## Corrections

Note: Later printings of these materials may have some of these corrections already in place.

Unit 1, Lesson 1, Activity 2. In the activity narrative, instead of "there are 64 green triangles" it should say "there are 56 green triangles."

Unit 1, Lesson 2, Practice Problem 4. The units used in the answer are feet, but should be meters.

Unit 1, Lesson 9, Activity 3. In the third bullet of the activity synthesis, instead of "the 3.5-cm side in Triangle D" it should say "the 3.5-cm side in Triangle C".

Unit 1, Lesson 12, Activity 3. In the student response for #2, instead of $$(2 \boldcdot 12) + (2 \boldcdot 4) + (2 \boldcdot 3) = 40$$ it should say $$(2 \boldcdot 12) + (2 \boldcdot 4) + (2 \boldcdot 3) = 38$$.

Unit 1, Lesson 17, Activity 1. In question #2, instead of "7 km" it should say "7 in."

Unit 1, Lesson 17, Activity 4. In the anticipated misconceptions, instead of "fourth question" it should say "fifth question."

Unit 2, Lesson 8, Activity 2. In the student response for #2c, instead of $$(0.75) \boldcdot 5 = 5.25$$ it should say $$(0.75) \boldcdot 7 = 5.25$$.

Unit 2, Lesson 14, Activity 3. In the task statement, instead of "320-page book" it should say "325-page book."

Unit 3, Lesson 2, Activity 3. In the student response, in the column under "volume" instead of "millimeter" it should say "milliliter."

Unit 3, Lesson 6, Activity 3. In the student response for #4a, in the last row of the table instead of 25 it should say 28.

Unit 3, Lesson 7, Student Lesson Summary. Instead of "10 pounds of apples for 4 dollars or 20 pounds of apples for 8 dollars" it should say "4 pounds of apples for 10 dollars or 8 pounds of apples for 20 dollars."

Unit 3, Lesson 9, Activity 3. In the student response for cougar, instead of $$(1,\!408) \boldcdot 3 = 4,\!488$$ it should say $$(1,\!408) \boldcdot 3 = 4,\!224$$.

Unit 3, Lesson 11, Warm-up. In the student response for #3, instead of "the third tick mark must be \$." it should say "the third tick mark must be \$60."

Unit 4, Lesson 7, Activity 2. In the student response for #1, instead of $$2\frac14 \boldcdot 9 = 4$$ it should say $$4 \boldcdot 2\frac14 = 9$$. Also, instead of $$\frac34 \boldcdot 3 = 4$$ it should say $$4 \boldcdot \frac34 = 3$$.

Unit 4, Lesson 7, Activity 4. In the responding to students thinking, instead of "Activity 2 and 3 of Lesson 5" it should say "Activity 2 of Lesson 8 and Activity 3 of Lesson 9."

Unit 4, Lesson 9, Activity 3. In the student response for #4, instead of "3 gallons" it should say "$$1\frac12$$ gallons."

Unit 4, Lesson 10, Activity 2. In the student response for #1a, instead of "Value: 12" it should say "Value: 18."

Unit 4, Lesson 10, Activity 3. In the student response for #4b, instead of "30" it should say "20."

Unit 4, Lesson 10, Activity 4. In the student response for #1, instead of $$15 \div \frac13$$ it should say $$5 \div \frac13$$.

Unit 4, Lesson 12, Activity 4. In the student response for #2, the bracket that is labeled "$$2 \frac12$$ short rolls" is too long. It should only reach to the end of the yellow rectangle.

Unit 4, Lesson 13, Student Lesson Summary. In the second-to-last equation, instead of $$\frac12 \boldcdot {?} = 89\frac14$$ it should say $$10\frac12 \boldcdot {?} = 89\frac14$$.

Unit 4, Lesson 14. In the teacher-facing learning goals, instead of "12-inch . . . 13-inch" it should say "$$\frac12$$-inch . . . $$\frac13$$-inch."

Unit 4, Lesson 15, Activity 2. In the student response for #1a, instead of $$4 \boldcdot 3 \boldcdot 4$$ it should say $$9 \boldcdot 3 \boldcdot 4$$.

Unit 4, Lesson 15, Activity 3. In the student response for #1c, instead of "300" it should say "330."

Unit 4, Lesson 16, Activity 3. In the student response for B1 and B2, instead of "inches" it should say "feet." In the student response for D1 and D2, instead of "inches" it should say "centimeters." Also, in the student response for E1, instead of $$\frac25-\frac18$$ it should say $$4\frac25-2\frac18$$.

Unit 5, Lesson 3, Activity 2. In the activity synthesis, instead of "8 thousands" it should say "8 thousandths."

Unit 5, Lesson 8, Activity 2. In the activity synthesis, instead of "4.6 is 4 tenths" it should say "4.6 is 46 tenths."

Unit 5, Lesson 9, Lesson Synthesis. In the third bullet point, instead of "Here we combine the 10 ones and 2 ones, and then divide 12 ones into 4 groups of 3." it should say "Here we combine the 10 ones and 6 ones, and then divide 16 ones into 4 groups of 4."

Unit 5, Lesson 10, Activity 2. In the activity launch, instead of $$675-6=651$$ it should say $$657-6=651$$.

Unit 5, Lesson 12, Practice Problem 4. In the student response, the dollar signs without numbers should say "4.38 . . . $$17.52 \div 4$$ . . . 0.30 . . . 0.32 . . . 0.08."

Unit 5, Lesson 13, Lesson Synthesis. In the first and second bullet points, instead of $$184 \div 20$$ it should say $$184 \div 2$$.

Unit 6, Lesson 5. In the teacher-facing learning goals, instead of "notation ab" it should say "notation $$\frac{a}{b}$$."

Unit 6, Lesson 6, Practice Problem 1. In the student response, instead of $$10-3=7$$ it should say $$10-7=3$$.

Unit 6, Lesson 7, Practice Problem 3. In the student response for part a, instead of $$9 = \frac{60}{100}$$ it should say $$9 = \frac{60}{100}q$$.

Unit 6, Lesson 13, Activity 3. In the student response for "Are you ready for more?" instead of "6,551" it should say "6,561."

Unit 6, Lesson 18, Practice Problem 5. In the student response, instead of $$772 \div 31$$ it should say $$772 \div 310$$.

Unit 6, End of Unit Assessment, Item 7, changed alignment to standard 6.EE.C.9.

Unit 6 Glossary. In the definition of "coordinate plane" instead of "to the left" it should say "to the right."

Unit 7, Lesson 10, Activity 3. In the student response for #2b, instead of "more than 8 ounces" it should say "less than 8 ounces."

Unit 7, Lesson 11, Activity 2. In the student response for #1, instead of $$C = (4, \text-2)$$ $$D = (\text-5, \text-3)$$ it should say $$C = (\text-5, \text-3)$$ $$D = (4, \text-2)$$.

Unit 7, Lesson 11, Activity 3. In the student response for #3, instead of $$(0, 3)$$ it should say $$(0, \text-3)$$.

Unit 7, Lesson 12, Student Lesson Summary. The paragraph after the graph should say "On this coordinate plane, a point at $$(0, 0)$$ would mean a temperature of 0 degrees Celsius at midnight. The point at $$(\text-4, 3)$$ means a temperature of 3 degrees Celsius at 4 hours before midnight (or 8 p.m.)."

Unit 7, Lesson 13, Activity 3. In the "Are you ready for more?" instead of "The point $$(0,4)$$" it should say "The point $$(0,3)$$." In the student response instead of "$$(\text{-}2,\text{-}1)$$, $$(\text{-}1,2)$$, and $$(0, 3)$$" it should say "$$(\text{-}2,1)$$ and $$(\text{-}1,2)$$."

Unit 7, Lesson 15, Activity 3. In the student response for #2b, instead of "18 units . . . 9 steps" it should say "17 units . . . 8.5 steps."

Unit 7, Lesson 16, Activity 3. In the student response for #2, instead of "The greatest common factor is 6" it should say "The greatest common factor is 3."

Unit 8, Lesson 3, Practice Problem 2. Correct answer is A, D, E.

Unit 8, Lesson 6, Student Lesson Summary and Lesson Synthesis. In the first dot plot, the dot on 35 is supposed to be on 34. In the second dot plot, the dot on 35 is supposed to be on 34.4.

Unit 8, Lesson 6, Practice Problem 1. In dot plot 5, the dot on 50 is supposed to be on 49.

Unit 8, Lesson 10, Activity 3. In the student response for #1b, instead of $$(12-11)+(12-11)$$ it should say $$(12-11)+(13-11)$$.

Unit 8, Mid-Unit Assessments. In the teacher instructions, instead of "after lesson 13" it should say "after lesson 12."

Unit 8, End-of-Unit Assessment B, Problem 7. In the solution, instead of 35.5 it should say 57. Also, instead of 34.5 it should say 19.

Unit 9, Lesson 1, Activity 3. In the student response, instead of "49,025 square feet . . . 1,226,700 square inches . . . about 1,230,000 square tiles" it should say "94,025 square feet . . . 13,539,600 square inches . . . about 13,540,000 square tiles."

## Lesson Numbering for Learning Targets

In some printed copies of the student workbooks, we erroneously printed a lesson number instead of the unit and lesson number. This table provides a key to match the printed lesson number with the unit and lesson number.

Lesson Number Unit and Lesson Lesson Title
1 1.1 Tiling the Plane
2 1.2 Finding Area by Decomposing and Rearranging
3 1.3 Reasoning to Find Area
4 1.4 Parallelograms
5 1.5 Bases and Heights of Parallelograms
6 1.6 Area of Parallelograms
7 1.7 From Parallelograms to Triangles
8 1.8 Area of Triangles
9 1.9 Formula for the Area of a Triangle
10 1.10 Bases and Heights of Triangles
11 1.11 Polygons
12 1.12 What is Surface Area?
13 1.13 Polyhedra
14 1.14 Nets and Surface Area
15 1.15 More Nets, More Surface Area
16 1.16 Distinguishing Between Surface Area and Volume
17 1.17 Squares and Cubes
18 1.18 Surface Area of a Cube
19 1.19 Designing a Tent
20 2.1 Introducing Ratios and Ratio Language
21 2.2 Representing Ratios with Diagrams
22 2.3 Recipes
23 2.4 Color Mixtures
24 2.5 Defining Equivalent Ratios
25 2.6 Introducing Double Number Line Diagrams
26 2.7 Creating Double Number Line Diagrams
27 2.8 How Much for One?
28 2.9 Constant Speed
29 2.10 Comparing Situations by Examining Ratios
30 2.11 Representing Ratios with Tables
31 2.12 Navigating a Table of Equivalent Ratios
32 2.13 Tables and Double Number Line Diagrams
33 2.14 Solving Equivalent Ratio Problems
34 2.15 Part-Part-Whole Ratios
35 2.16 Solving More Ratio Problems
36 2.17 A Fermi Problem
37 3.1 The Burj Khalifa
38 3.2 Anchoring Units of Measurement
39 3.3 Measuring with Different-Sized Units
40 3.4 Converting Units
41 3.5 Comparing Speeds and Prices
42 3.6 Interpreting Rates
43 3.7 Equivalent Ratios Have the Same Unit Rates
44 3.8 More about Constant Speed
45 3.9 Solving Rate Problems
46 3.10 What Are Percentages?
47 3.11 Percentages and Double Number Lines
48 3.12 Percentages and Tape Diagrams
49 3.13 Benchmark Percentages
50 3.14 Solving Percentage Problems
51 3.15 Finding This Percent of That
52 3.16 Finding the Percentage
53 3.17 Painting a Room
54 4.1 Size of Divisor and Size of Quotient
55 4.2 Meanings of Division
56 4.3 Interpreting Division Situations
57 4.4 How Many Groups? (Part 1)
58 4.5 How Many Groups? (Part 2)
59 4.6 Using Diagrams to Find the Number of Groups
60 4.7 What Fraction of a Group?
61 4.8 How Much in Each Group? (Part 1)
62 4.9 How Much in Each Group? (Part 2)
63 4.10 Dividing by Unit and Non-Unit Fractions
64 4.11 Using an Algorithm to Divide Fractions
65 4.12 Fractional Lengths
66 4.13 Rectangles with Fractional Side Lengths
67 4.14 Fractional Lengths in Triangles and Prisms
68 4.15 Volume of Prisms
69 4.16 Solving Problems Involving Fractions
70 4.17 Fitting Boxes into Boxes
71 5.1 Using Decimals in a Shopping Context
72 5.2 Using Diagrams to Represent Addition and Subtraction
73 5.3 Adding and Subtracting Decimals with Few Non-Zero Digits
74 5.4 Adding and Subtracting Decimals with Many Non-Zero Digits
75 5.5 Decimal Points in Products
76 5.6 Methods for Multiplying Decimals
77 5.7 Using Diagrams to Represent Multiplication
78 5.8 Calculating Products of Decimals
79 5.9 Using the Partial Quotients Method
80 5.10 Using Long Division
81 5.11 Dividing Numbers that Result in Decimals
82 5.12 Dividing Decimals by Whole Numbers
83 5.13 Dividing Decimals by Decimals
84 5.14 Using Operations on Decimals to Solve Problems
85 5.15 Making and Measuring Boxes
86 6.1 Tape Diagrams and Equations
87 6.2 Truth and Equations
88 6.3 Staying in Balance
89 6.4 Practice Solving Equations and Representing Situations with Equations
90 6.5 A New Way to Interpret $a$ over $b$
91 6.6 Write Expressions Where Letters Stand for Numbers
92 6.7 Revisit Percentages
93 6.8 Equal and Equivalent
94 6.9 The Distributive Property, Part 1
95 6.10 The Distributive Property, Part 2
96 6.11 The Distributive Property, Part 3
97 6.12 Meaning of Exponents
98 6.13 Expressions with Exponents
99 6.14 Evaluating Expressions with Exponents
100 6.15 Equivalent Exponential Expressions
101 6.16 Two Related Quantities, Part 1
102 6.17 Two Related Quantities, Part 2
103 6.18 More Relationships
104 6.19 Tables, Equations, and Graphs, Oh My!
105 7.1 Positive and Negative Numbers
106 7.2 Points on the Number Line
107 7.3 Comparing Positive and Negative Numbers
108 7.4 Ordering Rational Numbers
109 7.5 Using Negative Numbers to Make Sense of Contexts
110 7.6 Absolute Value of Numbers
111 7.7 Comparing Numbers and Distance from Zero
112 7.8 Writing and Graphing Inequalities
113 7.9 Solutions of Inequalities
114 7.10 Interpreting Inequalities
115 7.11 Points on the Coordinate Plane
116 7.12 Constructing the Coordinate Plane
117 7.13 Interpreting Points on a Coordinate Plane
118 7.14 Distances on a Coordinate Plane
119 7.15 Shapes on the Coordinate Plane
120 7.16 Common Factors
121 7.17 Common Multiples
122 7.18 Using Common Multiples and Common Factors
123 7.19 Drawing on the Coordinate Plane
124 8.1 Got Data?
125 8.2 Statistical Questions
126 8.3 Representing Data Graphically
127 8.4 Dot Plots
128 8.5 Using Dot Plots to Answer Statistical Questions
129 8.6 Interpreting Histograms
130 8.7 Using Histograms to Answer Statistical Questions
131 8.8 Describing Distributions on Histograms
132 8.9 Mean
133 8.10 Finding and Interpreting the Mean as the Balance Point