Pre-AP Geometry with Statistics provides students with a conceptual bridge between algebra and geometry that deepens their understanding of mathematics. The course includes a unit of statistics and probability to support students’ understanding of concepts essential to quantitative literacy.
Throughout the course, students solve problems across the domains of algebra, geometry, and statistics.
Areas of Focus
The Pre-AP mathematics areas of focus are vertically aligned to the mathematical practices that are fundamental to the discipline of mathematics in high school, Advanced Placement® courses, and beyond. This gives students multiple opportunities to think and work like mathematicians as they develop and strengthen these disciplinary reasoning skills throughout their education:
- Connections among multiple representations: Students represent mathematical concepts in a variety of forms and move fluently among the forms.
- Greater authenticity of applications and modeling: Students create and use mathematical models to understand and explain authentic scenarios.
- Engagement in mathematical argumentation: Students use evidence to craft mathematical conjectures and prove or disprove them.
These big ideas are addressed across all units:
- Comparison and composition
Course at a Glance
Pre-AP Geometry with Statistics has four main units. Their key topics and recommended length are outlined here:
- Unit 1: Measurement in Data (~7 weeks)
- Unit 2: Tools and Techniques of Geometric Measurement (~7 weeks)
- Unit 3: Measurement in Congruent and Similar Figures (~7 weeks)
- Unit 4: Measurement in Two and Three Dimensions (~7 weeks)
These resources support teachers as they design instruction for each unit, but do not constitute a full day-by-day curriculum. They are intended to be used alongside local school or district materials to address objectives of the course framework:
- Course framework: An anchor for model lessons and assessments, the framework defines what students should know and be able to do by the end of the course. Teachers can use this as the primary document to align instruction and course content.
- Teacher resources: Available in print and online, these include a robust set of model lessons that demonstrate how to translate the course framework, shared principles, and areas of focus into daily instruction.
- Distance learning companion slides: These accompany the teacher and student instructional materials for use in synchronous and asynchronous settings.
All students need access to a graphing utility—such as a graphing calculator, app on a cellphone, or a laptop with graphing software like Desmos—but do not need to purchase any particular device or equipment.
Assessments for Learning
Each unit contains:
- In-lesson formatives: Short, open-ended formative assessment problems or questions that demonstrate the targeted content and skills for each lesson
- Learning checkpoints: These feature multiple-choice and technology-enhanced questions modeled closely after the types of questions students encounter on SAT tests and AP Exams. Learning checkpoints require students to examine graphs, data, and short texts—often in authentic context—to respond to questions that measure student understanding of the unit’s concepts and skills.
- 1 performance task: engages students in sustained problem-solving and asks them to synthesize the unit’s skills and concepts while answering questions in a novel context.
- Practice performance task: 1 or 2 practice performance tasks for each unit with scoring guidelines and instructional suggestions.
A final exam allows students to demonstrate their success of the skills and content outlined in the course frameworks. This exam is optional. Pre-AP has not offered practice exams or published exam questions from prior years.