THE ONTARIO CURRICULUM, GRADES 11 AND 12 | <strong>Mathematics</strong> Grade 12, University Preparation1.5 recognize conditions (e.g., dependent trials)that give rise to a random variable that followsa hypergeometric probability distribution,calculate the probability associated witheach value of the random variable (e.g., byusing a tree diagram; by using combinations),and represent the distribution numericallyusing a table and graphically using a probabilityhistogram1.6 compare, with technology and using numericand graphical representations, the probabilitydistributions of discrete random variables(e.g., compare binomial distributions withthe same probability of success for increasingnumbers of trials; compare the shapes of ahypergeometric distribution and a binomialdistribution)Sample problem: Compare the probabilitydistributions associated with drawing 0, 1, 2,or 3 face cards when a card is drawn 3 timesfrom a standard deck with replacement (i.e.,the card is replaced after each draw) andwithout replacement (i.e., the card is notreplaced after each draw).1.7 solve problems involving probability distributions(e.g., uniform, binomial, hypergeometric),including problems arising fromreal-world applicationsSample problem: The probability of a businessperson cancelling a reservation at LaPlace Pascal hotel is estimated to be 8%.Generate and graph the probability distributionfor the discrete random variable thatrepresents the number of business peoplecancelling when there are 10 reservations.Use the probability distribution to determinethe probability of at least 4 of the 10 reservationsbeing cancelled.2. Understanding ProbabilityDistributions for ContinuousRandom VariablesBy the end of this course, students will:2.1 recognize and identify a continuous randomvariable (i.e., a variable that assumes valuesfrom the infinite number of possible outcomesin a continuous sample space), and distinguishbetween situations that give rise to discretefrequency distributions (e.g., counting thenumber of outcomes for drawing a card ortossing three coins) and situations that giverise to continuous frequency distributions(e.g., measuring the time taken to completea task or the maximum distance a ball canbe thrown)2.2 recognize standard deviation as a measureof the spread of a distribution, and determine,with and without technology, the mean andstandard deviation of a sample of values ofa continuous random variable2.3 describe challenges associated with determininga continuous frequency distribution (e.g.,the inability to capture all values of the variable,resulting in a need to sample; uncertaintiesin measured values of the variable),and recognize the need for mathematicalmodels to represent continuous frequencydistributions2.4 represent, using intervals, a sample of valuesof a continuous random variable numericallyusing a frequency table and graphically usinga frequency histogram and a frequency polygon,recognize that the frequency polygonapproximates the frequency distribution, anddetermine, through investigation using technology(e.g., dynamic statistical software,graphing calculator), and compare the effectivenessof the frequency polygon as anapproximation of the frequency distributionfor different sizes of the intervals2.5 recognize that theoretical probability for acontinuous random variable is determinedover a range of values (e.g., the probabilitythat the life of a lightbulb is between 90 hoursand 115 hours), that the probability that acontinuous random variable takes any singlevalue is zero, and that the probabilities ofranges of values form the probability distributionassociated with the random variable2.6 recognize that the normal distribution iscommonly used to model the frequency andprobability distributions of continuous randomvariables, describe some properties ofthe normal distribution (e.g., the curve has acentral peak; the curve is symmetric about themean; the mean and median are equal;approximately 68% of the data values arewithin one standard deviation of the meanand approximately 95% of the data values arewithin two standard deviations of the mean),and recognize and describe situations that canbe modelled using the normal distribution(e.g., birth weights of males or of females,household incomes in a neighbourhood,baseball batting averages)116
2.7 make connections, through investigationusing dynamic statistical software, betweenthe normal distribution and the binomial andhypergeometric distributions for increasingnumbers of trials of the discrete distributions(e.g., recognizing that the shape of the hypergeometricdistribution of the number of maleson a 4-person committee selected from agroup of people more closely resembles theshape of a normal distribution as the sizeof the group from which the committee wasdrawn increases)Sample problem: Explain how the total areaof a probability histogram for a binomialdistribution allows you to predict the areaunder a normal probability distributioncurve.2.8 recognize a z-score as the positive or negativenumber of standard deviations from the meanto a value of the continuous random variable,and solve probability problems involvingnormal distributions using a variety of toolsand strategies (e.g., calculating a z-score andreading a probability from a table; using technologyto determine a probability), includingproblems arising from real-world applicationsSample problem: The heights of 16-month-oldmaple seedlings are normally distributedwith a mean of 32 cm and a standard deviationof 10.2 cm. What is the probability thatthe height of a randomly selected seedlingwill be between 24.0 cm and 38.0 cm?<strong>Mathematics</strong> Functionsof Data ManagementMDM4UPROBABILITY DISTRIBUTIONS117
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CONTENTSINTRODUCTION 3Secondary Sch
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INTRODUCTIONThis document replaces
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and art. It is important that these
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THE PROGRAM INMATHEMATICSOVERVIEW O
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Courses in Mathematics, Grades 11 a
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Half-Credit CoursesThe courses outl
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The Grade 11 university preparation
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Grade 11FOUNDATIONS FORCOLLEGEMATHE
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THE MATHEMATICALPROCESSESPresented
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REASONING AND PROVINGReasoning help
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Mental computation involves calcula
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ASSESSMENTAND EVALUATIONOF STUDENTA
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THE ACHIEVEMENT CHART FOR MATHEMATI
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course and reflects the correspondi
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Categories 50−59%(Level 1)60−69
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The approaches and strategies used
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If the student requires either acco
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use of a variety of instructional s
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THE ROLE OF INFORMATION AND COMMUNI
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they need to be aware of harassment
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Functions, Grade 11University Prepa
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A. CHARACTERISTICS OF FUNCTIONSOVER
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2.5 solve problems involving the in
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2.2 determine, through investigatio
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2. Investigating Arithmetic andGeom
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D. TRIGONOMETRIC FUNCTIONSOVERALL E
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Sample problem: The relationship be
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MATHEMATICAL PROCESS EXPECTATIONSTh
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Grade 11, University/College Prepar
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