AP Stat

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Barnegat High School

AP Statistics - Syllabus

Course Information

Teacher Information

AP Statistics

Name(s): James Markey

Full Year


Class Location: Room C205

Email: jmarkey@barnegatschools.com

Teacher Website: https://bhs.barnegatschools.com/teacher_websites/markey__james

Course Description:

Throughout the year, students will be exposed to four broad conceptual themes, Exploring Data, Planning A Study, Anticipating Patterns, and Statistical Inference.  While the pure mathematics involved is not complicated, this course does require a “mathematical maturity” and interpretive and reasoning skills which the students may not have fostered as much in previous math courses.  Written work and the ability to express one’s mastery of a problem through words is a major component of this course.


Many of the questions in AP Statistics deal with interpreting data, often in a written form. Toward this end, there are written assignments throughout each quarter.  These assignments are in paragraph form, using proper grammar and spelling, and should be indicative of students capable of higher-level thinking. The assignments are designed to make the real-life connection between the math that is used and the context in which it is used.  It is not enough in this case to just get a proper answer. The methodology behind the answer and the understanding of where that answer fits in the greater context of the problem is preeminent in this course.


Course Competencies/ Learning Objectives

Students who successfully complete AP Stat will be competent in the following areas:

  • Students will be able to identify the population and sample in a sample survey.

  • Students will explain how bad sampling leads to bias.

  • Students will distinguish between simple random sample, stratified random sample and cluster sample.

  • Students will distinguish between an observational study and an experiment.

  • Students will be able to describe the relationship between two categorical variables.

  • Students will be able to calculate and interpret measures of center in context.

  • Students will be able to make charts and plots (dot plots, box and whisker, stem, histogram, bar, pie charts) of univariate data and describe their characteristics (shape, center, spread, outliers).

  • Students will be able to generate graphs and numerical displays for bivariate data (scatterplots). Students will be able to look at the relationship between two quantitative variables such as correlation and simple linear regression.

  • Students will be able to describe the relationship between two categorical variables.

  • Students will be able to calculate and interpret measures of center in context.

  • Students will be able to know what random variables are, what is a distribution and how to find expected value, variance and standard deviation.

  • Students will be able to distinguish between a parameter and a statistic.

  • Students will be able to distinguish between population distribution sampling distribution and the distribution of sample data.

  • Students will be able to interpret a confidence level in context.

  • Students will be able to determine critical values for calculating a confidence interval using a table or your calculator.

  • Students will be able to state correct hypotheses for significance test about a population proportion or mean.

  • Students will be able to interpret p-values, Type I and Type II errors in context.

  • Students will complete a final group project on a topic of their choice.

  • Students will demonstrate an understanding of the conceptual themes of statistics.

Course Texts / Online Resources

Bock, David E., Paul F. Velleman, and Richard D. DeVeaux. Stats: Modeling the World. Boston: Pearson/Addison-Wesley, 2010

Required Materials

Sharpened pencil with eraser, notebook for math notes, folder for organizing worksheets, etc.

TI-83/84 Graphing Calculators will be used and made available during class if you cannot obtain one.

Attendance Policy

Regular and prompt class attendance is an essential part of the educational experience.  The Barnegat Township School District expects students to be responsible and exercise good judgment regarding attendance and absences.  Students accept full responsibility for ensuring that they complete any/all work missed due to absences.

Course Topic Outline

Please find a list of the units for this course:

Content Area: Mathematics

Course Title: AP Stat

Grade Level: 9-12

Unit 3 - Gathering Data

4 weeks

Unit 1 - Exploring and Understanding Data

5 weeks

Unit 2 - Exploring Relationships Between Variables

4 weeks

Unit 4 - Randomness and Probability

4 weeks

Unit 5 - Statistical Inference (part 1)

5 weeks

Unit 6 - Statistical Inference (part 2)

4 weeks

Unit 7 - Inference when Variables are Related

2 weeks

Student Grades

The grading system for this course is based on the category weights listed in each department’s policy.  For this course, those weights are listed below. Each marking period, students will have a minimum of three (3) Major Assessments and five (5) Minor Assessments (explained below).  Homework is graded for completion, and Class Participation is assessed using the district rubric.

Major Assessments


60% of marking period grade

Minor Assessments


30% of marking period grade

Class Participation


2.5% of marking period grade



7.5% of marking period grade

Please note: the above areas are used as the basis for 80% of your grade for the course; the midterm and/or final exam will constitute the remaining 20% of your grade.

Class Participation Rubric

Meets or Exceeds


100 - 93

The student:

  • ensures that the class is a community of respect;  

  • consistently arrives prepared for class;

  • voluntarily participates on a consistent basis;

  • consistently remains focused and on task;

  • initiates and sustains discussion;

  • evaluates and responds to peer points;

  • consistently demonstrates leadership in collaborative activities.

Approaches Expectations

92 - 85

The student:

  • recognizes the class as a community of respect;

  • usually arrives prepared for class;

  • willingly participates on a regular basis;  

  • remains focused and on-task on a regular basis;  

  • contributes to discussion on a regular basis;

  • listens to and responds to peer points;

  • contributes to collaborative activities on a consistent basis.

Does Not Meet Expectations

84 - 70

The student:

  • fails to recognize the class as a community of respect;

  • frequently arrives unprepared for class;

  • rarely participates, even when called upon;

  • lacks focus and rarely remains on task;

  • rarely engages in discussion;

  • reacts to peer points rather than responds;

  • rarely engages in collaborative activities.

  • Examples of Major Assessments include items that are summative in nature, such as: tests, projects, or any other type of assessment used to capture evidence of learning at the culmination of a unit of study.   

  • Examples of Minor Assessments include items that are formative in nature, such as: quizzes, exit tickets, small-scale research activities,, in class worksheets, or any other type of assessment that is diagnostic in nature and used to guide instruction and provide ongoing feedback to students.  

  • Note: grades for individual assignments are entered into Genesis for the marking period in which the assignment is assigned and collected, and not a subsequent marking period.   

  • In this course, it is expected that students will submit only their best work, and teachers reserve the right not to accept work that is substantially below what a student is capable of producing.  

Plagiarism, Cheating, and Academic Integrity

The Barnegat Township School District places a strong emphasis on students’ integrity, and the district will not tolerate instances of academic dishonesty.  Plagiarism is the practice of copying words, sentences, images, or ideas for use in written or oral assessments without giving proper credit to the source. Cheating is defined as the giving or receiving of illegal help on anything that has been determined by the teacher to be an individual effort.  Both are considered serious offenses and are subject to consequences described in the Student Handbook and Board Policy #5701.

Classroom Expectations

*All school rules and policies apply to this class.  

  1. Listen Up

  2. Respect for All

  3. Be Prepared

  4. Only What you Need

  5. On Topic

Extra Help and Support

Extra help will be offered a few days a week after school. Generally, Wednesdays and Fridays will be made available. Faculty meetings take precedent. If no student shows up by 2:15, it is at my discretion to leave, unless arrangements have been made before hand. Of course, room must be left for emergencies or last minutes issues. See the “After School Hours” board outside my classroom for information on the current week and next week.

I have read and understand the syllabus for AP Statistics.  

Parent Guardian Printed Name ________________________________ Student Printed Name   ________________________________

  Parent/Guardian Signature ________________________________ Student Signature     _________________________________

A request to parents/guardians: Please send me an email. It can be able anything. You can introduce your student, explain any reservations you might have regarding this year, or ask me any questions regarding your student’s class this year.

***Please sign below indicating you have read the article entitled “Finding Glory in the Struggle”.***

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Student Signature   ________________________________