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."