Lesson 6
How Much is 10,000?
Warmup: What Do You Know about 1,000? (10 minutes)
Narrative
Launch
 Display the number.
 “What do you know about 1,000?”
 1 minute: quiet think time
Activity
 Record responses.
 “How could we represent the number 1,000?”
Student Facing
Student Response
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Activity Synthesis
 “Can you think of a time you have seen 1,000 of something?”
Activity 1: Build Numbers (15 minutes)
Narrative
The purpose of this activity is to generate, say, and represent multidigit numbers. Students arrange digit cards to create multidigit numbers, and use baseten blocks to represent each number. Teachers should remove cards showing 1 before distributing the set of digit cards, as they will be used later in the activity.
As students build numbers to the tenthousands place, they may struggle to name the number. As they make sense of the value of the number, they should realize a need for more baseten blocks, but should be given space to represent the number in a way that makes sense to them. It is not critical to name the number correctly or accurately describe how to build it. The idea is to create a bit of struggle to motivate another way to make sense of the number (MP1). Students see one way to represent 10,000 in the next activity.
Supports accessibility for: Attention, SocialEmotional Functioning
Required Materials
Required Preparation
 Create a set of cards from the blackline master for each group of 4. Remove the cards showing 1. These cards will be redistributed during the activity.
 Each group of 4 needs a small collection of baseten blocks (for instance: 2 thousands, 5 hundreds, 10 tens, and 20 ones).
Launch
 Groups of 4
 Give each group a small set of baseten blocks and a set of number cards. Ask them to find all the cards that show 2, 3, 4, or 5 and put the rest of the cards aside.
Activity
 “We are going to create numbers with digit cards.”
 “Pay close attention to the directions because you will not use all the cards each time.”
 “Take a minute to read the first two directions and think about any questions you have after reading them.”
 1 minute: Collect and answer questions.
 5 minutes: group work time
 Monitor for students who:
 rearrange digits to make a new number and representation each time
 add a digit to each number without rearranging digits
 Provide each group with the digit “1” and say “make sure the 1 is the first digit in your number.”
 5 minutes: group work time
Student Facing
 Use two cards to make a twodigit number. Name it and build the number with baseten blocks.
 Use a third card to make a threedigit number. Name it and build it with baseten blocks.

Use a fourth card to make a fourdigit number. Name it and build it.
If you don’t have enough blocks, describe what you would need to build the number.

Your teacher will give you one more digit card. Use the last card from your teacher to make a fivedigit number. Make the card the first digit. Name it and build it.
If you don’t have enough blocks, describe what blocks you would need to build the number.
Student Response
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Advancing Student Thinking
Students may recognize that it is challenging to represent numbers greater than 1,000 with a small set of baseten blocks. Consider asking:
 “Do you have enough blocks to represent the number?”
 “If you had enough blocks, which would you use?”
 “What could you draw or write to explain this to a classmate?”
Activity Synthesis
 “How would you build 9,000?” (Use 9 of the large cubes)
 “What number would we make if we add one more 1,000?” (10,000)
Activity 2: What is 10,000? (20 minutes)
Narrative
The purpose of this activity is to develop a sense of the magnitude of 10,000 and to establish tenthousand as a unit consisting of 10 units of onethousand.
In the launch, students learn that the 10by10 grid that represented 1 whole in a previous section now represents 100 in this activity. (It is important to establish that in these representations, each small square in the grid represents 1.) Students begin by organizing grids of 100 into groups of 1,000. Some students may intuitively decide to group grids by ten, while others may depend on counting each grid by 100. In the synthesis, students are invited to use their grids to create a class chart to show 10,000 as 10 units of onethousand.
Advances: Representing, Speaking, Conversing
Required Materials
Materials to Copy
 10by10 Square Grids
Launch
 Groups of 4
 Give each student a copy of the black line master.
 Display the 10by10 grid
 “What amount is represented by this grid?” (1, 100, \(\frac{100}{100}\))
 “In the previous section a grid like this was used to represent decimals and fractions. In this section this grid will represent hundreds like those found in place value blocks.”
 “We are going to practice building numbers using these grids during the next activity.”
 “Work together to build numbers using 10by10 grids.”
Activity
 10 minutes: group work time
 Monitor for students who organize the grids in groups of 1,000.
 As students work, consider asking,
 “How are you grouping your grids?”
 “Why did you decide to group your grids that way?”
Student Facing
Your teacher will give you a set of 10by10 grids.

Use the grids to represent each of the following numbers. Then, describe or draw a sketch of your representation here.

800

1,000

1,500

2,000


How many 10by10 grids would you need to represent each of the following numbers? Explain or draw a sketch to show your reasoning.

3,000

6,400

9,000

9,900

 Draw a sketch to represent 10,000 using 10by10 grids. Be sure to clearly label each group of 1,000 in the sketch.
Student Response
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Advancing Student Thinking
Activity Synthesis
 “Let’s organize our grids into groups of 1,000 to make a chart of 10,000. How large do you think the chart is going to be?” (Sample responses: As big as the wall, the length of the whiteboard.)
 Combine groups of 10by10 grids to form 10 rows of 1,000 to create a class chart of 10,000.
 Choral count by 1,000 and highlight how the chart reflects the count.
 “Let’s record the groups of 1,000 on the chart as we count.”
Lesson Synthesis
Lesson Synthesis
“Today we worked with large numbers, we used baseten blocks, grids, and drawings to represent each multidigit number, and we used groups of hundreds to build 10,000.”
“In first grade, we learned that 10 ones are in each unit of ten. In second grade, we learned that 10 tens are in each unit of one hundred. If we count 10 units of a hundred, we have a thousand, which is a new unit.”
“Where in this class chart do you see ten of something making a new unit?” (Ten of the hundred grids make a row or a unit of one thousand. Ten of the thousand rows make a unit of tenthousand.)
“If we were going to represent a number like 13,000, how might we do this?” (Add three more rows of 1,000 to the chart.)
“What do you think the next unit will be after tenthousands?” (Students may guess hundredthousands or millions.)
“Ten groups of tenthousand makes a new unit, hundredthousand. We will learn about this unit in future lessons.”
Cooldown: Represent Numbers (5 minutes)
CoolDown
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