Triola, Elementary Statistics, 14e ©2022
Core Code Alignment
Mathematics
Statistics
07060000001: A.P. Statistics (10-12)
Statistics
07060000001: A.P. Statistics (10-12)
Recommendation
Recommended Primary
Evaluation
The recommendations here are based on using this for the Introductory to Statistics Course, NOT AP Statistics. This text is not sophisticated enough for upper level Statistics, but would really be a great fit for the Introductory to Statistics course found here: https://www.schools.utah.gov/File/24de2157-b37f-4d94-a872-8378a8e74170
One of the key features I love about this product is that is has prerequisite skills sections you can do for each unit. For example, there is one section that reviews working with fractions, before going into probability.
The biggest Con for this system is that the textbook section can be difficult to navigate. I would not recommend this for someone who gets frustrated easily by technology. I would also HIGHLY recommend that when using this system you include screencast videos for your students showing them which links to click on to get to the information you want them to find.
Another pro is the included grading and assignment system. There is a lot of flexibility built in to how to choose questions and which questions to choose. There is also a way to select that students cannot access an assignment until they have accessed prerequisite content.
Educators Using These Materials
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Rubric : Mathematics 2025
Compliance with State Law (Required)
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Sensitive Materials and Prohibited Submission 53G-10-103, R277-628 | This item has not been graded. | |||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | This item has not been graded. | |||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | This item has not been graded. | |||||
| Free from advertising, e-commerce, or political interest | This item has not been graded. | |||||
Focus and Coherence: Non-Negotiable
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Non-negotiable materials must focus coherently on the Major Work of the grade in a way that is consistent with the progressions in the standards. | Student and teachers using the materials as designed devote the majority of time to the Major Work of the grade. | Supporting Work enhances focus and coherence simultaneously by also engaging students in the Major Work of the grade. | Materials follow the grade-by-grade progressions in the Standards. Content from previous or future grades does not unduly interfere. | Lessons that only include mathematics from previous grades are clearly identified. | ||
| They really do focus on key concepts and the main areas of what would want to be covered. | ||||||
Rigor and Balance
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| The materials support the development of students’ conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings. | Meets | Partially meets | N/A | Does not meet | ||
| This text has a great method of building and making concepts accessible to different levels, no matter where they are starting. Great as either the alternate for Math 3 or an elective for those also taking Math 3 | ||||||
| The materials are designed so that students attain the fluencies and procedural skills required by the Standards. | Meets | Partially meets | N/A | Does not meet | ||
| I am actually super impressed with how this textbook is laid out. Most textbooks have to be reordered and taken apart to put them in an order that is actually usable. I honestly think a teacher could just take this text and run with it, actually starting with chapter 1 and go straight through and get done with it in a year's class. | ||||||
| The materials are designed so that teachers and students spend sufficient time working with applications, without losing focus on the Major Work of each grade. (Are there single and multi-step contextual problems that develop the mathematics of the grade, afford opportunities for practice, and engage students in problem solving?) | Meets | Partially meets | N/A | Does not meet | ||
| The text tries to pull students in with an interesting statistical question at the opening of the chapter that we are able to answer using the tools we learn in that chapter. | ||||||
Standards for Mathematical Practice
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Materials address the practice standards in such a way as to enrich the Major Work of the grade; practice standards strengthen the focus on Major Work instead of detracting from it, in both teacher and student materials. | Meets | Partially meets | N/A | Does not meet | ||
| The text continues to use real examples as student work through learning vocabulary and different methods for calculating and reading statistics. The major end goal of this class is really for students to understand what they hear on the news and be able to evaluate life given their knowledge of how statistics really works and I feel like this text does a good job of keeping that focus throughout. | ||||||
| Tasks and assessments of student learning are designed to provide evidence of students’ proficiency in the Standards of Mathematical Practice. | Meets | Partially meets | N/A | Does not meet | ||
| They have an excellent range of questions and possible tasks to assess exactly what was focused on most in class. | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| It really works through examples well. | ||||||
Access to the Standards for All Students
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Support for English Language learners and other special populations is thoughtful (evidence-based) and helps those students meet the same Standards (and rigor) as all other students. The language in which problems are posed is carefully considered. | Meets | Partially meets | N/A | Does not meet | ||
| This text really does have few supports for ELL students. Vocabulary is sectioned off, but not really clearly marked the way it is in a lot of texts. There are charts and graphs, but not as many as would really be helpful for an ELL student. | ||||||
| Materials provide scaffolding, differentiation, intervention, and support for a broad range of learners with gradual removal of supports, when needed, to allow students to demonstrated their mathematical understanding independently. | Meets | Partially meets | N/A | Does not meet | ||
| I feel like the prerequisite skills sections are just excellent, and I love having those at the beginning of each chapter. The supports aren't always there throughout the chapter, when read straight through. I feel like if the etextbook area where easier to navigate, then I could give this a 3, but the issues of needing to locate all of the supports makes this so you as a teacher will have to do more training on how to locate and build those in. All of the supports are there, just not in a clear linear fashion going through the text. | ||||||
| Design of lessons incorporates strategies such as using multiple representations, deconstructing/reconstructing the language of problems, providing suggestions for addressing common student difficulties, etc. to ensure grade-level progress for all learners. | Meets | Partially meets | N/A | Does not meet | ||
| My comments here are a lot like the last category. I feel like yes, all of this is available and there, but it will take you as an instructor first really getting familiar with the system and finding the best way to be sure your students access the materials they will need. The text straight through does a decent job of this, but not excellent, whereas if you are able to link in more of the side materials, then it does a great job. | ||||||
| Ethnic Studies- (Ethnic studies in core standards and curriculum should be a narrowly tailored incorporation of age-appropriate opportunities that naturally arise through education without pretextual effort in courses, programs, or activities where ethnic studies is not a primary focus. The material should incorporate a curriculum of people and cultures that reflect the state’s various demographics without commentary that seeks to violate the neutrality standard established in codes: 53B-1-118, 53G-2-103, 53G-2-104, 53G-2-105, 67-27-107, | This item has not been graded. | |||||
| Shared Values and Character Traits | This item has not been graded. | |||||
Assessment
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Multiple measurements of individual student progress occur at regular intervals ensuring success of all students. | Meets | Partially meets | N/A | Does not meet | ||
| There are many different kinds of questions to select from at different levels and from different standards. I almost put this at a 2 though, because it really is nice to do a project at some point with Statistics and I didn't see that built in, but I might have missed it. | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| The assessments really are a great tool with this system. | ||||||
UTAH STATE BOARD OF EDUCATION
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Salt Lake City, UT 84111-3204
Phone: 801.538.7807