Lesson 6
How Much is 10,000?
Lesson Purpose
The purpose of this lesson is to develop a relative sense of tenthousand and understand it as a unit consisting of 10 units of onethousand.
Lesson Narrative
In this lesson, students build on their understanding of the baseten structure to develop a sense of the magnitude of 10,000. They first use baseten blocks and baseten diagrams to build fourdigit and fivedigit numbers. They then use a 10by10 grid to represent 100 and work together to build a representation of 1,000, and then 10,000. Students may notice the inherent multiplicative structure of the 10by10 grids or the array of 10,000 and use counting strategies to identify significant groups of 10 (for example, 10 groups of 100 and 10 groups of 1,000).
 Engagement
 MLR8
Activity 2: What is 10,000?
Learning Goals
Teacher Facing
 Develop a sense of the relative magnitude of 10,000.
 Recognize tenthousand as 10 groups of 1,000.
Student Facing
 Let’s represent 10,000.
Required Materials
Materials to Gather
Materials to Copy
 Build Numbers (15 Digit Cards)
 10by10 Square Grids
Required Preparation
Activity 1:
 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).
Lesson Timeline
Warmup  10 min 
Activity 1  15 min 
Activity 2  20 min 
Lesson Synthesis  10 min 
Cooldown  5 min 
Teacher Reflection Questions
What did you see or hear students say during the lesson that suggests they have some sense of the relative magnitude of 10,000 in relation to 1,000 and 100?
Suggested Centers
 Greatest of Them All (1–5), Stage 2: Threedigit Numbers (Supporting)
 Mystery Number (1–4), Stage 4: Fractions with Denominators 5, 8, 10, 12, 100 (Supporting)
Print Formatted Materials
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Additional Resources
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