## Corrections

**Corrections to the Second Printing**

Your book is from the second printing if it has K5_v1 and then a date, such as 20211203, at the very bottom of the copyright page. The first printing does not have a date below K5_v1. The second printing of these materials has the corrections to the first printing listed below already in place.

Unit 3, Lesson 6, Cool down. In question 2, instead of "Han bought 4 cartons..." it should say "Han bought 3 cartons..."

Unit 3, Lesson 12, Activity 1, Student Response. The responses should be moved around to be in the correct order to match the problems in the task statement.

Unit 3, Lesson 12, Activity 2, Student Responses. In response 7, instead of \(8 \frac{1}{10}\) it should say \(8 \frac{1}{100}\).

Unit 3, Lesson 13, Activity 2, Student Task Statement. In problem 2, instead of \(5 \frac{4}{8}\) it should say \(5 \frac{3}{8}\) and instead of \(6 \frac{4}{8}\) it should say \(6 \frac{3}{8}\). The line plot in the student responses should be updated.

Unit 3, Lesson 15, Activity 1, Student Responses. In response 1a, instead of "\(\frac{1}{4}\) is the same size as \(\frac{2}{8}\), so \(\frac{1}{4} – \frac{1}{8}\) is \(\frac{1}{8}\)" it should say "\(\frac{1}{2}\) is the same size as \(\frac{2}{4}\), so \(\frac{1}{2} – \frac{1}{4}\) is \(\frac{1}{4}\)". In response 1b, instead of "\(\frac{1}{2}\) is the same size as \(\frac{2}{4}\), so \(\frac{1}{2} – \frac{1}{4}\) is \(\frac{1}{4}\)" it should say "\(\frac{1}{2}\) is the same size as \(\frac{4}{8}\), so \(\frac{1}{2} – \frac{3}{8}\) is \(\frac{1}{8}\)".

Unit 3, Lesson 18, Activity 2, Student Responses. In response 3, instead of \(\frac{14}{10}\) or \(1 \frac{4}{10}\)it should say \(\frac{13}{10}\)or \(1 \frac{3}{10}\).

Unit 4, Lesson 9, Activity 2, Student Response 1. In the first row of the table, instead of "seven hundred eighty-four thousand and three" it should say "seven hundred eighty-four thousand, three" and in the fourth row instead of "three hundred ten thousand and sixty" it should say "three hundred ten thousand, sixty".

Unit 4, Lesson 13, Activity 1, Student Task Statement. In 4b, instead of 631.051 it should say 631,051.

Unit 4, Lesson 16, Activity 3, Student Response. In the table, for the population of Austin TX rounded to the nearest 1,000,000, instead of 1,000,00 it should say 1,000,000.

Unit 4, Lesson 17, Lesson Synthesis. In the table, four estimates should be updated to be correct estimates.

Unit 5, Lesson 6, Activity 2, Question 1 and Student Responses. In the table, instead of 2.070 it should say 2,070.

Unit 5, End of Unit Assessment, Problem 2, Choice C. Instead of "One centimeter is 10 millimeters." it should say "One meter is 100 centimeters."

Unit 6, Lesson 14, Activity 1. In the 6th bullet of the Activity, instead of "\(15 \times 8 = {?}\) or \(8 \times 15 = {?}\)" it should say "\(15 \times 13 = {?}\) or \(13 \times 15 = {?}\)". In Student Response 2, response c should be added, "c. No. \(7 \times 21 = 147\) and \(7 \times 22 = 154\)"

Unit 6, Lesson 19, Warm-up. In the fifth equation, instead of \(500 =166 \times 3 +1\) it should say \(500 =166 \times 3 +2\).

Unit 6, Lesson 22, Activity 2, Student Responses 1 and 2. An additional sample response was added.

Unit 6, End of Unit Assessment, Problem 8, Student Response b. Instead of \(40 \times 19 = 360\) it should say \(40 \times 9 = 360\).\(\)

Unit 7, Lesson 8, Activity 1, Activity Synthesis. Instead of \(90 + 90 + 90 = 180\) it should say \(90 + 90 + 90 = 270\).

Unit 8, Lesson 3, Activity 1, Student Response 1e. Instead of "D, AA, EE, JJ" it should say "D, AA, K, Z".

Unit 9, Lesson 8, Activity 1, Student Task Statement. In Situation A, instead of "The building is 610 feet tall." it should say "The building is 589 feet tall." In Student Response A, instead of \((53 \times 11) + 17 = 583 + 17 = 600\) it should say \((52 \times 11) + 17 = 572 + 17 = 589\).

Centers, Can You Build It, Stages 2 and 3, Narrative. Instead of "The player who gets the most points after six rounds..." it should say "The player who gets the most points after eight rounds..."

Centers, Compare, Stages 3 and 4. A student direction sheet has been added to these stages.

Centers, Number Puzzles Multiplication and Division, Stage 1, Recording Sheet. The recording sheet have been updated to correct errors in equations.

Centers, Tic Tac Round, Stages 1–3, Required Materials. Paper clips need to be added as a required material.

Centers, Watch Your Remainder, Stage 1, Recording Sheet. Instead of "Pick cards and use 3–4 of them to create a divisor." it should say "Pick cards and use 3–4 of them to create a dividend."

**Corrections to the First Printing**

Your book is from the first printing if it has K5_v1 at the very bottom of the copyright page. The second printing has a date below this line.

Unit 1, Lesson 3, Activity 2, Student Response. In the row for 60 square units, instead of 5 it should say 6 and in the row for 42 square units, instead of 5 it should say 4.

Unit 1, Lesson 3, Activity 2, Activity Synthesis. In the last bullet, instead of 22 it should say 21.

Unit 1, Lesson 5, Activity 2, Student Responses. In response 2b, instead of "...but if he gets 8 packages of hot dogs he will need 9 packages of buns..." it should say "...but if he gets 8 packages of hot dogs he will need 10 packages of buns..."

Unit 1, Lesson 5, Activity 2, Activity Synthesis. In the first bullet, instead of "...including those who get 70 hot dogs and 72 buns, 80 hot dogs and 72 buns, or 81 hot dogs and 90 buns." it should say "...including those who get 70 hot dogs and 72 buns or 80 hot dogs and 80 buns."

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. Problem 4, Task Statement, add "The number of cards never changes, but the number of players does."

Unit 2, Lesson 1, Activity 2, Student Responses. In responses 2a and 2b, the tape diagrams were corrected to represent \(\frac{1}{6}\) and \(\frac{1}{8}\).

Unit 2, Lesson 5, Activity 1, Student Responses. In response 1b, delete \(\frac{50}{100}\).

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, Lesson 8, Activity 2, Activity. In the fourth bullet, instead of “9, 12, and 20" it should say “9, 10, and 12".

Unit 2, Lesson 9, Lesson Synthesis. Instead of “How did you know that \(\frac{1}{4}\) and \(\frac{5}{20}\) are equivalent but \(\frac{20}{100}\)..." it should say “How did you know that \(\frac{1}{4}\) and \(\frac{3}{12}\) are equivalent but \(\frac{30}{100}\)..."

Unit 2, Lesson 11, Activity 3, Student Responses. More sets of equivalent fractions were added, as well as one fraction that doesn't have an equivalent fraction.

Unit 2, Lesson 12, Activity 2, Problem 5d and Student Response 5d. Instead of \(\frac{24}{10}\) it should say \(\frac{26}{10}\).

Unit 2, Lesson 13, Activity 1, Activity Synthesis. In the third bullet, instead of “...to think of the \(\frac{2}{3}\) as \(\frac{4}{12}\)" it should say “...to think of the \(\frac{2}{3}\) as \(\frac{8}{12}\)"

Unit 2, Lesson 16, Activity 2, Student Responses. In response 1, instead of \(\frac{2}{5}\) it should say \(\frac{2}{4}\).

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 1, Activity 1, Student Responses. In response 2b, instead of “pies" it should say “kiwis".

Unit 3, Lesson 2, Warm-up, Student Responses. For the final expression, instead of “\(12 \times 9\) is \(6 \times 9\)” it should say “\(12 \times 9\) is twice \(6 \times 9\)”.

Unit 3, Lesson 2, Activity 1, Card Sort. Instead of \(3 \times 12\) there should be a card that says \(3 \times \frac{1}{2}\).

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 13, Activity 2, Activity Synthesis. Instead of "In the second set of data, there are 2 measurements: \(6\frac{3}{8}\) and \(5\frac{3}{8}\)” it should say "In the second set of data: \(6\frac{6}{8}\)”.

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

Unit 3, Lesson 14, Activity 2, Student Responses. In response 2, instead of 8 it should say \(7\frac{7}{8}\) and in response 3, instead of \(8\frac{3}{8}\) it should say \(8\frac{5}{8}\).

Unit 3, Lesson 15, Lesson 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 15, Activity 2, Activity Synthesis. In the second subbullet, instead of "Making \(1\frac{1}{3}\) foot with \(\frac {1}{2}\) and \(\frac{1}{6}\) blocks:" it should say "Making \(1\frac{1}{2}\) foot with \(\frac {1}{2}\) and \(\frac{1}{6}\) blocks:"

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 12, Activity 1, Student Responses. In response 3b, instead of \(27,\!031 < 20,\!317\) it should say \(27,\!031 > 20,\!317\).

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, Unit Learning Goal. The unit learning goal is: Students interpret, represent, and solve multiplicative comparison problems using an understanding of

the relationship between multiplication and division. They use this thinking to convert units of measure

within a given system from larger to smaller units.

Unit 5, Lesson 5, Activity 2, Access for Students with Disabilities. Instead of “...and three empty boxes labeled Monday, Tuesday, and Wednesday for the second problem.” it should say “...and two empty boxes labeled Mai's purchases and total sales for the second problem.”

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 14, Activity 2, Student Responses. In response 1, instead of “I agree with Priya and Mai...” it should say “I agree with Andre and Mai...” and response 2 should say “9. Sample response: 153 and 126 are both multiples of 9.”

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, Activity 1, Student Responses. Instead of “Angles O, M, L are more open” it should say “Angles O, M, J are more open” and instead of “perfect L” it should say “perfect square corners.”

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

Unit 7, Lesson 7, Activity 1, Student Responses. In response 3c, instead of “Imagine both hands are pointed at the 6. Turn the minute hand so it’s pointing at the 12.” it should say “Imagine both hands are pointed at the 4. Turn the minute hand so it’s pointing at the 10.”

Unit 7, Lesson 10, Activity 1, Student Responses. Responses for 1c and 1d are switched.

Unit 7, Section B Checkpoint, Student Responses. For response 1b, instead of \(150 - 20 = 130\) it should say \(160 - 30 = 130\).

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 7, Lesson 15, Activity 1, Student Responses. In response C, delete “at the top” and “at the bottom”.

Unit 7, Lesson 15, Activity 1, Activity Synthesis. Instead of \(x + 154 = 189\) it should say \(x + 154 = 180\).

Unit 8, Lesson 1, Activity 1, Student Responses. Instead of including “P” in “No sides having equal length” it should be included in “At least 2 sides having equal length”.

Unit 8, Lesson 3, Activity 1, Student Responses. In response 1h, remove “W” from the list of shapes with two obtuse angles. Response 2 has been updated.

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.