – Statistics of One Variable

MDM4U – Unit 2 – Statistics of Two Variables

MDM4U – Unit 3 – Organized Counting

MDM4U – Unit 4 – Combinations

MDM4U – Unit 5 – Probability

MDM4U – Unit 6 – Discrete Probability Distributions

MDM4U – Unit 7 – The Normal Distribution

MDM4U Grade 12 Mathematics of Data Management

Strands and overall expectations, counting and probability.

• CP1 – solve problems involving the probability of an event or a combination of events for discrete sample spaces;
• CP2 – solve problems involving the application of permutations and combinations to determine the probability of an event.

Probability Distributions

• PD1 – 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;
• PD2 – 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.

Organization of Data For Analysis

• DA1 – demonstrate an understanding of the role of data in statistical studies and the variability inherent in data, and distinguish different types of data;
• DA2 – 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

• SA1 – analyse, interpret, and draw conclusions from one-variable data using numerical and graphical summaries;
• SA2 – analyse, interpret, and draw conclusions from two-variable data using numerical, graphical, and algebraic summaries;
• SA3 – demonstrate an understanding of the applications of data management used by the media and the advertising industry and in various occupations.

Culminating Data Management Investigation

• CI1 – 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;
• CI2 – communicate the findings of a culminating investigation and provide constructive critiques of the investigations of others.

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MDM4U Mathematics of Data Management

Mdm4u mathematics of data management, grade 12, course outline.

Course Title: , Grade 12, University Preparation Course Code: MDM4U Grade: 12 Calculus and Vectors Course Type: University Preparation  Credit Value: 1.0 Prerequisite:   MCR3U Functions 11 or MCF3M Functions Curriculum Policy Document: Mathematics, The Ontario Curriculum, Grades 11 and 12, 2007 (Revised) Course Developer: Toronto eLearning School Department: Mathematics Department Head: Sofika Haxhi, M.Sc., B.Ed., OCT Developed Date: 2019   Most Recent Revised Date: 2024

Course Description :

This MDM4U – Mathematics of Data Management 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.

As in a conventional classroom, instructors employ a range of strategies for teaching a course:

• Clear writing that connects mathematics to relevant situational problems
• Examples of full solutions in various contexts and opportunities to practice
• Direct instruction and coaching on student work by the teacher

In addition, teachers and students have at their disposal a number of tools that are unique to electronic learning environments:

• Electronic simulation activities
• Video presentations
• Discussion boards and email
• Assessments with real-time feedback
• Interactive activities that engage both the student and teacher in the subject
• Peer review and assessment
• Internet Instructional Videos

All course material is online, no textbook is required. Assignments are submitted electronically. Tests are completed online at a time convenient for the student, and the course ends in a final exam which the student writes under the supervision of a proctor approved by Toronto  eLearning School at a predetermined time and place. The final mark and report card are then forwarded to the student’s home school.

Students must achieve the Ministry of Education learning expectations of a course and complete 110 hours of planned learning activities, both online and offline, in order to earn a course credit. Students must keep a learning log throughout their course which outlines the activities they have completed and their total learning hours. This log must be submitted before the final exam can be written.

The chart below indicates some general examples of online and offline activities.

Students are expected to access and participate actively in course work and course forums on a regular and frequent basis. This interaction with other students is a major component of this course and there are minimum requirements for student communication and contribution.

Seven mathematical processes will form the heart of the teaching and learning strategies used.

• Communicating: To improve student success there will be several opportunities for students to share their understanding both in oral as well as written form.
• Problem solving: Scaffolding of knowledge, detecting patterns, making and justifying conjectures, guiding students as they apply their chosen strategy, directing students to use multiple strategies to solve the same problem, when appropriate, recognizing, encouraging, and applauding perseverance, discussing the relative merits of different strategies for specific types of problems.
• Reasoning and proving: Asking questions that get students to hypothesize, providing students with one or more numerical examples that parallel these with the generalization and describing their thinking in more detail.
• Reflecting: Modeling the reflective process, asking students how they know.
• Selecting Tools and Computational Strategies: Modeling the use of tools and having students use technology to help solve problems.
• Connecting: Activating prior knowledge when introducing a new concept in order to make a smooth connection between previous learning and new concepts, and introducing skills in context to make connections between particular manipulations and problems that require them.
• Representing: Modeling various ways to demonstrate understanding, posing questions that require students to use different representations as they are working at each level of conceptual development – concrete, visual or symbolic, allowing individual students the time they need to solidify their understanding at each conceptual stage.

Toronto eLearning School’s approach to assessment and evaluation is based on the Ontario Ministry of Education’s Growing Success 2010 document. Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course.

The primary purpose of assessment is to improve student learning. Assessment for this purpose is seen as both “assessment for learning” and “assessment as learning”. As part of assessment for learning, teachers provide students with descriptive feedback and coaching for improvement. Teachers engage in assessment as learning by helping all students develop their capacity to be independent, autonomous learners who are able to set individual goals, monitor their own progress, determine next steps, and reflect on their thinking and learning. TES teachers use evidence from a variety of sources in their assessment. These include formal and informal observations, discussions, conversations, questioning, assignments, projects, portfolios, self-assessments, self-reflections, essays, and tests.

MDM4U Assessment Rubric for Unit 3 Assignment

Growing Success articulates the vision the Ministry has for the purpose and structure of assessment and evaluation techniques. There are seven fundamental principles that ensure best practices and procedures of assessment and evaluation by TES teachers. Assessment and evaluations:

• are fair, transparent, and equitable for all students;
• support all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Metis, or Inuit;
• are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;
• are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course;
• are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
• provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement
• develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.

The evaluation for this course is based on the student’s achievement of curriculum expectations and the demonstrated skills required for effective learning. The percentage grade represents the quality of the student’s overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline. A credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade for this course will be determined as follows:

• 70% of the grade will be based upon evaluations conducted throughout the course. This portion of the grade will reflect the student’s most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of achievement.
• 30% of the grade will be based on a culminating project (10%) and a final exam (20%) administered at the end of the course.

The general balance of weighting of the categories of the achievement chart throughout the course is

Two official report cards are issued – midterm and final. Each report card will focus on two distinct but related aspects of student achievement. First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage. The teacher will also provide written comments concerning the student’s strengths, areas for improvement and next steps. Second, the learning skills are reported as a letter grade, representing one of four levels of accomplishment. The report cards contain separate sections for the reporting of these two aspects. The report card also indicates whether an OSSD credit has been earned.

The purpose of the achievement chart is to:

• provide a common framework that encompasses all curriculum expectations for all courses;
• guide the development of high-quality assessment tasks and tools;
• help teachers plan instruction for learning;
• assist teachers in providing meaningful feedback to students;
• provide various categories/criteria with which to assess and evaluate students’ learning.

The achievement chart provides a reference point for all assessment practice and a framework within which achievement will be assessed and evaluated.

• The chart is organized into four broad criteria; Knowledge / Understanding, Thinking / Investigation, Communication, and Application.
• The achievement chart describes the levels of achievement of the curriculum expectations within each subset of criteria.
• The “descriptor” indicates the characteristic of performance, with respect to a particular criterion, on which assessment or evaluation is focused.
• A specific “qualifier” is used to define each of the four levels of achievement. It is used along with a descriptor to produce a description of performance at a particular level.
• The following table provides a summary description of achievement in each percentage grade range and corresponding level of achievement:

• Access to MDM4U online course of study
• Access to a scanner or digital camera
• Access to a spreadsheet and word-processing software
• Access to an online graphing calculator
• Access to Youtube

Reference Texts Note: This course is entirely online and does not require or rely on any textbook. Should students wish to seek additional information we would recommend these texts:

• McGraw-Hill Ryerson Mathematics: Mathematics of Data Management, McGraw-Hill Ryerson, 2002.

Teachers who are planning a program in this subject will make an effort to take into account considerations for program planning that align with the Ontario Ministry of Education policy and initiatives in a number of important areas

• Education for students with special education needs
• Environmental education
• Equity and inclusive education
• Financial literacy education
• Ontario First Nations, Metis, and Inuit education
• Role of information and communications technology
• English language learners
• Career education
• Cooperative education and other workplace experiences
• Health and safety

1. Education for Students with Special Education Needs:

Toronto eLearning School is committed to ensuring that all students are provided with the learning opportunities and supports they require to gain the knowledge, skills, and confidence they need to succeed in a rapidly changing society. The context of special education and the provision of special education programs and services for exceptional students in Ontario are constantly evolving. Provisions included in the Canadian Charter of Rights and Freedoms and the Ontario Human Rights Code have driven some of these changes. Others have resulted from the evolution and sharing of best practices related to the teaching and assessment of students with special educational needs.

The provision of special education programs and services for students at Toronto eLearning School rests within a legal framework The Education Act and the regulations related to it set out the legal responsibilities pertaining to special education. They provide comprehensive procedures for the identification of exceptional pupils, for the placement of those pupils in educational settings where the special education programs and services appropriate to their needs can be delivered, and for the review of the identification of exceptional pupils and their placement.

Teachers will take into account the needs of exceptional students as set out in the students’ Individual Education Plan. The online courses offer a vast array of opportunities for students with special educations needs to acquire the knowledge and skills required for our evolving society. Students who use alternative techniques for communication may find a venue to use these special skills in these courses. There are a number of technical and learning aids that can assist in meeting the needs of exceptional students as set out in their Individual Education Plan. In the process of taking their online course, students may use a personal amplification system, tela-typewriter (via Bell relay service), an oral or a sign-language interpreter, a scribe, specialized computer programs, time extensions, ability to change font size, oral readers, etc.

2. Environmental Education:

Environmental education teaches students about how the planet’s physical and biological systems work, and how we can create a more sustainable future. Good curriculum design allows environmental issues and topics to be woven in and out of the online course content. This ensures that the student will have opportunities to acquire the knowledge, skills, perspectives and practices needed to become an environmentally literate citizen. The online course should provide opportunities for each student to address environmental issues in their home, in their local community, or even at the global level.

3. Equity and Inclusive Education:

Toronto eLearning School is taking important steps to reduce discrimination and embrace diversity in our online school in order to improve overall student achievement and reduce achievement gaps due to discrimination. The Ontario Equity and Inclusive Education Strategy was launched in April 2009 and states that all members of the Toronto eLearning School community are to be treated with respect and dignity. This strategy is helping TES educators better identify and remove discriminatory biases and systemic barriers to student achievement. These barriers related to racism, sexism, homophobia and other forms of discrimination may prevent some students from reaching their full potential. The strategy supports the Ministry’s key education priorities of high student achievement, reduced gaps in student achievement and increased accountability and public confidence in Ontario’s schools. Students, regardless of their background or personal circumstances, must be given every opportunity to reach their full potential. Research shows that when students feel welcomed and accepted in their school, they are more likely to succeed academically. Toronto eLearning School desires to create a culture of high expectations where factors such as race, age, gender, sexual orientation and socio-economic status do not prevent students from achieving ambitious outcomes.

4. Financial Literacy Education:

Financial literacy may be defined as having the knowledge and skills needed to make responsible economic and financial decisions with competence and confidence. Since making financial decisions has become an increasingly complex task in the modern world, students need to have knowledge in various areas and a wide range of skills in order to make informed decisions about financial matters. Students need to be aware of risks that accompany various financial choices. They need to develop an understanding of world economic forces as well as ways in which they themselves can respond to those influences and make informed choices. Toronto eLearning School considers it essential that financial literacy be considered an important attribute of a well-educated population. In addition to acquiring knowledge in such specific areas as saving, spending, borrowing, and investing, students need to develop skills in problem solving, inquiry, decision making, critical thinking, and critical literacy related to financial and other issues. The goal is to help students acquire the knowledge and skills that will enable them to understand and respond to complex issues regarding their own personal finances and the finances of their families, as well as to develop an understanding of local and global effects of world economic forces and the social, environmental, and ethical implications of their own choices as consumers. The Ministry of Education and Toronto eLearning School are working to embed financial literacy expectations and opportunities in all courses as appropriate, as part of the ongoing curriculum review process.

5. Ontario First Nations, Metis, and Inuit Education:

First Nation, Metis, and Inuit students in Ontario will need to have the knowledge, skills, and confidence they need to successfully complete their elementary and secondary education in order to pursue postsecondary education or training and/or to enter the workforce. They will need to have the traditional and contemporary knowledge, skills, and attitudes required to be socially contributive, politically active, and economically prosperous citizens of the world. All students in Ontario will need to have knowledge and appreciation of contemporary and traditional First Nation, Metis, and Inuit traditions, cultures, and perspectives. Toronto eLearning School and the Ministry of Education are committed to First Nation, Metis, and Inuit student success. TES teachers are committed to (1) developing strategies that will increase the capacity of the education system to respond to the learning and cultural needs of First Nation, Metis, and Inuit students; (2) providing quality programs, services, and resources to help create learning opportunities for First Nation, Metis, and Inuit students that support improved academic achievement and identity building; (3) providing a curriculum that facilitates learning about contemporary and traditional First Nation, Metis, and Inuit cultures, histories, and perspectives among all students where possible; and (4) developing and implementing strategies that facilitate increased participation by First Nation, Metis, and Inuit parents, students, communities, and organizations in working to support the academic success of the student.

6. The Role of Information and Communications Technology in the Curriculum.

Information literacy is the ability to access, select, gather, critically evaluate, and create information. Communication literacy refers to the ability to communicate information and to use the information obtained to solve problems and make decisions. Information and communications technologies are utilized by all TES students when the situation is appropriate within their online course. As a result, students will develop transferable skills through their experience with word processing, internet research, presentation software, and telecommunication tools, as would be expected in any other course or any business environment.

7. English Language Learners:

This Toronto eLearning School online course can provide a wide range of options to address the needs of ESL/ELD students. This online course must be flexible in order to accommodate the needs of students who require instruction in English as a second language or English literacy development. The TES teacher considers it to be their responsibility to help students develop their ability to use the English language properly. Appropriate modifications to teaching, learning, and evaluation strategies in this course may be made in order to help students gain proficiency in English, since students taking English as a second language at the secondary level have limited time in which to develop this proficiency. This online course can provide a wide range of options to address the needs of ESL/ELD students. Well written content will aid ESL students in mastering not only the content of this course, but as well, the English language and all of its idiosyncrasies. Toronto eLearning School has created course content to enrich the student’s learning experience. In addition, since many occupations in Canada require employees with capabilities in the English language, many students will learn English language skills which can contribute to their success in the larger world.

8. Career Education:

As the online student progresses through their online course, their teacher is available to help the student prepare for employment in a huge number of diverse areas. With the help of their teacher, students will learn to set and achieve goals and will gain experience in making meaningful decisions concerning their career choices. The skills, knowledge and creativity that students acquire through this online course are essential for a wide range of careers. Throughout their secondary school education, students will learn about the educational and career opportunities that are available to them; explore and evaluate a variety of those opportunities; relate what they learn in their courses to potential careers in a variety of fields; and learn to make appropriate educational and career choices.

9. Cooperative Education and Other Workplace Experiences:

By applying the skills they have developed, students will readily connect their classroom learning to real-life activities in the world in which they live. Cooperative education and other workplace experiences will broaden their knowledge of employment opportunities in a wide range of fields. In addition, students will increase their understanding of workplace practices and the nature of the employer-employee relationship. TES teachers will try to help students link to Ministry programs to ensure that students have information concerning programs and opportunities.

10. Health and Safety:

The Mathematics program provides the reading and analytical skills for the student to be able to explore the variety of concepts relating to health and safety in the workplace. Teachers who provide support for students in workplace learning placements need to assess placements for safety and ensure that students can read and understand the importance of issues relating to health and safety in the workplace.

Toronto eLearning School

Toronto eLearning School is Canada’s premier online school for Ontario High School Credits toward the Ontario Secondary School Diploma. The school BSID is 883367 assigned by the Ontario Ministry of Education. Read the Ministry of Education Inspection Report 2022-2023 .

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MDM4U - Grade 12 Mathematics of Data Management

Course Description For MDM4U Grade 12 Mathematics of Data Management Online Course

Grade 12 Data Management (MDM4U) broadens students’ understanding of mathematics as it relates to managing data. Students will apply methods of organizing and analysing 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.

Summary Of Units And Timelines For Grade 12 Mathematics of Data Management MDM4U

Below is the suggested sequence of course unit delivery as well as the recommended number of hours to complete the respective unit. For complete details of targeted expectations within each unit and activity, please see each Unit Overview found in the MDM4U course profile.

Please be aware that, as per Ministry guidelines, OVS has a mandatory minimum requirement of 14 days enrollment for students to be eligible for a midterm report card and 28 days enrollment to be eligible for a final report card.

Fundamental Concepts Covered in Grade 12 Online Course

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; 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.

Teaching and Learning Strategies in an Online School

The mathematical processes are to be integrated into student learning in all areas of this course. Throughout this course, students will:

• Problem Solving – develop, select, apply, compare, and adapt a variety of problem-solving strategies as they pose and solve problems and conduct investigations, to help deepen their mathematical understanding
• Reasoning and Proving – develop and apply reasoning skills (e.g., use of inductive reasoning, deductive reasoning, and counter-examples; construction of proofs) to make mathematical conjectures, assess conjectures, and justify conclusions, and plan and construct organized mathematical arguments;
• Reflecting – demonstrate that they are reflecting on and monitoring their thinking to help clarify their understanding as they complete an investigation or solve a problem (e.g., by assessing the effectiveness of strategies and processes used, by proposing alternative approaches, by judging the reasonableness of results, by verifying solutions)
• Selecting Tools and Computational Strategies – select and use a variety of concrete, visual, and electronic learning tools and appropriate computational strategies to investigate mathematical ideas and to solve problems
• Connecting – make connections among mathematical concepts and procedures, and relate mathematical ideas to situations or phenomena drawn from other contexts (e.g., other curriculum areas, daily life, current events, art and culture, sports)
• Representing – create a variety of representations of mathematical ideas (e.g., numeric, geometric, algebraic, graphical, pictorial representations; onscreen dynamic representations), connect and compare them, and select and apply the appropriate representations to solve problems
• Communicating – communicate mathematical thinking orally, visually, and in writing, using precise mathematical vocabulary and a variety of appropriate representations, and observing mathematical conventions

Assessment & Evaluation

As summarized in Growing Success 2010 , the primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course.

This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement. Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. All curriculum expectations must be accounted for in instruction, but evaluation focuses on students’ achievement of the overall expectations.

A students’ achievement of the overall expectations is evaluated on the basis of his or her achievement of related specific expectations. Teachers will use their professional judgement to determine which specific expectations should be used to evaluate achievement of overall expectations, and which ones will be covered in instruction and assessment but not necessarily evaluated. In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers must use assessment and evaluation strategies that:

• Address both what students learn and how well they learn
• Are based both on the categories of knowledge and skills and on the achievement level descriptions given in the achievement chart
• Are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning
• Are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students
• Are fair to all students
• Accommodate students with special education needs, consistent with the strategies outlined in their Individual Education Plan
• Accommodate the needs of students who are learning the language of instruction
• Ensure that each student is given clear directions for improvement
• Promote students’ ability to assess their own learning and to set specific goals
• Include the use of samples of students’ work that provide evidence of their achievement
• Are communicated clearly to students and parents at the beginning of the school year and at other appropriate points throughout the school year.

The achievement chart outlines four categories of knowledge and skills. They include; knowledge and understanding, thinking, communication and application. Teachers will ensure that student work is assessed and/or evaluated in a balanced manner with respect to the four categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade is recorded for this course, and a credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade for this course will be determined as follows:

• Seventy percent of the grade will be based on evaluations conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
• Thirty percent of the grade will be based on a final evaluation and administered towards the end of the course.

Accommodations for students with an IEP in an Online School

All students can succeed. Some students are able, with certain accommodations , to participate in the regular course curriculum and to demonstrate learning independently. Accommodations allow access to the course without any changes to the knowledge and skills the student is expected to demonstrate . The accommodations required to facilitate the student’s learning can be identified by the teacher, but recommendations from a School Board generated Individual Education Plan (IEP) if available can also be consulted. Instruction based on principles of universal design and differentiated instruction focuses on the provision of accommodations to meet the diverse needs of learners.

Examples of accommodations (but not limited to) include:

• Adjustment and or extension of time required to complete assignments or summative tasks
• Providing alternative assignments or summative tasks
• Use of scribes and/or other assistive technologies
• Simplifying the language of instruction

Teachers will bring additional resources and teaching materials that provide a rich and diverse learning environment. Units in this course profile make specific reference to the intended textbook for this course but can be substituted for any relevant and approved text.

• Speijer, Jacob. McGraw-Hill Ryerson Functions 11. Toronto: McGraw-Hill Ryerson, 2009.
• Small, Marian. Nelson Functions 11. Toronto: Nelson Education, 2008.

Reference: Mathematics, The Ontario Curriculum, Grades 11 and 12, 2007 (Revised) Ministry of Education of Ontario

Ontario Secondary School Diploma (OSSD) Requirements for all course.

Sample Lesson Video: Grade 12 Mathematics of Data Management (MDM4U)

Frequently Asked Questions

What is MDM4U?

MDM4U is a Grade 12 Mathematics of Data Management course at a University preparation level.

What are 4U courses?

4U refers to the Grade level of the courses and the pathway. 4 means it is a grade 12 course and U means it is a university preparation course.

Click here for more information on Course Coding System

What is the prerequisite course for MDM4U?

Prerequisite: MCR3U, Grade 11 Functions or MCF3M, Grade 11 Functions and Applications

Click here for more information on Ontario secondary curriculum and their prerequisites

How long does it take to complete the MDM4U online course?

At Ontario Virtual School (OVS) you can complete an online highschool credit courses as quickly as 4 weeks, or take as long as 12 months.

Will my marks be sent directly to OUAC or OCAS?

Yes, we can send the marks for your online courses directly to OUAC , OCAS , your home, and to your day school.

Student & Parent Recommendations

Google Reviews for MDM4U - Grade 12 Mathematics of Data Management

MDM4U Data Management Grade 12

Course Title:  Mathematics of Data Management, Grade 12, University Preparation Course Name:  Mathematics of Data Management Course Code:  MDM4U Grade:  12 Course Type:  University Preparation Credit Value:  1.0 Prerequisite:  MCR3U, Functions, Grade 11, University Preparation or MCF3M, Functions, Grade 11, University / College Preparation Curriculum Policy Document:  Mathematics, The Ontario Curriculum, Grades 11 and 12, 2007 (Revised) Course Developer:  Toronto eSchool Department:  Mathematics Department Head:  Sofika Haxhi, M.Sc., B.Ed., OCT Developed Date:  2014 Most Recent Revised Date:  2024

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MDM4U - Mathematics of Data Management 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.

As in a conventional classroom, instructors employ a range of strategies for teaching a course:

• Clear writing that connects mathematics to relevant situational problems
• Examples of full solutions in various contexts and opportunities to practice
• Direct instruction and coaching on student work by the teacher

In addition, teachers and students have at their disposal a number of tools that are unique to electronic learning environments:

• Electronic simulation activities
• Video presentations
• Discussion boards and email
• Assessments with real-time feedback
• Interactive activities that engage both the student and teacher in the subject
• Peer review and assessment
• Internet Instructional Videos

All course material is online, no textbook is required. Assignments are submitted electronically. Tests are completed online at a time convenient for the student, and the course ends in a final exam which the student writes under the supervision of a proctor approved by Toronto eSchool at a predetermined time and place. The final mark and report card are then forwarded to the student's home school.

Students must achieve the Ministry of Education learning expectations of a course and complete 110 hours of planned learning activities, both online and offline, in order to earn a course credit. Students must keep a learning log throughout their course which outlines the activities they have completed and their total learning hours. This log must be submitted before the final exam can be written.

The chart below indicates some general examples of online and offline activities.

Students are expected to access and participate actively in course work and course forums on a regular and frequent basis. This interaction with other students is a major component of this course and there are minimum requirements for student communication and contribution.

Seven mathematical processes will form the heart of the teaching and learning strategies used.

• Communicating: To improve student success there will be several opportunities for students to share their understanding both in oral as well as written form.
• Problem solving: Scaffolding of knowledge, detecting patterns, making and justifying conjectures, guiding students as they apply their chosen strategy, directing students to use multiple strategies to solve the same problem, when appropriate, recognizing, encouraging, and applauding perseverance, discussing the relative merits of different strategies for specific types of problems.
• Reasoning and proving: Asking questions that get students to hypothesize, providing students with one or more numerical examples that parallel these with the generalization and describing their thinking in more detail.
• Reflecting: Modeling the reflective process, asking students how they know.
• Selecting Tools and Computational Strategies: Modeling the use of tools and having students use technology to help solve problems.
• Connecting: Activating prior knowledge when introducing a new concept in order to make a smooth connection between previous learning and new concepts, and introducing skills in context to make connections between particular manipulations and problems that require them.
• Representing: Modeling various ways to demonstrate understanding, posing questions that require students to use different representations as they are working at each level of conceptual development - concrete, visual or symbolic, allowing individual students the time they need to solidify their understanding at each conceptual stage.

TorontoeSchool's approach to assessment and evaluation is based on the Ontario Ministry of Education's Growing Success 2010 document. Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course.

The primary purpose of assessment is to improve student learning. Assessment for this purpose is seen as both "assessment for learning" and "assessment as learning". As part of assessment for learning, teachers provide students with descriptive feedback and coaching for improvement. Teachers engage in assessment as learning by helping all students develop their capacity to be independent, autonomous learners who are able to set individual goals, monitor their own progress, determine next steps, and reflect on their thinking and learning. Toronto eSchool teachers use evidence from a variety of sources in their assessment. These include formal and informal observations, discussions, conversations, questioning, assignments, projects, portfolios, self-assessments, self-reflections, essays, and tests.

Assessment occurs concurrently and seamlessly with instruction. Our courses contain multiple opportunities for students to obtain information about their progress and achievement, and to receive feedback that will help them improve their learning. Students can monitor their own success through the tracking of learning goals and success criteria throughout all courses.

Summative "assessment of learning" activities occur at or near the end of periods of learning. Evidence of student achievement for evaluation is also collected over time from different sources, such as discussions, conversations and observation of the development of the student's learning. Using multiple sources of evidence increases the reliability and validity of this evaluation. The evaluations are expressed as a percentage based upon the levels of achievement.

MDM4U Assessment Rubric for Unit 3 Assignment

Growing Success articulates the vision the Ministry has for the purpose and structure of assessment and evaluation techniques. There are seven fundamental principles that ensure best practices and procedures of assessment and evaluation by Torontoeschool teachers. Assessment and evaluations:

• are fair, transparent, and equitable for all students;
• support all students, including those with special education needs, those who are learning the language of instruction, and those who are First Nation, Metis, or Inuit;
• are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;
• are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course;
• are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
• provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement
• develop students' self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.

The evaluation for this course is based on the student's achievement of curriculum expectations and the demonstrated skills required for effective learning. The percentage grade represents the quality of the student's overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline. A credit is granted and recorded for this course if the student's grade is 50% or higher. The final grade for this course will be determined as follows:

• 70% of the grade will be based upon evaluations conducted throughout the course. This portion of the grade will reflect the student's most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of achievement.
• 30% of the grade will be based on a final exam administered at the end of the course.

The general balance of weighting of the categories of the achievement chart throughout the course is

Two official report cards are issued - midterm and final. Each report card will focus on two distinct but related aspects of student achievement. First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage. The teacher will also provide written comments concerning the student's strengths, areas for improvement and next steps. Second, the learning skills are reported as a letter grade, representing one of four levels of accomplishment. The report cards contain separate sections for the reporting of these two aspects. The report card also indicates whether an OSSD credit has been earned.

The purpose of the achievement chart is to:

• provide a common framework that encompasses all curriculum expectations for all courses;
• guide the development of high-quality assessment tasks and tools;
• help teachers plan instruction for learning;
• assist teachers in providing meaningful feedback to students;
• provide various categories/criteria with which to assess and evaluate students' learning.

The achievement chart provides a reference point for all assessment practice and a framework within which achievement will be assessed and evaluated.

• The chart is organized into four broad criteria; Knowledge / Understanding, Thinking / Investigation, Communication, and Application.
• The achievement chart describes the levels of achievement of the curriculum expectations within each subset of criteria.
• The "descriptor" indicates the characteristic of performance, with respect to a particular criterion, on which assessment or evaluation is focused.
• A specific "qualifier" is used to define each of the four levels of achievement. It is used along with a descriptor to produce a description of performance at a particular level.
• The following table provides a summary description of achievement in each percentage grade range and corresponding level of achievement:

• Access to MDM4U online course of study
• Access to a scanner or digital camera
• Access to a spreadsheet and word-processing software
• Access to an online graphing calculator
• Access to Youtube
• McGraw-Hill Ryerson Mathematics: Mathematics of Data Management, McGraw-Hill Ryerson, 2002.

Teachers who are planning a program in this subject will make an effort to take into account considerations for program planning that align with the Ontario Ministry of Education policy and initiatives in a number of important areas

• Education for students with special education needs
• Environmental education
• Equity and inclusive education
• Financial literacy education
• Ontario First Nations, Metis, and Inuit education
• Role of information and communications technology
• English language learners
• Career education
• Cooperative education and other workplace experiences
• Health and safety

1. Education for Students with Special Education Needs:

Torontoeschool is committed to ensuring that all students are provided with the learning opportunities and supports they require to gain the knowledge, skills, and confidence they need to succeed in a rapidly changing society. The context of special education and the provision of special education programs and services for exceptional students in Ontario are constantly evolving. Provisions included in the Canadian Charter of Rights and Freedoms and the Ontario Human Rights Code have driven some of these changes. Others have resulted from the evolution and sharing of best practices related to the teaching and assessment of students with special educational needs.

The provision of special education programs and services for students at Torontoeschool rests within a legal framework The Education Act and the regulations related to it set out the legal responsibilities pertaining to special education. They provide comprehensive procedures for the identification of exceptional pupils, for the placement of those pupils in educational settings where the special education programs and services appropriate to their needs can be delivered, and for the review of the identification of exceptional pupils and their placement.

Teachers will take into account the needs of exceptional students as set out in the students' Individual Education Plan. The online courses offer a vast array of opportunities for students with special educations needs to acquire the knowledge and skills required for our evolving society. Students who use alternative techniques for communication may find a venue to use these special skills in these courses. There are a number of technical and learning aids that can assist in meeting the needs of exceptional students as set out in their Individual Education Plan. In the process of taking their online course, students may use a personal amplification system, tela-typewriter (via Bell relay service), an oral or a sign-language interpreter, a scribe, specialized computer programs, time extensions, ability to change font size, oral readers, etc.

2. Environmental Education:

Environmental education teaches students about how the planet's physical and biological systems work, and how we can create a more sustainable future. Good curriculum design allows environmental issues and topics to be woven in and out of the online course content. This ensures that the student will have opportunities to acquire the knowledge, skills, perspectives and practices needed to become an environmentally literate citizen. The online course should provide opportunities for each student to address environmental issues in their home, in their local community, or even at the global level.

3. Equity and Inclusive Education:

Torontoeschool is taking important steps to reduce discrimination and embrace diversity in our online school in order to improve overall student achievement and reduce achievement gaps due to discrimination. The Ontario Equity and Inclusive Education Strategy was launched in April 2009 and states that all members of the Torontoeschool community are to be treated with respect and dignity. This strategy is helping Torontoeschool educators better identify and remove discriminatory biases and systemic barriers to student achievement. These barriers related to racism, sexism, homophobia and other forms of discrimination may prevent some students from reaching their full potential. The strategy supports the Ministry's key education priorities of high student achievement, reduced gaps in student achievement and increased accountability and public confidence in Ontario's schools. Students, regardless of their background or personal circumstances, must be given every opportunity to reach their full potential. Research shows that when students feel welcomed and accepted in their school, they are more likely to succeed academically. Torontoeschool desires to create a culture of high expectations where factors such as race, age, gender, sexual orientation and socio-economic status do not prevent students from achieving ambitious outcomes.

4. Financial Literacy Education:

Financial literacy may be defined as having the knowledge and skills needed to make responsible economic and financial decisions with competence and confidence. Since making financial decisions has become an increasingly complex task in the modern world, students need to have knowledge in various areas and a wide range of skills in order to make informed decisions about financial matters. Students need to be aware of risks that accompany various financial choices. They need to develop an understanding of world economic forces as well as ways in which they themselves can respond to those influences and make informed choices. Torontoeschool considers it essential that financial literacy be considered an important attribute of a well-educated population. In addition to acquiring knowledge in such specific areas as saving, spending, borrowing, and investing, students need to develop skills in problem solving, inquiry, decision making, critical thinking, and critical literacy related to financial and other issues. The goal is to help students acquire the knowledge and skills that will enable them to understand and respond to complex issues regarding their own personal finances and the finances of their families, as well as to develop an understanding of local and global effects of world economic forces and the social, environmental, and ethical implications of their own choices as consumers. The Ministry of Education and Torontoeschool are working to embed financial literacy expectations and opportunities in all courses as appropriate, as part of the ongoing curriculum review process.

5. Ontario First Nations, Metis, and Inuit Education:

First Nation, Metis, and Inuit students in Ontario will need to have the knowledge, skills, and confidence they need to successfully complete their elementary and secondary education in order to pursue postsecondary education or training and/or to enter the workforce. They will need to have the traditional and contemporary knowledge, skills, and attitudes required to be socially contributive, politically active, and economically prosperous citizens of the world. All students in Ontario will need to have knowledge and appreciation of contemporary and traditional First Nation, Metis, and Inuit traditions, cultures, and perspectives. Torontoeschool and the Ministry of Education are committed to First Nation, Metis, and Inuit student success. Torontoeschool teachers are committed to (1) developing strategies that will increase the capacity of the education system to respond to the learning and cultural needs of First Nation, Metis, and Inuit students; (2) providing quality programs, services, and resources to help create learning opportunities for First Nation, Metis, and Inuit students that support improved academic achievement and identity building; (3) providing a curriculum that facilitates learning about contemporary and traditional First Nation, Metis, and Inuit cultures, histories, and perspectives among all students where possible; and (4) developing and implementing strategies that facilitate increased participation by First Nation, Metis, and Inuit parents, students, communities, and organizations in working to support the academic success of the student.

6. The Role of Information and Communications Technology in the Curriculum.

Information literacy is the ability to access, select, gather, critically evaluate, and create information. Communication literacy refers to the ability to communicate information and to use the information obtained to solve problems and make decisions. Information and communications technologies are utilized by all Torontoeschool students when the situation is appropriate within their online course. As a result, students will develop transferable skills through their experience with word processing, internet research, presentation software, and telecommunication tools, as would be expected in any other course or any business environment.

7. English Language Learners:

This Torontoeschool online course can provide a wide range of options to address the needs of ESL/ELD students. This online course must be flexible in order to accommodate the needs of students who require instruction in English as a second language or English literacy development. The Torontoeschool teacher considers it to be their responsibility to help students develop their ability to use the English language properly. Appropriate modifications to teaching, learning, and evaluation strategies in this course may be made in order to help students gain proficiency in English, since students taking English as a second language at the secondary level have limited time in which to develop this proficiency. This online course can provide a wide range of options to address the needs of ESL/ELD students. Well written content will aid ESL students in mastering not only the content of this course, but as well, the English language and all of its idiosyncrasies. Torontoeschool has created course content to enrich the student's learning experience. In addition, since many occupations in Canada require employees with capabilities in the English language, many students will learn English language skills which can contribute to their success in the larger world.

8. Career Education:

As the online student progresses through their online course, their teacher is available to help the student prepare for employment in a huge number of diverse areas. With the help of their teacher, students will learn to set and achieve goals and will gain experience in making meaningful decisions concerning their career choices. The skills, knowledge and creativity that students acquire through this online course are essential for a wide range of careers. Throughout their secondary school education, students will learn about the educational and career opportunities that are available to them; explore and evaluate a variety of those opportunities; relate what they learn in their courses to potential careers in a variety of fields; and learn to make appropriate educational and career choices.

9. Cooperative Education and Other Workplace Experiences:

By applying the skills they have developed, students will readily connect their classroom learning to real-life activities in the world in which they live. Cooperative education and other workplace experiences will broaden their knowledge of employment opportunities in a wide range of fields. In addition, students will increase their understanding of workplace practices and the nature of the employer-employee relationship. Torontoeschool teachers will try to help students link to Ministry programs to ensure that students have information concerning programs and opportunities.

10. Health and Safety:

The Mathematics program provides the reading and analytical skills for the student to be able to explore the variety of concepts relating to health and safety in the workplace. Teachers who provide support for students in workplace learning placements need to assess placements for safety and ensure that students can read and understand the importance of issues relating to health and safety in the workplace.