Errata Sheet

California Common Core State Standards: Mathematics

Following is a list of corrections to the California Common Core State Standards: Mathematics, published in 2013 by the California Department of Education. These corrections will be implemented in the next printing of the document. Corrections are current as of February 5, 2014.

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Section / Page / Standard Number or Entry / Reads / Should Read
Grade 5 / 37 / 5.NF.5b / b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n × a)/(n b) tothe effect of multiplying a/b by 1. / b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1.
Grade 8 / 54 / 8.NS.2 / 2. Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g.,π2). For example, by truncating the decimal expansion of √2, show that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations. / 2. Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π2). For example,by truncating the decimal expansion of √2, show that √2 is between 1 and2, then between 1.4 and 1.5, and explain how to continue on to get betterapproximations.
Algebra I / 64 / N-RN.1 / 1. Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 51/3 to be the cube root of 5 because we want (51/3)3 = 5(1/3)3to hold, so (51/3)3must equal 5. / 1.Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 51/3to be the cube root of 5 because we want(51/3)3 = 5(1/3)3to hold, so (51/3)3must equal 5.
Algebra II / 82 / F-BF.4a / a. Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x) =2x3 or f(x) = (x + 1)/(x × 1) for x ≠ 1. / a. Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x) =2x3or f(x) = (x + 1)/(x – 1) for x ≠ 1.
Algebra II / 83 / F-TF.8. / Prove the Pythagorean identity sin2(θ) + cos2(θ) = 1 and use it to find sin(θ), cos(θ), or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant. / Prove the Pythagorean identity sin2(θ) + cos2(θ) = 1 and use it to find sin(θ), cos(θ), or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle.
Mathematics II / 98 / A-SSE.1b / b. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1 + r)n as the product of P and a factor not depending on P. / b. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1 + r)nas the product of P and a factor not depending on P.
Mathematics II / 99 / A-SSE.3c / c. Use the properties of exponents to transform expressions for exponential functions. For example, the expression 1.15t can be rewritten as (1.151/12)12t≈ 1.01212t to reveal the approximate equivalent monthly interest rate if the annual rate is 15%. / c. Use the properties of exponents to transform expressions for exponential functions. For example, the expression 1.15t can be rewritten as (1.151/12)12t≈ 1.01212t to reveal the approximate equivalent monthly interest rate if the annual rate is 15%.
Mathematics II / 101 / F-TF.8 / Prove the Pythagorean identity sin2(θ) + cos2(θ) = 1 and use it to find sin(θ), cos(θ), or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant. / Prove the Pythagorean identity sin2(θ) + cos2(θ) = 1 and use it to find sin(θ), cos(θ), or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle.
Mathematics III / 110 / F-LE.4 / 4. For exponential models, express as a logarithm the solution to abct = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology. ?[Logarithms as solutions for exponentials] / 4. For exponential models, express as a logarithm the solution to abct = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology. [Logarithms as solutions for exponentials]
Number and Quantity / 122 / N-VM.1 / 1. (+) Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments, and use appropriate symbols for vectors and their magnitudes (e.g., v, |v|, ||v||, v) / 1. (+) Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments, and use appropriate symbols for vectors and their magnitudes (e.g., v, |v|, ||v||, v)
The last v should not be in bold type.

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Section / Page / Standard
Number or Entry / Reads / Should Read
Modeling / 132 / Flowchart at top of page / FormulateValidate

Compute Compute
Because of spatial restrictions in this errata sheet, only the text from the center portion of the flowchart appears here. / FormulateValidate

Compute Interpret
Glossary / 145 / Line plot and Mean / Line plot. A method of visually displaying . . . above a number line. Also known as a dot plot.2
This footnote was misplaced; it belongs in the definition of “Mean,” not “Line plot.” / Mean. A measure of center in a set of numerical data, computed by adding the values in a list and then dividing by the number of values in the list.2Example: For the data set {1, 3, 6, 7, 10, 12, 14, 15, 22, 120}, the mean is 21.
2. To be more precise, this defines the arithmetic mean.
Glossary / 150, Table 3 / Associative property of multiplication / (a × b) ? c = a × (b × c) / (a × b) × c = a × (b × c)

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February 5, 2014

© California Department of Education, February 19, 2014

Page 1 of 4

February 5, 2014