These activities are designed around the five-unit 2026–27 framework and the four statistical practices. They are short enough for review weeks but deep enough to expose method-selection, interpretation and digital-response weaknesses before the May 2027 exam.
Pick by time and review goal
Bad Survey Surgery
Teams rewrite a biased survey, identify the target population, and defend a sampling method. End with a one-sentence scope-of-inference claim.
Practices 1 + 2Randomization Relay
Students receive four study descriptions and decide whether random sampling, random assignment, both, or neither are present—then state what can be concluded.
Practices 2 + 4Probability Assumption Hunt
Give binomial-looking scenarios; students must reject those that violate fixed trials, independence, binary outcomes, or constant probability.
Practice 3Simulation Lab Without Code
Students design a random-digit or card simulation, define one trial, define the statistic, and explain how repetitions estimate a probability.
Practices 1 + 3 + 4P-Value Translation Clinic
Display six flawed p-value interpretations. Pairs repair each sentence without using “probability the null is true.”
Practice 4Proportion Inference Stations
Four stations: choose procedure, check conditions, calculate, conclude. Students rotate before seeing the station key.
Practices 3 + 4Paired or Two-Sample?
Rapid-sort 12 scenarios into paired, two-sample, one-sample or “not a t procedure,” with one-sentence justification.
Practice 3CI Interpretation Swap
Groups create one correct and one subtly wrong confidence-interval interpretation; another group diagnoses the difference.
Practice 4Residual Plot Detective
Match residual plots to conclusions about linearity, unusual points, spread and extrapolation risk.
Practices 3 + 4Regression Language Audit
Students repair slope, intercept, r, r² and residual interpretations so units and context are explicit.
Practice 4Four-FRQ Carousel
Four stations mirror the revised FRQ roles. Groups spend 10 minutes per station, then use the final 10 minutes to compare scoring evidence.
All four practicesBluebook Typing Sprint
Students type one inference response and one interpretation response under time, then edit for parameter language, conditions and contextual conclusions.
Practices 3 + 4Review the revised exam, not the old six-FRQ exam
Question + collection
Use study-design activities.
Analysis + interpretation
Use graph/output interpretation activities.
Inference
Use procedure/conditions/conclusion stations.
Multi-content
Use mixed-unit synthesis activities.
Send students to the matching 2027 practice pages
Use one evidence target per classroom review task
Review activities become more useful when students know what counts as a successful response. The template below turns any of the 12 activities into observable evidence rather than a fun task with no diagnostic value.
| Phase | Teacher move | Student evidence to collect |
|---|---|---|
| Launch · 2–4 min | Give the context without naming the method. | Students identify the investigative question, variables, parameter, or design. |
| Work · 8–25 min | Require a decision before calculator use. | Method/graph/model choice with one-sentence justification. |
| Explain · 5–10 min | Ask for a contextual statement, not an answer letter. | Interpretation using units/population/scope correctly. |
| Compare · 3–6 min | Show one strong and one flawed response. | Students identify the exact reasoning difference. |
| Exit · 2 min | One Bluebook-style typed sentence. | A short response you can sort by misconception for the next lesson. |
0 = method/claim unsupported; 1 = partly correct but missing justification/context; 2 = correct reasoning and interpretation. This is formative, not an AP score conversion.
Build mini-groups for design/scope, probability model, inference conditions, calculation, and interpretation instead of reteaching the entire unit.
