## Corrections

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

Unit 1, Lesson 4, Activity 4. In the activity synthesis, instead of "one pair of corresponding segments with different lengths" it should say "two pairs of corresponding segments with different scale factors."

Unit 1, Lesson 8, Activity 2. In the student response for #1, instead of "0.817 miles per minute" it should say "0.917 miles per minute."

Unit 1, Lesson 11, Activity 2. In the extension, the values given in the table should be Mercury 35, Venus 67, Earth 93, Mars 142, Jupiter 484, Saturn 887, Uranus 1784, Neptune 2795.

Unit 2, Lesson 1, Activity 2. In the activity synthesis, in the second table instead of \(1\frac12\) it should say \(\frac12\).

Unit 2, Lesson 6. In the lesson summary, instead of "20,300 feet above sea level" it should say "20,310 feet above sea level."

Unit 2, Lesson 6, Activity 2. In the student response, in the table instead of "622,200" it should say "622,000."

Unit 2, Lesson 11, Activity 2. In the student response for "Are you ready for more?" instead of \((20,40)\) it should say \((20,50)\).

Unit 2 Glossary. In the definition of "coordinate plane" instead of "to the left" it should say "to the right."

Unit 3, Lesson 9. The learning goal that says "Calculate the surface area of a rectangular prism and explain (orally and in writing) the solution method." should be removed and replaced with "Calculate the area of a shape that includes circular or semi-circular parts, and explain (orally and in writing) the solution method."

Unit 3, End of Unit Assessment B. In the student response for #7, instead of "number of gallons . . . 0.9 of a gallon" it should say "number of cans . . . 0.9 of a can."

Unit 4, Lesson 9, Activity 3. In the student response for "Are you ready for more?" instead of "about 5.63% . . . Step 17" it should say "about 7.51% . . . Step 18."

Unit 4, Lesson 9, Cool-down. In the student response, instead of "715,000,000 . . . 721,000,000" it should say "7,150,000 . . . 7,210,000."

Unit 4, Lesson 14, Activity 2. In the student response for #3, instead of "0.21%" it should say "21%." In the activity synthesis, instead of \(\frac{14}{2,486}\) it should say \(\frac{514}{2,486}\).

Unit 4, End of Unit Assessment, Item 3, Removed alignment to standard 7.G.A.1.

Unit 5, Lesson 14, Activity 2. In the student response for #2, instead of "782 . . . 796 . . . 810 . . . 824 . . . 838" it should say "784 . . . 798 . . . 812 . . . 826 . . . 840."

Unit 5, Lesson 16, Activity 3. In the student response for #1, instead of "1, 4, 5, 2, 6, 3" it should say "Diagram A, Diagram D, Diagram E, Diagram B, Diagram F, Diagram C."

Unit 6, Lesson 2, Activity 1. In the student response, instead of "large rectangle and they appear to be the same length as each other" it should say "large rectangle partitioned into smaller rectangles".

Unit 6, Lesson 13, Activity 3. In the student response, move each row header up one row to match the table in the task statement.

Unit 6, Lesson 16, Activity 1. In the student response, instead of "4" it should say "4.375."

Unit 6, Lesson 19, Practice Problem 6. Option C should say \(4x < \text-20\) and option D should say \(x < \text-5\).

Unit 6, Lesson 21, Practice Problem 6. In the solution, instead of "quarts" it should say "gallons."

Unit 6, Lesson 22, Practice Problem 3. In the solution, instead of "\( . . . \)" it should say "\(126.89 + x + 3.5x - 25 = \text-151.89 +4.5x\) . . . \(350 - x - (x + 50) + 75 = 375 - 2x\)."

Unit 7, Lesson 12, Activity 4. In the task statement, the image of Figure C is incorrect. It should have an area of 12 square units, not 14. Also, in the student response for #1, instead 'D, B, A, C" it should say "C, A, B, D."

Unit 8, Mid-unit assessment, question 3. D is not a correct answer.

Unit 8, Lesson 18, Activity 3. In the table on the row with sample 8, instead of "5.2" it should say "5.3." In the student response for #1b, instead of "Sample 8" it should say "Sample 7." Also, in the student response for #4, in the column for sample 8, instead of "9.6" it should say "9.5."

Unit 8, Lesson 19, Activity 3. In the student response, instead of "MAD is 0.61" it should say "MAD is 0.78."

Unit 8 Glossary. In the definition of "proportion" instead of "a class has 18 students . . . 16 right-handed students" it should say "a class has 20 students . . . 18 right-handed students."

## 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 | What are Scaled Copies? |

2 | 1.2 | Corresponding Parts and Scale Factors |

3 | 1.3 | Making Scaled Copies |

4 | 1.4 | Scaled Relationships |

5 | 1.5 | The Size of the Scale Factor |

6 | 1.6 | Scaling and Area |

7 | 1.7 | Scale Drawings |

8 | 1.8 | Scale Drawings and Maps |

9 | 1.9 | Creating Scale Drawings |

10 | 1.10 | Changing Scales in Scale Drawings |

11 | 1.11 | Scales without Units |

12 | 1.12 | Units in Scale Drawings |

13 | 1.13 | Draw It to Scale |

14 | 2.1 | One of These Things Is Not Like the Others |

15 | 2.2 | Introducing Proportional Relationships with Tables |

16 | 2.3 | More about Constant of Proportionality |

17 | 2.4 | Proportional Relationships and Equations |

18 | 2.5 | Two Equations for Each Relationship |

19 | 2.6 | Using Equations to Solve Problems |

20 | 2.7 | Comparing Relationships with Tables |

21 | 2.8 | Comparing Relationships with Equations |

22 | 2.9 | Solving Problems about Proportional Relationships |

23 | 2.10 | Introducing Graphs of Proportional Relationships |

24 | 2.11 | Interpreting Graphs of Proportional Relationships |

25 | 2.12 | Using Graphs to Compare Relationships |

26 | 2.13 | Two Graphs for Each Relationship |

27 | 2.14 | Four Representations |

28 | 2.15 | Using Water Efficiently |

29 | 3.1 | How Well Can You Measure? |

30 | 3.2 | Exploring Circles |

31 | 3.3 | Exploring Circumference |

32 | 3.4 | Applying Circumference |

33 | 3.5 | Circumference and Wheels |

34 | 3.6 | Estimating Areas |

35 | 3.7 | Exploring the Area of a Circle |

36 | 3.8 | Relating Area to Circumference |

37 | 3.9 | Applying Area of Circles |

38 | 3.10 | Distinguishing Circumference and Area |

39 | 3.11 | Stained-Glass Windows |

40 | 4.1 | Lots of Flags |

41 | 4.2 | Ratios and Rates With Fractions |

42 | 4.3 | Revisiting Proportional Relationships |

43 | 4.4 | Half as Much Again |

44 | 4.5 | Say It with Decimals |

45 | 4.6 | Increasing and Decreasing |

46 | 4.7 | One Hundred Percent |

47 | 4.8 | Percent Increase and Decrease with Equations |

48 | 4.9 | More and Less than 1% |

49 | 4.10 | Tax and Tip |

50 | 4.11 | Percentage Contexts |

51 | 4.12 | Finding the Percentage |

52 | 4.13 | Measurement Error |

53 | 4.14 | Percent Error |

54 | 4.15 | Error Intervals |

55 | 4.16 | Posing Percentage Problems |

56 | 5.1 | Interpreting Negative Numbers |

57 | 5.2 | Changing Temperatures |

58 | 5.3 | Changing Elevation |

59 | 5.4 | Money and Debts |

60 | 5.5 | Representing Subtraction |

61 | 5.6 | Subtracting Rational Numbers |

62 | 5.7 | Adding and Subtracting to Solve Problems |

63 | 5.8 | Position, Speed, and Direction |

64 | 5.9 | Multiplying Rational Numbers |

65 | 5.10 | Multiply! |

66 | 5.11 | Dividing Rational Numbers |

67 | 5.12 | Negative Rates |

68 | 5.13 | Expressions with Rational Numbers |

69 | 5.14 | Solving Problems with Rational Numbers |

70 | 5.15 | Solving Equations with Rational Numbers |

71 | 5.16 | Representing Contexts with Equations |

72 | 5.17 | The Stock Market |

73 | 6.1 | Relationships between Quantities |

74 | 6.2 | Reasoning about Contexts with Tape Diagrams |

75 | 6.3 | Reasoning about Equations with Tape Diagrams |

76 | 6.4 | Reasoning about Equations and Tape Diagrams (Part 1) |

77 | 6.5 | Reasoning about Equations and Tape Diagrams (Part 2) |

78 | 6.6 | Distinguishing between Two Types of Situations |

79 | 6.7 | Reasoning about Solving Equations (Part 1) |

80 | 6.8 | Reasoning about Solving Equations (Part 2) |

81 | 6.9 | Dealing with Negative Numbers |

82 | 6.10 | Different Options for Solving One Equation |

83 | 6.11 | Using Equations to Solve Problems |

84 | 6.12 | Solving Problems about Percent Increase or Decrease |

85 | 6.13 | Reintroducing Inequalities |

86 | 6.14 | Finding Solutions to Inequalities in Context |

87 | 6.15 | Efficiently Solving Inequalities |

88 | 6.16 | Interpreting Inequalities |

89 | 6.17 | Modeling with Inequalities |

90 | 6.18 | Subtraction in Equivalent Expressions |

91 | 6.19 | Expanding and Factoring |

92 | 6.20 | Combining Like Terms (Part 1) |

93 | 6.21 | Combining Like Terms (Part 2) |

94 | 6.22 | Combining Like Terms (Part 3) |

95 | 6.23 | Applications of Expressions |

96 | 7.1 | Relationships of Angles |

97 | 7.2 | Adjacent Angles |

98 | 7.3 | Nonadjacent Angles |

99 | 7.4 | Solving for Unknown Angles |

100 | 7.5 | Using Equations to Solve for Unknown Angles |

101 | 7.6 | Building Polygons (Part 1) |

102 | 7.7 | Building Polygons (Part 2) |

103 | 7.8 | Triangles with 3 Common Measures |

104 | 7.9 | Drawing Triangles (Part 1) |

105 | 7.10 | Drawing Triangles (Part 2) |

106 | 7.11 | Slicing Solids |

107 | 7.12 | Volume of Right Prisms |

108 | 7.13 | Decomposing Bases for Area |

109 | 7.14 | Surface Area of Right Prisms |

110 | 7.15 | Distinguishing Volume and Surface Area |

111 | 7.16 | Applying Volume and Surface Area |

112 | 7.17 | Building Prisms |

113 | 8.1 | Mystery Bags |

114 | 8.2 | Chance Experiments |

115 | 8.3 | What Are Probabilities? |

116 | 8.4 | Estimating Probabilities Through Repeated Experiments |

117 | 8.5 | More Estimating Probabilities |

118 | 8.6 | Estimating Probabilities Using Simulation |

119 | 8.7 | Simulating Multi-step Experiments |

120 | 8.8 | Keeping Track of All Possible Outcomes |

121 | 8.9 | Multi-step Experiments |

122 | 8.10 | Designing Simulations |

123 | 8.11 | Comparing Groups |

124 | 8.12 | Larger Populations |

125 | 8.13 | What Makes a Good Sample? |

126 | 8.14 | Sampling in a Fair Way |

127 | 8.15 | Estimating Population Measures of Center |

128 | 8.16 | Estimating Population Proportions |

129 | 8.17 | More about Sampling Variability |

130 | 8.18 | Comparing Populations Using Samples |

131 | 8.19 | Comparing Populations With Friends |

132 | 8.20 | Memory Test |