## Corrections

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

Unit 1, Lesson 2, Activity 2. In the activity synthesis, instead of "point out that again left and right are reversed . . ." it should say "point out that the mirror line is now a horizontal line: in Frame 5 the beak is pointing down, and in Frame 6 the beak is pointing up, with the head on the right of the body in both cases. Contrast this with a rotation through \(180^\circ\), which would put the head on the left of the body."

Unit 1, Lesson 4, Practice Problem 3. The images in the student response should have all the labels C and D swapped.

Unit 1, Lesson 9, Practice Problem 1c. In the student response, instead of \(AB\) it should say \(A'B'\).

Unit 1, Lesson 12, Activity 3. In the student response, the answers for #3 and #4 should be switched.

Unit 1, Lesson 14, Activity 2. In the activity narrative, instead of "translate \(B'\) to \(E'\) in the second picture" it should say "translate \(B\) to \(E\) in the third picture."

Unit 1, Lesson 16, Activity 4. In the student response, instead of \(ACD\) it should say \(ACB\).

Unit 1 Glossary. In the definition of "coordinate plane" instead of "to the left" it should say "to the right."

Unit 2, Lesson 2, Warm-up. In the student response, instead of "4 lines" it should say "6 lines."

Unit 2, Lesson 6, Activity 4. In the student response for Partner B #2, instead of "scale factor 3" it should say "scale factor \(\frac13\)."

Unit 2, Lesson 6, Cool-down. In the student response, instead of \(EFGH\) it should say \(EFGD\).

Unit 2, Lesson 10, Activity 2. In the student response for #1, instead of "angles \(ECD\) and \(HFG\)" it should say "angles \(CED\) and \(FHG\)."

Unit 2, Lesson 11, Activity 2. In the activity narrative, instead of "divide the \(x\)-coordinate by the \(y\)-coordinate" it should say "divide the \(y\)-coordinate by the \(x\)-coordinate."

Unit 3, Lesson 2, Activity 2. In the activity synthesis, instead of \(y = \frac12 x\) it should say \(y = \frac14 x\) and instead of "double" it should say "four times."

Unit 3, Lesson 4, Activity 2. In the student response for #1, instead of "\$16.50" it should say "\$16.80."

Unit 3, Lesson 12, Activity 2. In the student response for "Are you ready for more?" #3, instead of "intercepts are at 20 instead of 10" it should say "intercepts are at 20 and 10 instead of 10 and 5."

Unit 4, Lesson 2, Warm-up. In the student response, instead of "on its left side" it should say "on its right side."

Unit 4, Lesson 14, Cool-down. In the student response, instead of "divide each side by 2" it should say "divide each side by 3."

Unit 5, Lesson 1, Activity Cool-down. In the student response, instead of "the input should be" it should say "the output should be."

Unit 5, Lesson 7, Activity 4. In the student response for #4, instead of "4.1 miles" it should say "3.0 miles."

Unit 5, Lesson 16, Activity 3. In the activity narrative, instead of "generic cylinder" it should say "generic cone." Also, in the task statement, instead of \(36\pi\) it should say \(144\pi\).

Unit 5, Lesson 17, Activity 3. In the activity synthesis, instead of "we can rewrite \(V=78.5h\)" it should say "we can rewrite \(V=78.5(2h)\)."

Unit 5, Lesson 18, Activity 2. In the student response for #1, instead of "four times bigger" it should say "nine times bigger."

Unit 5, Lesson 20, Activity 2. In the activity narrative, instead of "the volume of the cylinder from the volume of the cone" it should say "the volume of the cone from the volume of the cylinder."

Unit 5, Lesson 21, Activity 4. In the student response for #4, instead of \(\frac{20}3\pi\) it should say \(\frac{32}3\pi\).

Unit 5, Lesson 22, Activity 2. In the student response, the volume was missing for the radius of 100. It should say \(\frac{4,000,000}{3}\pi\) in the answer table. Also, instead of \(\frac{1}{24\pi}\) it should say \(\frac{1}{4\pi}\) in two places.

Unit 5, Lesson 22, Activity 3. In the student response for #4, the second "1.5" should say "4.5." For #6, instead of "116" it should say "113."

Unit 5, Lesson 22, Activity 3. In the activity synthesis, in the second bullet point instead of "cylinder" it should say "cone."

Unit 6, Pre-unit assessment. In the solution for #3, instead of "\$ per week" it should says "\$4 per week."

Unit 6, Lesson 3, Activity 2. In the activity synthesis, instead of "furthest to the left" it should say "farthest to the right."

Unit 6, Lesson 9. In the lesson synthesis, instead of "13 to 15 years old that do not have a cell phone" it should say "13 to 15 years old that have a cell phone."

Unit 7, Lesson 5, Activity 3. Add question 3b, "Write \(10^{\text-4} \boldcdot 10^3\) as a power of 10 with a single exponent. Be prepared to explain your reasoning."

Unit 7, Lesson 7, Activity 3. In the student response for #3, instead of \(5 \boldcdot 5 \boldcdot 5 \boldcdot 5 \boldcdot 5 \boldcdot 10 \boldcdot 10 \boldcdot 10 < 50 \boldcdot 50 \boldcdot 50 \boldcdot 50 \boldcdot 50 \boldcdot 50 \boldcdot 50 \boldcdot 50\) it should say \(\frac12 \boldcdot \frac12 \boldcdot \frac12 \boldcdot \frac12 \boldcdot 10 \boldcdot 10 \boldcdot 10 < 5 \boldcdot 5 \boldcdot 5 \boldcdot 5 \boldcdot 5 \boldcdot 5 \boldcdot 5\).

Unit 7, Lesson 8, Activity 3. In the activity launch, instead of \(\frac{6^5}{6^3} = 60^2\) it should say \(\frac{60^5}{60^3} = 60^2\).

Unit 7, Lesson 12. In the student lesson summary, insert parentheses in one expression. Instead of \(2 \boldcdot 10^{12} \div 3 \boldcdot 10^8\) it should say \((2 \boldcdot 10^{12}) \div (3 \boldcdot 10^8)\).

Unit 7, Lesson 15, Activity 3. In the student response for #2, instead of \(17.7363 \times 10^4\) \( = 1.77363 \times 10^5\) it should say \(17.9363 \times 10^4\) \( = 1.79363 \times 10^5\) .

Unit 7, Lesson 16, Activity 1. In the student response for "2016 Desktop" instead of 600 it should say 6,000.

Unit 8, Lesson 1, Practice Problem 5. In the problem statement, instead of \(57.3 \times 10^4\) it should say \(56.3 \times 10^4\).

Unit 8, Lesson 2, Practice Problem 5a. In the student response, instead of "more people" it should say "km^{2}."

Unit 8, Lesson 2, Practice Problem 5b. In the student response, instead of 2.808 it should say 2.803.

Unit 8, Lesson 6, Activity 2. In the student response for #4, instead of \(b^2 = 4\) and \(c^2 = 8\) it should say \(b^2 = 9\) and \(c^2 = 13\).

Unit 8, Lesson 6, Cool-down. In the image, instead of \(\sqrt {45}\) it should say \(\sqrt {41}\).

Unit 8, Lesson 9, Practice Problem 1. In the student response, instead of \(9^2+12^{12} =14^2\) it should say \(9^2+12^2 =14^2\).

Unit 8, Lesson 10, Activity 2. In the student response for #2, the first "5 meters per second" should say "7.5 meters per second."

Unit 8, Lesson 10, Activity 2. In the student response for "Are you ready for more?" #1, instead of "8.06 seconds . . . 1 meter . . . 128.06 seconds . . . 120 seconds" it should say "1.6 seconds . . . 5 meters . . . 25.6 seconds . . . 24 seconds." For #2, instead of "1.4 meters . . . \(\frac{180}{1.4} \approx 128.57\) . . . lose to" it should say "7.03 meters . . . \(\frac{180}{7.03} \approx 25.6\) . . . beat."

## 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 | Moving in the Plane |

2 | 1.2 | Naming the Moves |

3 | 1.3 | Grid Moves |

4 | 1.4 | Making the Moves |

5 | 1.5 | Coordinate Moves |

6 | 1.6 | Describing Transformations |

7 | 1.7 | No Bending or Stretching |

8 | 1.8 | Rotation Patterns |

9 | 1.9 | Moves in Parallel |

10 | 1.10 | Composing Figures |

11 | 1.11 | What Is the Same? |

12 | 1.12 | Congruent Polygons |

13 | 1.13 | Congruence |

14 | 1.14 | Alternate Interior Angles |

15 | 1.15 | Adding the Angles in a Triangle |

16 | 1.16 | Parallel Lines and the Angles in a Triangle |

17 | 1.17 | Rotate and Tessellate |

18 | 2.1 | Projecting and Scaling |

19 | 2.2 | Circular Grid |

20 | 2.3 | Dilations with no Grid |

21 | 2.4 | Dilations on a Square Grid |

22 | 2.5 | More Dilations |

23 | 2.6 | Similarity |

24 | 2.7 | Similar Polygons |

25 | 2.8 | Similar Triangles |

26 | 2.9 | Side Length Quotients in Similar Triangles |

27 | 2.10 | Meet Slope |

28 | 2.11 | Writing Equations for Lines |

29 | 2.12 | Using Equations for Lines |

30 | 2.13 | The Shadow Knows |

31 | 3.1 | Understanding Proportional Relationships |

32 | 3.2 | Graphs of Proportional Relationships |

33 | 3.3 | Representing Proportional Relationships |

34 | 3.4 | Comparing Proportional Relationships |

35 | 3.5 | Introduction to Linear Relationships |

36 | 3.6 | More Linear Relationships |

37 | 3.7 | Representations of Linear Relationships |

38 | 3.8 | Translating to $y=mx+b$ |

39 | 3.9 | Slopes Don't Have to be Positive |

40 | 3.10 | Calculating Slope |

41 | 3.11 | Equations of All Kinds of Lines |

42 | 3.12 | Solutions to Linear Equations |

43 | 3.13 | More Solutions to Linear Equations |

44 | 3.14 | Using Linear Relations to Solve Problems |

45 | 4.1 | Number Puzzles |

46 | 4.2 | Keeping the Equation Balanced |

47 | 4.3 | Balanced Moves |

48 | 4.4 | More Balanced Moves |

49 | 4.5 | Solving Any Linear Equation |

50 | 4.6 | Strategic Solving |

51 | 4.7 | All, Some, or No Solutions |

52 | 4.8 | How Many Solutions? |

53 | 4.9 | When Are They the Same? |

54 | 4.10 | On or Off the Line? |

55 | 4.11 | On Both of the Lines |

56 | 4.12 | Systems of Equations |

57 | 4.13 | Solving Systems of Equations |

58 | 4.14 | Solving More Systems |

59 | 4.15 | Writing Systems of Equations |

60 | 4.16 | Solving Problems with Systems of Equations |

61 | 5.1 | Inputs and Outputs |

62 | 5.2 | Introduction to Functions |

63 | 5.3 | Equations for Functions |

64 | 5.4 | Tables, Equations, and Graphs of Functions |

65 | 5.5 | More Graphs of Functions |

66 | 5.6 | Even More Graphs of Functions |

67 | 5.7 | Connecting Representations of Functions |

68 | 5.8 | Linear Functions |

69 | 5.9 | Linear Models |

70 | 5.10 | Piecewise Linear Functions |

71 | 5.11 | Filling Containers |

72 | 5.12 | How Much Will Fit? |

73 | 5.13 | The Volume of a Cylinder |

74 | 5.14 | Finding Cylinder Dimensions |

75 | 5.15 | The Volume of a Cone |

76 | 5.16 | Finding Cone Dimensions |

77 | 5.17 | Scaling One Dimension |

78 | 5.18 | Scaling Two Dimensions |

79 | 5.19 | Estimating a Hemisphere |

80 | 5.20 | The Volume of a Sphere |

81 | 5.21 | Cylinders, Cones, and Spheres |

82 | 5.22 | Volume As a Function of . . . |

83 | 6.1 | Organizing Data |

84 | 6.2 | Plotting Data |

85 | 6.3 | What a Point in a Scatter Plot Means |

86 | 6.4 | Fitting a Line to Data |

87 | 6.5 | Describing Trends in Scatter Plots |

88 | 6.6 | The Slope of a Fitted Line |

89 | 6.7 | Observing More Patterns in Scatter Plots |

90 | 6.8 | Analyzing Bivariate Data |

91 | 6.9 | Looking for Associations |

92 | 6.10 | Using Data Displays to Find Associations |

93 | 6.11 | Gone In 30 Seconds |

94 | 7.1 | Exponent Review |

95 | 7.2 | Multiplying Powers of Ten |

96 | 7.3 | Powers of Powers of 10 |

97 | 7.4 | Dividing Powers of 10 |

98 | 7.5 | Negative Exponents with Powers of 10 |

99 | 7.6 | What about Other Bases? |

100 | 7.7 | Practice with Rational Bases |

101 | 7.8 | Combining Bases |

102 | 7.9 | Describing Large and Small Numbers Using Powers of 10 |

103 | 7.10 | Representing Large Numbers on the Number Line |

104 | 7.11 | Representing Small Numbers on the Number Line |

105 | 7.12 | Applications of Arithmetic with Powers of 10 |

106 | 7.13 | Definition of Scientific Notation |

107 | 7.14 | Multiplying, Dividing, and Estimating with Scientific Notation |

108 | 7.15 | Adding and Subtracting with Scientific Notation |

109 | 7.16 | Is a Smartphone Smart Enough to Go to the Moon? |

110 | 8.1 | The Areas of Squares and Their Side Lengths |

111 | 8.2 | Side Lengths and Areas |

112 | 8.3 | Rational and Irrational Numbers |

113 | 8.4 | Square Roots on the Number Line |

114 | 8.5 | Reasoning About Square Roots |

115 | 8.6 | Finding Side Lengths of Triangles |

116 | 8.7 | A Proof of the Pythagorean Theorem |

117 | 8.8 | Finding Unknown Side Lengths |

118 | 8.9 | The Converse |

119 | 8.10 | Applications of the Pythagorean Theorem |

120 | 8.11 | Finding Distances in the Coordinate Plane |

121 | 8.12 | Edge Lengths and Volumes |

122 | 8.13 | Cube Roots |

123 | 8.14 | Decimal Representations of Rational Numbers |

124 | 8.15 | Infinite Decimal Expansions |

125 | 8.16 | When Is the Same Size Not the Same Size? |