Page 122 - The Ontario Curriculum, Grades 11 and 12: Mathematics, 2007

Grade 12, University Preparation
1. analyse, interpret, and draw conclusions from one-variable data using numerical and graphical summaries;
2. analyse, 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.
1. Analysing One-Variable Data
2. Analysing Two-Variable Data
D. STATISTICAL ANALYSIS OVERALL EXPECTATIONS
By the end of this course, students will:
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Mathematics
SPECIFIC EXPECTATIONS
By the end of this course, students will:
1.1 recognize that the analysis of one-variable data involves the frequencies associated with one attribute, and determine, using technol- ogy, the relevant numerical summaries (i.e., mean, median, mode, range, interquartile range, variance, and standard deviation)
1.2 determine the positions of individual data points within a one-variable data set using quartiles, percentiles, and z-scores, use the normal distribution to model suitable one- variable data sets, and recognize these processes as strategies for one-variable data analysis
1.3 generate, using technology, the relevant graphical summaries of one-variable data (e.g., circle graphs, bar graphs, histograms, stem-and-leaf plots, boxplots) based on the type of data provided (e.g., categorical, ordinal, quantitative)
1.4 interpret, for a normally distributed popula-
tion, the meaning of a statistic qualified by a statement describing the margin of error and the confidence level (e.g., the meaning of a statistic that is accurate to within 3 percentage points, 19 times out of 20), and make connec- tions, through investigation using technology (e.g., dynamic statistical software), between the sample size, the margin of error, and the
confidence level (e.g., larger sample sizes create higher confidence levels for a given margin of error)
Sample problem: Use census data from Statistics Canada to investigate, using dynamic statistical software, the minimum sample size such that the proportion of the sample opting for a particular consumer or voting choice is within 3 percentage points of the proportion of the population, 95% of the time (i.e., 19 times out of 20).
1.5 interpret statistical summaries (e.g., graphical, numerical) to describe the characteristics of a one-variable data set and to compare two related one-variable data sets (e.g., compare the lengths of different species of trout; compare annual incomes in Canada and in a third-world country; compare Aboriginal and non-Aboriginal incomes); describe how statis- tical summaries (e.g., graphs, measures of central tendency) can be used to misrepresent one-variable data; and make inferences, and make and justify conclusions, from statistical summaries of one-variable data orally and in writing, using convincing arguments
By the end of this course, students will:
2.1 recognize that the analysis of two-variable data involves the relationship between two attributes, recognize the correlation coefficient
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