## 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 |

134 | 8.11 | Variability and MAD |

135 | 8.12 | Using Mean and MAD to Make Comparisons |

136 | 8.13 | Median |

137 | 8.14 | Comparing Mean and Median |

138 | 8.15 | Quartiles and Interquartile Range |

139 | 8.16 | Box Plots |

140 | 8.17 | Using Box Plots |

141 | 8.18 | Using Data to Solve Problems |