AP Statistics Syllabus
Course Title: AP Statistics
Course Number: 474101A
Course Credit: One Advanced Placement Elective Mathematics Credit
Instructor: Mr. Crye
Schedule & Availability:
1st-Geometry Rm. 205
2nd-AP Statistics Rm. 205
3rd-Geometry Rm. 205
Email: mjcrye@cps.edu
4th-Lunch Rm. 205
5th-Pre-Calculus Rm. 205
6th-Teacher Prep Rm. 205
ap
Statistics
Phone: 773.297.9741
7th-Geometry Rm. 205
8th-Teacher Prep Rm. 205
After School-Tue/Wed Rm. 205
AP STATISTICS TEST: Friday, May 9, 2013 at 12:00 p.m.
COURSE DESCRIPTION:
The purpose of this course is to introduce students to the major concepts and tools for collecting, analyzing, and
drawing conclusions from data that would be introduced in a one semester, introductory college statistics
course. Students will be exposed to four broad conceptual themes: Exploring Data through describing patterns
and departures from patterns; Sampling and Experimentation through planning and conducting studies;
Anticipating Patterns by exploring random phenomena using probability and simulation; and Statistical
Inference by estimating population parameters and testing hypotheses. Students will design, carry out, and
analyze results from surveys and experiments done about and inside our school community. Students will use a
variety of technology to investigate statistical concepts and complete assignments including: daily use of the TINspire graphing calculator, Fathom, Web-based java applets and output from statistical software such as
Minitab (found in the Technology Corners of the textbook). Throughout the course, students will frequently
communicate statistical practice by preparing written and oral analysis of real data collected from media and
community sources.
COURSE OBJECTIVES:
In AP Statistics, students are expected to learn:
Skills
 To produce convincing oral and written statistical arguments, using appropriate terminology, in a variety
of applied settings.
 When and how to use technology to aid them in solving statistical problems.
Knowledge
Essential techniques for:
 Producing data (surveys, experiments, observational studies),
 Analyzing data (graphical and numerical summaries),
 Modeling data (probability, random variables, sampling distributions), and
 Drawing conclusions from data (inference procedures—confidence intervals and significance tests).
Habits of Mind
 To become critical consumers of published statistical results (studies, advertisements, news reports, etc)
by heightening their awareness of ways in which statistics can be improperly used to mislead, confuse,
or distort the truth.
Common Core State Standards: This course is aligned to the following Common Core State Standards
S-ID.1-9: Interpreting Categorical and Quantitative Data
S-IC.1-6: Making Inferences and Justifying Conclusions
S-CP.1-8: Conditional Probability and the Rules of Probability
S-MD.1-7: Using Probability to Make Decisions
RI.1 Cite strong textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text, including determining where the text leaves matters uncertain.
W9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
TEXTS:
Textbook: The Practice of Statistics for AP* (4th edition), by Starnes, Yates, and Moore, W.H. Freeman & Co.,
2010.
Additional Reading: Huff, Darrel. How to Lie with Statistics. Illustrator Irving Geis. New York: Norton, 1993. Print.
REQUIRED STUDENT MATERIALS:
 Textbook
 Notebook
 Folder/Binder with Loose-Leaf Paper



Scientific Calculator (for home use)
TI-Nspire Calculator (for class use)
Formulas Sheet
CLASSROOM EXPECTATIONS:
1. Be Respectful by interacting respectively and safely with everyone in all circumstances.
2. Be Self-Disciplined by keeping your workspace clear and organized throughout class.
3. Be Excellent by actively participating in class activities, discussions, and practice time.
4. Take Ownership by turning in your completed homework daily.
5. Be Prompt and Prepared with all your required materials (see above) and seated when the bell rings.
Attendance and Tardy Policy:
As an Advanced Placement class, we will be learning a lot of material every day. Therefore, it is crucial to be
present and on-time every day for class. More than six absences for the year will be very detrimental to
your progress! Therefore:
 You are responsible for completing your homework and projects whether in attendance or not.
 Late homework and projects will be deducted 10% per day they are late.
 For excused absences, you will have an equal number of days absent to make up any class work for
full credit.
 For unexcused absences and tardies, you will not be able to make up class work for credit. Your
weekly class-participation grade will be negatively affected by this lost time in the classroom.
 If a pattern of unexcused absences and/or tardies has developed, you will participate in
interventions such as detentions, parent conferences, and attendance contracts.
Assignments, Homework and Grading Policy
Grading Categories and Weights
Class Participation
30%
Homework
30%
Tests, Quizzes, Projects
20%
Semester Final
20%
Total
100%




Grading Scale
A: 90% ↑
B: 80-89%
C: 70-79%
D: 60-69%
F: 59% ↓
G.P.A. Points
A: 6.0
B: 5.0
C: 4.0
D: 1.0
F: 0.0
Class Participation includes in-class assignments, bellringers, preparedness, and participation.
Homework will be assigned every night and due at the beginning of class the next day.
o Each assignment should:
 Have a header including your name, date, and assignment title.
 Be on loose-leaf paper.
 Be legible and organized.
Each unit will conclude with a unit test consisting of both multiple choice and free-response questions
about the material in that chapter. Projects will be assigned as indicated in the course scope and
sequence. Projects are designed for students to practice statistics in real-life settings.
The First Semester Final will simulate the AP Statistics Test. The Second Semester Final will consist of
the AP Statistics Test and a Final Project after the Test.
Academic Dates
Weeks
AP Statistics Scope & Sequence
Unit Title
Chapter 1: Exploring Data
Boot
Camp &
Week 1
8/26-8/30
S-ID.1-3. Summarize, represent, and interpret data on a single count
or measurement variable.
S-ID.5. Summarize, represent, and interpret data on two categorical
variables
S-IC.6. Evaluate reports based on data.
RI.1 Cite strong textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
W9. Draw evidence from literary or informational texts to support
analysis, reflection, and research.
Assessments


Daily Homework
Unit Test
 Exploring
Quantitative Data
Project
Due Date: _______________
Assessments
Chapter 2: Modeling Distributions of Data
2-3
9/3-9/13
S-ID.4. Use the mean and standard deviation of a data set to fit it to a
normal distribution and to estimate population percentages.
Recognize that there are data sets for which such a procedure is not
appropriate. Use calculators, spreadsheets, and tables to estimate
areas under the normal curve.
S-IC.6. Evaluate reports based on data.


Assessments
Chapter 3: Describing Relationships
4-6
9/16-10/4
S-ID.6. Summarize, represent, and interpret data on two quantitative
variables
S-ID.7-9. Interpret linear models
S-IC.6. Evaluate reports based on data.
Daily Homework
Unit Test


Daily Homework
Unit Test
Assessments
Chapter 4: Designing Studies
6-9
10/7-10/31
S-ID.9. Distinguish between correlation and causation.
S-IC.3,5. Make inferences and justify conclusions from sample
surveys, experiments, and observational studies.
S-IC.6. Evaluate reports based on data.
Chapter 5: Probability: What are the
Chances?
10-11
11/4-11/15
S-ID.5. Summarize, represent, and interpret data on two categorical
and quantitative variables.
S-IC. 2. Decide if a specified model is consistent with results from a
given data-generating process, e.g., using simulation.
S-IC.6. Evaluate reports based on data.
S-CP. 1-5. Understand independence and conditional probability and
use them to interpret data.
S-CP.6-8. Use the rules of probability to compute probabilities of
compound events in a uniform probability model.
S-MD.6-7. Use probability to evaluate outcomes of decisions.
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

Daily Homework
Unit Test
Response Bias
Project
Due Date:________________
Assessments


Daily Homework
Unit Test


Daily Homework
Unit Test


Daily Homework
Unit Test
Assessments
Chapter 6: Random Variables
12-14
11/18-12/6
S-IC.2. Decide if a specified model is consistent with results from a
given data-generating process, e.g., using simulation.
S-IC.6. Evaluate reports based on data.
S-MD.1-4. Calculate expected values and use them to solve problems.
S-MD.5. Use probability to evaluate outcomes of decisions.
Assessments
12/9-1/10
Chapter 7: Sampling Distributions
18
1/13-1/15
1st
19
1/16-1/17
1st Semester Final
15-17
S-IC.6. Evaluate reports based on data.
Assessments
Semester Review


Daily Homework
Practice Test
Assessments
Chapter 8: Estimating with Confidence
20-21
1/27-2/7
S-IC.1. Understand statistics as a process for making inferences about
population parameters based on a random sample from that
population.
S-IC.6. Evaluate reports based on data.
RI.1 Cite strong textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
W9. Draw evidence from literary or informational texts to support
analysis, reflection, and research.


Assessments
Chapter 9: Testing a Claim
22-23
2/10-2/21
S-IC.1. Understand statistics as a process for making inferences about
population parameters based on a random sample from that
population.
S-IC.4. Use data from a sample survey to estimate a population mean
or proportion; develop a margin of error through the use of
simulation models for random sampling.
S-IC.6. Evaluate reports based on data.
Chapter 10: Comparing Two Populations or
Groups
24-25
26-27
2/24-3/7
3/10-3/21
S-IC.5. Use data from a randomized experiment to compare two
treatments; use simulations to decide if differences between
parameters are significant.
S-IC.6. Evaluate reports based on data.
Chapter 11: Inference for Distributions of
Categorical Data
S-IC.2. Decide if a specified model is consistent with results from a
given data-generating process, e.g., using simulation.
S-IC.6. Evaluate reports based on data.
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
28-29
3/24-4/4
Daily Homework
Unit Test
Assessments


Daily Homework
Unit Test


Daily Homework
Unit Test
Assessments
Assessments
Chapter 12: More about Regression
S-ID.6.a. Fit a function to the data; use functions fitted to data to
solve problems in the context of the data. Use given functions or
choose a function suggested by the context. Emphasize linear,
quadratic, and exponential models.
S-IC.6. Evaluate reports based on data.
Daily Homework
Unit Test


Daily Homework
Unit Test
Assessments
30-33
4/8-5/8
Friday, May 9 at noon
AP Test Review
 Daily Homework
 Practice Test
Date:___________________
AP Statistics Test
Assessments
34-38
5/12-6/4
Final Project
 Proposal
Due Date: _______________
 Final Project
Due Date:_______________
August 26th, 2013
Dear Parents and Caregivers,
Thank you so much for supporting the learning of your child! It is an honor for you to entrust me with the
education of your child. I hope that you and your child are as excited about this upcoming year at Social Justice
as we are. Let me introduce myself and the class that your child will be taking this year with me. I am Mr. Crye.
This will be my seventh year teaching math at Social Justice High School and the third year I will be teaching AP
Statistics. I will be making an extraordinary effort to prepare your child for the AP test and future college
success. AP Statistics is a challenging course that will require a lot of commitment and effort. But with those
challenges, there will also be a lot of support offered as well. Below are some of the expectations and supports
for this class:
 Attendance is crucial for success! More than six absences for the year will be very detrimental to
success in a class with this level of rigor.
 Homework will be given and must be completed daily! Much of the practice required to be successful
in AP Statistics must occur outside of just our class time. It is crucial to support your child to have
homework completion as a consistent practice and priority.
 Come to AP Support after school on Wednesdays! One of the most effective strategies for success is to
work with others and seek help while completing the work. While class time will be one opportunity for
collaboration, structured support and tutoring will be offered every Wednesday and will be a crucial if
not required time to complete required work.
 Use the class website, textbook, and syllabus to stay on top of work! Students are responsible for
completing the homework even if they miss all or part of a class period. In addition to learning that
happens in the classroom, students are expected to continue that learning on their own outside of the
class as well. The syllabus and other resources are important supports to help students stay on top of
their work.
On the reverse side is a Parent/Guardian & Student Agreement Form. Please complete the section with contact
information and sign and date that you have read the syllabus. Cut off the bottom portion with my contact
information for your reference and return the Agreement to me with your child.
Thank you for all that you have and will do to support your child’s success! Please contact me with any
questions, concerns, or insights at any time.
Sincerely,
Matt Crye
AP Statistics Teacher
Social Justice High School
ap
Statistics
AP Statistics
Parent/Guardian & Student Agreement
Please fill out the contact information below and return this form to Mr. Crye
Student Name/Nombre del Estudiante
Nombre del Padres/Guardian(s) Name
Student Phone Number (optional)/
Número del teléfono del Estudiante
Número del teléfono del Padres/Parent’s Phone Number
Student Email/Correo electrónico del Estudiante
Correo electrónico del Padres/Parent Email
Student Agreement:
I have read the description and syllabus for AP Statistics, am familiar with the course expectations and
accept its academic challenges. I agree to organize my time and efforts to successfully complete the
course. Due to the increased rigor and challenges of this course, I will notify the teacher, request help,
and attend tutorials or study sessions if I fall behind in class assignments or have difficulty with course
content. I understand that my success in AP Statistics is primarily my responsibility. I also commit to
taking the AP Statistics test as a requirement of this course.
_______________________________
Student Signature
______________________
Date
Parent Agreement:
I have read the description and syllabus for AP Statistics, am familiar with its requirements, and agree to
support and encourage my son/daughter in his/her endeavors in the course. I will notify the teacher
immediately of any concerns I have relating to AP Statistics or my child’s progress.
_______________________________
Parent/Guardian Signature
______________________
Date
_______________________________
Parent/Guardian Signature
______________________
Date
Please cut off and keep the bottom portion of this form for reference throughout the year.
-----------------------------------------------------------------------------------------------------------------------------AP Statistics
Contact Information
Mr. Crye
mjcrye@cps.edu
773.535.4300 (school)
773.297.9741 (cell)
Class Website
www.lvlhs.org (school website—follow the links to find the class website for AP Statistics)
 Go directly to the class website with this direct link:
http://sj.lvlhs.org/apps/classes/show_class.jsp?classREC_ID=414631
Checking Grades
www.cps.edu (follow the link to “Check my child’s grades” and the Parent Portal)
ap
Statistics