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Unit 1, Suggested Center, Can You Build It Stage 2. The Number Cards 0–10 blackline master was attached and this note was added: this center stage is the first time Number Cards 0–10 are used in Grade 5, so they are provided as a blackline master. Students will continue to use these throughout the year. Consider copying them on cardstock or laminating them and keeping them organized to be used repeatedly. 

Unit 1, End-of-Unit Assessment, Problem 3, Student Response. Add "4 and 21" as a factor pair.

Unit 2, Lesson 6, Activity 3, Activity Synthesis. Instead of "What did you have to do differently to figure out what fraction the point represents?” it should say "What did you have to do differently to figure out how far away the fraction is from \(\frac{1}{2}\)?"

Unit 2, Lesson 6, Lesson Synthesis. Instead of “When the denominator is smaller, there are more parts in a whole.” it should say “When the denominator is larger, there are more parts in a whole.”

Unit 2, Section C Checkpoint Problem 2, Student Response. Instead of “I know that \(\frac{4}{5}\) is greater than \(\frac{3}{8}\) because \(\frac{4}{5}\) is greater than \(\frac{1}{2}\) and \(\frac{3}{8}\) is less than \(\frac{1}{2}\).” it should say “I know that \(\frac{4}{5}\) is greater than \(\frac{7}{12}\) because \(\frac{4}{5}\) is close to 1 (or is \(\frac{1}{5}\) less than 1) and \(\frac{7}{12}\) is just a little over \(\frac{1}{2}\) (or is \(\frac{1}{12}\) more than \(\frac{6 }{12}\), which is \(\frac{1}{2}\)).”

Unit 3, Lesson 10, Warm-up, Activity Synthesis. Instead of “12 groups of \(\frac{1}{2}\) make 3”, it should say “12 groups of \(\frac{3}{12}\) make 3.”

Unit 3, Lesson 11, Activity 1, Student Task Statement. Instead of "Clare, Elena, and Tyler..." it should say, "Clare, Elena, and Andre...".

Unit 3, Lesson 14, Activity 2. In the line plot labels, instead of centimeters it should say inches. 

Unit 3, Lesson 15, Activity narrative. Instead of "they learned to add and subtract fractions with the same numerator..." it should say, "they learned to add and subtract fractions with the same denominator..."

Unit 3, Lesson 16, Activity 1, Activity Synthesis. In the last bullet, instead of \(\frac{4}{100}\) it should say \(\frac{4}{10}\).

Unit 4, Lesson 8, Activity 3, Student Responses. In response 2a, instead of 120,400 it should say 120,450.

Unit 4, Lesson 8, Lesson Synthesis. In the last sentence, instead of “...write 115,000 numbers using expanded form” it should say “...write 115,000 using expanded form.” 

Unit 4, Lesson 15, Activity 1, Student Responses. For problem 1, the responses are in the wrong order and one is incorrect. Instead of “1.600,000 2. 73,000 3.4,000 4.800 5.20” it should say “1.20 2.800 3.4,000 4.70,000 5.600,000”.

Unit 4, Lesson 16, Activity 2, Student Task Statement. Instead of “round each to the nearest 100,000, 10,000, and 1,000” it should say “round each to the nearest 100,000, 10,000, 1,000, and 100”.

Unit 5, Lesson 10, Activity 2, Student Task Statement. In the second bullet of of the clues, instead of “...a bottle that holds 1L.” it should say “...the bottle that holds 1L.” In the fourth bullet, instead of “A 1,500 mL bottle holds 3 times as much...” it should say “One bottle holds 1,500 mL, which is 3 times as much...”.

Unit 5, Lesson 15, Activity 1, Activity Synthesis. In the last bullet point, instead of “How many times as far as Han’s distance was Tyler’s distance?” it should say “How many times as far as Tyler’s distance was Han’s distance?”

Unit 5, Lesson 17. In the Student Lesson Summary, instead of “Lin’s throw distance” it should say “Jada’s throw distance” in two places.

Unit 6, Lesson 5, Warm-up, Student Responses. Instead of “I know that \((8 \times 60) + (7 \times 60)\) is \(15 \times 60\), and \(15 \times 30\) is half of \(15 \times 60\). So I added those two products and then took half of it.” it should say “I know that \((5 \times 30) + (10 \times 30)\) is \(15 \times 30\).”

Unit 6, Lesson 8, Lesson Synthesis. Instead of “What might be a more helpful way to decompose 55 into \(50 + 5\) than into \(42 + 13\)?” it should say “Why might it be more helpful to decompose 55 into \(50 + 5\) than into \(42 + 13\)?”

Unit 6, Lesson 9, Activity 2, Student Responses. In response 1, instead of “Mai multiplied starting with the hundreds”, it should say “Mai multiplied starting with the thousands”.

Unit 6, Lesson 13, Warm-up. Student Responses. Instead of “Too low: 30-40 Just right 41-60 Too high: more than 60” it should say “Too low: less than 30 Just right 31-80 Too high: more than 80”. In Activity Synthesis, instead of 20 it should say 30 and instead of 60 it should say 80.

Unit 6, Lesson 16, Suggested Centers. The suggested centers for this lesson are Compare, Stage 4 and Rolling for Fractions, Stage 2. 

Unit 7, Lesson 6–8, Suggested Centers. The suggest centers for these lessons should include Compare, Stage 5.

Unit 7, Lesson 12, Activity 3, Student Responses. In response 1e, instead of “right” it should say “obtuse”. In response 1f, instead of “obtuse”, it should say “right”.

Unit 8, Lesson 7, Activity 1. Student Responses. In response 1c, instead of 2,397 it should say 2,394.

Unit 8, Lesson 7, Activity 2. Student Responses. In response 2, instead of 25 it should say 23. Instead of “The unlabeled sides are 4 cm and 7 cm.” it should say “The unlabeled sides are 4 cm and \(7\frac{1}{2}\) cm.”

Unit 8, Lesson 7, Activity 3, Student Task Statement 2b. Instead of \(4 \times 6 \times{1}{2}\) it should say \(4 \times 6 \frac{1}{2}\).

Unit 8, Lesson 8, Activity 1, Student Task Statement. Instead of “P, Q, and R each have 1 line of symmetry.” it should say “P, R, and S each have 1 line of symmetry.”

Unit 8, Lesson 9, Activity 2, Student Responses. In response 1b, instead of \(310 + 310 + 182 + 182\) it should say \(210 + 210 + 182 + 182\).

Unit 9, Lesson 9, Cool down, Student Response. Instead of “14 weeks. In 6 weeks it raises 450, so in 12 weeks it raises 900. Two more weeks mean an additional \(2 \times 175\) or 350.” it should say “4 weeks. In 6 weeks it raises 1,050, so it still needs to raise $650. Three more weeks mean an additional \(3 \times 175\) or $525. So one more week would mean \(525 + 175\) or $700.”

Course Guide, Assessments Guidance, Formative Assessment Opportunities. This sentence was added about monitoring sheets: “Each section also has a monitoring sheet that can be used to indicate that students are meeting the section goals.” 

Course Guide, About These Materials. A note was added about frequently used blackline masters recommended for lamination, including a list of where to find these blackline masters in each grade.

Centers, Capture Squares, Stage 7, Gameboard. Instead of “If you can’t draw a line, choose 2 new cards”, it should say “If you can’t draw a line, roll and spin again”. 

Centers, Jump the Line, Stages 2, Spinner. Instead of including only one spinner, the blackline master should have three of the same spinner.

Centers, Target Measurements, Stage 4, Homemade Protractor. Instead of one circle, the blackline master should have two circles and directions for making the protractor.