Enrolling Now for 2026-27 School Year.
Enrolling Now for 2026-27 School Year.
Dear Learning Coach,
Thank you for partnering with CCA and investing in your learner’s education. This Learning Coach Guide is intended to help you support your learner in their AP® Statistics course.
Within this guide, you will find the goals, components, and features of the online course. Please take time to read and review this information so you understand how to help your learner interact with all course elements.
The Learning Coach Guide also includes information about each of the units in this course. On each page of unit information, you will discover the following.
CCA wishes you and your learner a terrific school year!
Your role as a Learning Coach is very important. Here are a few ways you can help your learner do their very best in the course.
In AP® Statistics, your learner will:
Lesson Components:
Each day, your learner will spend approximately 50–60 minutes completing an AP® Statistics lesson. Some days may take less time, while other days may take a little more time. It is common for learners taking AP® courses to spend time outside of the scheduled class time completing course reading or studying.
Lesson Bundling:
Within the lesson bundles, there are different components your learner will interact with. These components will not be used every day.
1. Getting Started Lesson: There is one Getting Started lesson in this course. It can be found on Day 1 of Unit 1. This lesson includes important information about the course and contact information for your teacher.
2. Unit Overview: Each unit will include a unit overview. This describes what your learner will learn in the unit and how many assessments the unit will have.
3. Prep for Success: At the beginning of each unit, your learner will find a Prep for Success. This component offers learners tips to be successful in the course, such as study tips, important software information, safety reminders, and more.
4. Knowledge Check: There will be one Knowledge Check in each unit. The Knowledge Check is designed to check prior learning and understanding about key skills and concepts that will be taught in the unit. The Knowledge Check is not a graded assessment.
Each lesson has its own components to help guide your learner through the lesson.
1. Lesson Overview: At the beginning of every lesson, your learner will see the lesson overview. This section contains lesson objectives, lesson vocabulary, materials your learner will need for the lesson, and the suggested lesson length.
2. Engage: The first section of the lesson is Engage. In this section, learners will be introduced to the lesson by making a connection to past and present knowledge and will get ready for the lesson’s instruction.
3. Discover: New content and instructions are presented in the Discover section. Your learner will interact with the lesson content through defined vocabulary terms, videos, audio, and Pause and Think activities. Your learner will be able to practice and answer questions as they work through the lesson.
4. Show: Learners will demonstrate what they have learned in the lesson through a series of practice questions.
5. Summary: This section recaps the day’s objectives and prepares learners for a future lesson or assessment.
The course includes assignments and projects. These graded assignments allow your learner to show what they have learned and apply their new skills. All CCA assignments and projects include these components.
1. Assessment Overview: At the beginning of each assessment, your learner will see the assessment overview. This section contains the goals of the assessment, materials your learner will need, length of the assessment, and directions for completion.
2. Plan: In the Plan section, learners will be introduced to the assignment or project. Learners may be provided with a review of content from the previous lessons, strategies for completing the activity, graphic organizers, and grading rubrics.
3. Do: Learners put their plan into action and work to complete the assignment or project successfully. This section also provides the grading expectations and/or rubric the teacher will use to grade the work.
4. Reflect: In Reflect, learners will think back to the work they completed. They will reflect upon the experience and analyze how well they completed the task. These moments of reflection are important and help learners evaluate their learning and work habits.
In addition to assignments and projects, this course also includes quizzes, tests, and exams.
Free-Response Question (FRQ): An FRQ is a free-response question, an open-ended question found on the AP® exam that typically includes a real-world context or scenario.
Unit Overview
In this unit, your learner will learn how to ask statistical questions, organize data using tables and graphs, and describe data using measures like center, spread, and shape. They will practice using data to support claims and understand how data are collected through surveys, studies, and experiments, including how bias and study design can affect conclusions.
Unit Assessments
Quiz ___________________________
Test ___________________________
Assignment __________________
Project _______________________
Exam _________________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
What kinds of questions can be answered with data, and how does variation influence them?
How can one-variable data be represented, and what do these displays reveal about a distribution?
How do sampling and design choices affect the reliability of study conclusions?
Unit Notables
Your learner will work with data from a single variable and use graphs and numerical summaries to describe patterns. Because different distributions require different tools, your learner will decide which measures best capture center, spread, and position. To ensure these descriptions are meaningful, your learner will consider how the data were collected and how sampling or design choices can influence conclusions.
Kit Materials
colored pencils, grid paper, ruler, TI-84+ calculator
Household Materials
scratch paper
Unit Overview
In this unit, your learner will learn how to ask statistical questions, organize data using tables and graphs, and describe data using measures like center, spread, and shape. They will practice using data to support claims and understand how data are collected through surveys, studies, and experiments, including how bias and study design can affect conclusions.
Unit Assessments
Quiz ___________________________
Test ___________________________
Assignment __________________
Project _______________________
Exam _________________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
What kinds of questions can be answered with data, and how does variation influence them?
How can one-variable data be represented, and what do these displays reveal about a distribution?
How do sampling and design choices affect the reliability of study conclusions?
Unit Notables
Your learner will work with data from a single variable and use graphs and numerical summaries to describe patterns. Because different distributions require different tools, your learner will decide which measures best capture center, spread, and position. To ensure these descriptions are meaningful, your learner will consider how the data were collected and how sampling or design choices can influence conclusions.
Kit Materials
colored pencils, grid paper, ruler, TI-84+ calculator
Household Materials
scratch paper
Unit Overview
In this unit, your learner will explore how two sets of categorical data are related using tables and graphs, and use these patterns to support conclusions. They will also build probability skills, including working with chance events and simulations, and learn how common probability models are used to describe and interpret real-world situations.
Unit Assessments
Quiz ___________________________
Test ___________________________
Assignment __________________
Project _______________________
Exam _________________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
What did you find most challenging about comparing two groups or categories using data?
How can probability help explain whether a pattern is meaningful or just due to chance?
Where do you see probability models or chance-based thinking used in real life?
Unit Notables
Encourage your learner to focus on why a method or model makes sense for a given situation, not just how to calculate an answer. Understanding how probability distributions describe long-term patterns will help your learner interpret results more confidently and accurately.
Kit Materials
colored pencils, grid paper, ruler, TI-84+ calculator
Household Materials
scratch paper
Unit Overview
In this unit, your learner will explore how two sets of categorical data are related using tables and graphs, and use these patterns to support conclusions. They will also build probability skills, including working with chance events and simulations, and learn how common probability models are used to describe and interpret real-world situations.
Unit Assessments
Quiz ___________________________
Test ___________________________
Assignment __________________
Project _______________________
Exam _________________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
What did you find most challenging about comparing two groups or categories using data?
How can probability help explain whether a pattern is meaningful or just due to chance?
Where do you see probability models or chance-based thinking used in real life?
Unit Notables
Encourage your learner to focus on why a method or model makes sense for a given situation, not just how to calculate an answer. Understanding how probability distributions describe long-term patterns will help your learner interpret results more confidently and accurately.
Kit Materials
colored pencils, grid paper, ruler, TI-84+ calculator
Household Materials
scratch paper
Unit Overview
In this unit, your learner will study how statisticians use samples to make conclusions about populations. They will learn how sampling distributions work, how to estimate population proportions using confidence intervals, and how to test claims using hypothesis tests. The unit also introduces common sources of error and uncertainty in statistical conclusions and how to interpret results responsibly.
Unit Assessments
Quiz ___________________________
Test ___________________________
Assignment __________________
Project _______________________
Exam _________________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
Why can different samples from the same population lead to different results?
How do confidence intervals help describe uncertainty in an estimate?
What does it mean when a statistical test does or does not support a claim?
Unit Notables
Learners will be expected to explain their reasoning clearly, check conditions before applying statistical methods, and interpret results in context. Encourage your learner to focus on understanding what conclusions mean in real-world situations, not just how calculations are performed.
Kit Materials
colored pencils, grid paper, ruler, TI-84+ calculator
Household Materials
scratch paper
Unit Overview
In this unit, your learner will study how statisticians use samples to make conclusions about populations. They will learn how sampling distributions work, how to estimate population proportions using confidence intervals, and how to test claims using hypothesis tests. The unit also introduces common sources of error and uncertainty in statistical conclusions and how to interpret results responsibly.
Unit Assessments
Quiz ___________________________
Test ___________________________
Assignment __________________
Project _______________________
Exam _________________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
Why can different samples from the same population lead to different results?
How do confidence intervals help describe uncertainty in an estimate?
What does it mean when a statistical test does or does not support a claim?
Unit Notables
Learners will be expected to explain their reasoning clearly, check conditions before applying statistical methods, and interpret results in context. Encourage your learner to focus on understanding what conclusions mean in real-world situations, not just how calculations are performed.
Kit Materials
colored pencils, grid paper, ruler, TI-84+ calculator
Household Materials
scratch paper
Unit Overview
In this unit, your learner will use sample data to make conclusions about population averages. They will learn how to estimate and compare means using confidence intervals and hypothesis tests, including situations involving one group, paired data, and two independent groups.
Unit Assessments
Quiz ___________________________
Test ___________________________
Assignment __________________
Project _______________________
Exam _________________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
Why is it important to check conditions before making statistical conclusions?
How do confidence intervals and hypothesis tests answer different types of questions?
How can statistics help determine whether a difference between groups is meaningful or due to chance?
Unit Notables
Encourage your learner to check conditions before applying inference methods. Remind them to clearly explain conclusions in context rather than relying only on numerical results. Emphasis is placed on reasoning and interpretation, not just calculations, as these skills closely mirror expectations on the AP Statistics exam.
Kit Materials
colored pencils, grid paper, ruler, TI-84+ calculator
Household Materials
scratch paper
Unit Overview
In this unit, your learner will use sample data to make conclusions about population averages. They will learn how to estimate and compare means using confidence intervals and hypothesis tests, including situations involving one group, paired data, and two independent groups.
Unit Assessments
Quiz ___________________________
Test ___________________________
Assignment __________________
Project _______________________
Exam _________________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
Why is it important to check conditions before making statistical conclusions?
How do confidence intervals and hypothesis tests answer different types of questions?
How can statistics help determine whether a difference between groups is meaningful or due to chance?
Unit Notables
Encourage your learner to check conditions before applying inference methods. Remind them to clearly explain conclusions in context rather than relying only on numerical results. Emphasis is placed on reasoning and interpretation, not just calculations, as these skills closely mirror expectations on the AP Statistics exam.
Kit Materials
colored pencils, grid paper, ruler, TI-84+ calculator
Household Materials
scratch paper
Unit Overview
In this unit, your learner will explore relationships between two numerical variables. They will use scatterplots, correlation, and regression models to describe patterns, make predictions, and evaluate how well a model represents real-world data.
Unit Assessments
Quiz _________________________
Test _________________________
Assignment ________________
Project _____________________
Exam _______________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
How can scatterplots and regression models help explain real-world relationships?
Why does correlation not necessarily imply causation?
When is a regression model useful for prediction, and when might it be misleading?
Unit Notables
Remind your learner to focus on explaining relationships in context, not just calculating values. Encourage careful interpretation of models and attention to the limits of prediction.
Kit Materials
colored pencils, grid paper, ruler, TI-84+ calculator
Household Materials
scratch paper
Unit Overview
In this unit, your learner will explore relationships between two numerical variables. They will use scatterplots, correlation, and regression models to describe patterns, make predictions, and evaluate how well a model represents real-world data.
Unit Assessments
Quiz _________________________
Test _________________________
Assignment ________________
Project _____________________
Exam _______________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
How can scatterplots and regression models help explain real-world relationships?
Why does correlation not necessarily imply causation?
When is a regression model useful for prediction, and when might it be misleading?
Unit Notables
Remind your learner to focus on explaining relationships in context, not just calculating values. Encourage careful interpretation of models and attention to the limits of prediction.
Kit Materials
colored pencils, grid paper, ruler, TI-84+ calculator
Household Materials
scratch paper
Enrolling Now for 2026-27 School Year.
