The Practice of Statistics for the AP® Course 7E
Core Code Alignment
Mathematics
Statistics
07060000001: A.P. Statistics (10-12)
Statistics
07060000001: A.P. Statistics (10-12)
Recommendation
Recommended Primary
Evaluation
This text and supportive materials are a valuable resource to a teacher who would be teaching AP statistics for the first time, or a veteran teacher. The e-book is well sequenced and has many activities and practice problems. This e-textbook is linked very well to the AP Statistics curriculum from the College Board and has activities that are shared during AP Statistics conference incorporated into the material with videos supports of the activities. There are AP practice problems all throughout the text.
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Material Categories
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Rubric : Mathematics 2025
Final recommendation published; partial rubric scores available.
Compliance with State Law (Required)
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Sensitive Materials and Prohibited Submission 53G-10-103, R277-628 | Does Not Violate Law | NA | NA | May Violate Law | ||
| No sensitive materials or prohibited materials found. | ||||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | Does Not Violate Law | NA | NA | May Violate Law | ||
| Didn't find any discriminatory practices. | ||||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does Not Violate Law | NA | NA | May Violate Law | ||
| Nothing in the materials violated any constitutional freedoms. | ||||||
| Free from advertising, e-commerce, or political interest | Contains none of the listed items. | NA | NA | Contains one or more of the listed items. | ||
| There was no advertising, political items, or e-commerce in the materials. | ||||||
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 | ||
| There are activities that the students can use to explore concepts, the teacher materials help the teacher to know how best to use these applets in class. The students have flashcards available, and additional examples in addition to the e-book. There are videos in the teacher materials to aide the teacher to teach activities and lessons. | ||||||
| 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 | ||
| There are lots of practice problems in these materials that include homework problems, practice problems, e-book examples, online examples, and problems that are specific to helping study or AP type questions. There are videos that help both the students and the teachers. There are real world examples to discuss as a group to solidify or introduce ideas. | ||||||
| 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 | ||
| There are many real-world examples and application problems that support the purpose of the text. | ||||||
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 | ||
| There are tons of resources for teachers and students in these materials. There are videos for teachers to watch about how to implement certain activities, as well as videos for students to watch that go over examples. There are lecture slides provided for the teacher, that go over key concepts and vocabulary. All of the resources are aimed at helping the teacher and students prepare for the AP Exam. This everything in the e-textbook has practice and vocabulary aimed at helping prepare students for the AP Statistics test. The sequencing follows the AP College Boards' units with AP questions mixed in throughout the materials. | ||||||
| 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 | ||
| Each section of the book has quizzes, and each unit has a unit assessment. There are also online practice problems available with unlimited attempts and instant feedback. There are review problems throughout and specifically at the end of each unit. There are progress checks that are more specifically geared to the AP statistics test itself. There are also textbook assessments and a test bank that is available. | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| The material is full of real world situations and students have to use mathematical reasoning throughout course. | ||||||
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 | ||
| The e-textbook has links for students to go to check your understanding questions and several of the problems also have a link to a video explaining the problem. The video has closed caption available. There is also a link to get the transcription of the video, the transcription can then be translated into virtually any language using Google Translate. Google Translate didn't work on the e-textbook though. The e-textbook does have a read aloud option, and the reading speed can be adjusted. The glossary did include English and Spanish supports, the teacher text did have small bubbles of information at times with teaching hints that includes supports to help learners including ELL learners. | ||||||
| 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 | ||
| There can be a lot of differentiation, intervention, and scaffolding done with these materials if the teacher is skilled at using the materials to make that happen. The materials themselves lend to be able to accomplish this rather easily as they are so robust with examples, solutions, extra attempts on problems, so many practice problems, flashcards, hints, teaching hints, etc. | ||||||
| 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 | ||
| There are many activities and examples that use different statistical applets. There are professional development videos for teachers to watch that give advice on how to teach the concepts. Each chapter has blueprint pages for teachers to help them plan. It goes over main ideas and a map of how to teach the chapter. | ||||||
| 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, | In addition to the content outlined in “Adequate,” this material offers multiple evidence-based supplemental resources and opportunities for learning about various forms of cultural philosophies and epistemologies from Utah, the United States, and worldwide. The materials provide cultural backgrounds, contemporary real-life experiences, and contexts that are relevant to local students. Some examples may include people with disabilities, various body types, and ages. | This material demonstrates respect for diverse socio-cultural identities. The material provides opportunities to acknowledge and integrate the histories, cultures, contributions, and perspectives of people from the United States and worldwide. The material accurately represents the cultures, languages, traditions, beliefs, values, and customs of people from diverse backgrounds through a variety of texts, examples, scenarios, imagery, and applications. | The material has limited themes of social and cultural histories within the United States and globally. The material provides limited examples of inclusive or cultural real-life experiences and does not include diverse characters. | The material does not meet the requirements within the ethnic studies core standards and curriculum requirements. (53E-4-204.1). | ||
| The focus on the materials is teaching statistical content. | ||||||
| Shared Values and Character Traits | The material extends beyond the content outlined in "Adequate", it includes elements that connect Utahns to the world. The material offers multiple evidence-based supplemental resources and opportunities for cultivating character traits in students. The material offers multiple evidence-based supplemental resources and opportunities for cultivating character traits in students. Some examples may include characters with a variety of personalities, education, income, occupation, or behaviors that illustrate character traits. | The material focuses on the shared values of diverse people and communities, the common elements that unite Utahns, and displays some character traits in its imagery and content. It aims to cultivate character traits in students, such as courage, leadership, intelligence, integrity, honesty, respect, morality, civility, duty, honor, and service, along with principles found in the Constitution. | The material lacks a sense of shared values or common elements that unite Utahns. Furthermore, the material has limited resources addressing civic and character education. | The material does not meet the requirements within the ethnic studies core standards and curriculum requirements (53E-4-204.1) and civic and character education. (53G-10-204) | ||
| The material focused on teaching statistics not civic and character education. | ||||||
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 | ||
| Formative assessments could be made during the introductory activities, the online assignments, the AP test preparation problems, and there are quizzes and unit tests for summative assessments. | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| There are tasks and applications all over throughout the materials. The assessments are also full of applications. | ||||||
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Phone: 801.538.7807