AP Statistics 1st Edition
Core Code Alignment
Mathematics
Statistics
07060000001: A.P. Statistics (10-12)
Statistics
07060000001: A.P. Statistics (10-12)
Recommendation
Recommended Limited
Evaluation
CPM is a unique publisher attempting a non-traditional instructional approach that requires a skilled teacher and ongoing professional development. Rather than using a traditional textbook model that provides direct instruction, CPM envisions structured groups that engage in tasks and develop shared understanding under the direction of a watchful teacher. Not recommended for independent study or for teachers unwilling to try new methods. CPM Statistics does a good job providing opportunities for discussion and for students to develop understanding of statistical principles rather than through direct instruction. Some of the prompts in the assessment bank do not appear to be AP free-response and multiple choice ready, but rather are procedural skill items. Supplementing is necessary with AP free response/multiple choice questions. This curriculum uses a lot more activity-based and discussion-based learning, rather than just application questions, but is still lacking true low-floor/high-ceiling tasks. Actual material in each lesson is not forever long, leaving room for worthwhile discussion. Has many good ideas that could potentially be used for tasks. In the end we decided that this is a good resource, and could be really beneficial for the classroom depending on the way it is implemented.
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. | ||
| This is a complete Statistics text that covers all major topics. | ||||||
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 | ||
| Lot’s of opportunity for discussion, with discussion points included all throughout, which makes for a lot deeper conceptual understanding. | ||||||
| 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 | ||
| Yes, through the Review and Preview. These build throughout each unit pretty well. | ||||||
| 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 | ||
| Concepts are taught using real-world applications. | ||||||
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 | ||
| Practice Standards are utilized all throughout, naturally, but never focused on. | ||||||
| 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 | ||
| Tasks are non-existent for the most part. They are more just like discussion-prompting activities. They promote a few Standards of Mathematical Practice, but not all. "Construct viable arguments" is getting there, but not quite there. Students are given the opportunity to reason through "explain" or "why" questions, but not really to critique the reasoning of others. "Look for and make use of structure" is also lacking in this curriculum. Students are typically told How to organize their data or simulate something and What patterns to "notice". Because of this, "make sense of problems and persevere in solving them" is not always present. Maybe sometimes, but for the most part, there is a little too much scaffolding that takes away from the need to persevere. | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| Students are asked why and what they think and to explain themselves all throughout this curriculum. | ||||||
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 | ||
| Support for diverse learners is based mostly on creating effective student groups and providing effective leadership to those groups from the teacher. | ||||||
| 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 | ||
| A little too much scaffolding provided - makes it pretty limiting as far as low-floor/high-ceiling opportunities to participate. Not much opportunity for extension for advanced students, either. Because of the goals of this text, it is definitely leaps and bounds ahead of just telling everything to students through direct instruction, but still has a way to go for discovery learning. However, this could also be changed depending on how the curriculum is delivered, especially the unit launches. | ||||||
| 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 | ||
| Because each activity asks students to work as a group to develop solutions, groups are encouraged to use multiple representations. This is also supported by the choice not to just tell students how to do each skill in the text. Notes for the teacher provide examples of common misconceptions and useful questions to ask to help overcome those problems. | ||||||
| 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 | ||
| Assessment for CPM happens continuously as the teacher circulates around the room and visits with groups. While this is different from traditional assessments like online test software, it is assessment nonetheless. Also, since it should be happening in real-time as groups work, it is more likely to help inform instructional choices. We feel this item is dependent upon curriculum implementation. | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| Assessments are rigorous and help the teacher to see if students are understanding each concept and if they are able to carry out procedures as well. | ||||||
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