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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 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 2, Practice Problem 5a. In the student response, instead of "more people" it should say "km2."

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?