Enrolling Now for 2026-27 School Year.
Enrolling Now for 2026-27 School Year.
AP® Statistics Learning Coach Guide Contents Part C Unit Information11 Exploring One-Variable Data and Collecting Data Unit12 Probability, Random Variables, and Probability Distributions Unit13 Inference for Categorical Data: Proportions Unit14 Inference for Quantitative Data: Means Unit15 Regression Analysis Unit16 Part AWelcome to AP® Statistics Welcome Letter 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. The Unit Overview will tell you what the focus, content, and skills of the unit will be. The Unit Assessment section is a place for you and your learner to preview the graded work in the course. At the start of each unit, work with your learner to look at the unit in edio and find out which types of graded work are in this unit. Write them in the box and use them as a checklist. You can check off each one as your learner completes it. The Unit Materials section tells you the materials your learner will need to complete the activities in this unit. You will also find the materials list repeated within each lesson, so that your learner has exactly what they need at the right time. The Unit Discussion Questions are optional questions that you may want to ask your learner during the unit to increase home and school connections about what your learner is studying. In the Unit Notables section, you may find optional activities, ideas to help your learner if they get stuck, or safety tips. CCA wishes you and your learner a terrific school year! Supporting Your Learner 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. Help your learner know what time guided or live class instruction is scheduled for, and prompt them to attend sessions or watch recordings. Remember, it is okay for your learner to get stuck. Learning new material takes time. Encourage them to take breaks, keep trying, and even ask the teacher for help. Help your learner navigate technology. That may mean helping them type information or upload work into edio. Always encourage your learner to do their very best. Review the course syllabus for your learner’s course. Maintain communication with your learner’s teacher. Advanced Placement® (AP) courses require more from the learners than other courses. You may find that your learner needs more practice, more review, and more support to be successful when compared to non-AP® courses. Excellent AP® learners should strive for mastery. Think of athletes and musicians. They practice until they are excellent. AP® learners should strive to develop that level of discipline and consistency. Part BCourse Information Course Goals In AP® Statistics, your learner will: cultivate an understanding to select methods for collecting and/or analyzing data for statistical inference; clearly describe patterns, trends, associations, and relationships in data; explore random phenomena using probability and simulation; and develop an explanation or a conclusion using evidence from data, definitions, or statistical inference. Course Format 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. Quiz: A quiz may be given at the end of a topic or the end of a unit. Test Review: Before a test, learners will have the opportunity to review the content they will be assessed on in the test. Test: A test will assess learning across topics or at the end of a unit. Exam Review: Before an exam, learners will have the opportunity to review the content they will be assessed on in the exam. Exam: An exam assesses learning over multiple units. Exams are usually seen as midterm and final exams in Advanced Placement® courses. Course Features 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. Part CUnit Information Exploring One-Variable Data and Collecting Data Unit 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 Probability, Random Variables, and Probability Distributions Unit 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 Inference for Categorical Data: Proportions Unit 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 Inference for Quantitative Data: Means Unit 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 Regression Analysis Unit 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.
