UPDATED The Practice of Statistics 6E (AP® Statistics)
Core Code Alignment
Mathematics
Statistics
07060000001: A.P. Statistics (10-12)
Statistics
07060000001: A.P. Statistics (10-12)
Recommendation
Recommended Limited
Evaluation
This program lacks language or text support for English Language Learners (ELL), but it compensates by providing an abundance of instructional videos for every lesson, assessment, example, and activity, designed to facilitate learning for ELL students and others. Instead of a traditional textbook, the curriculum offers a collection of problem sets that students can review with their teachers, emphasizing practical and interactive learning methods.
Educators Using These Materials
No educators found.
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. | ||
| Essential materials clearly align with the key grade-level content and follow the standards' learning progression. | ||||||
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 | ||
| The materials help students grasp essential math concepts, particularly as required by specific standards or cluster headings. | ||||||
| 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 | ||
| The materials are structured to ensure students acquire the necessary skills and fluency as outlined in the Standards. | ||||||
| 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 materials are created to ensure that both teachers and students dedicate adequate time to practical applications while still emphasizing the core content for each grade. | ||||||
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 materials incorporate the practice standards to enhance the core grade-level content, ensuring that the practice standards complement and reinforce the Major Work rather than diverting from it, in both teacher and student resources. | ||||||
| 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 | ||
| The tasks and assessments for student learning are crafted to demonstrate students' competency in the Standards of Mathematical Practice. | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| The materials bolster the Standards' focus on developing mathematical reasoning skills. | ||||||
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 | ||
| Source shows no evidence of support for ELL | ||||||
| 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 | ||
| The materials offer support, differentiation, intervention, and assistance for a diverse range of learners, with the gradual removal of support as necessary, enabling students to demonstrate their mathematical understanding independently. | ||||||
| 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 | ||
| Lesson design includes various strategies like using multiple ways to represent information, breaking down and rebuilding problem language, and offering guidance to tackle common student challenges. These strategies are employed to ensure that all students make grade-level progress. | ||||||
| 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 | ||
| Assessments are included at intervals for problems assessment and unit assessment | ||||||
| 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 aligned to what has been taught and are clear in the expectations of what is needed to succeed. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807