Lesson 6

How Much is 10,000?

Lesson Purpose

The purpose of this lesson is to develop a relative sense of ten-thousand and understand it as a unit consisting of 10 units of one-thousand.

Lesson Narrative

In this lesson, students build on their understanding of the base-ten structure to develop a sense of the magnitude of 10,000. They first use base-ten blocks and base-ten diagrams to build four-digit and five-digit numbers. They then use a 10-by-10 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 10-by-10 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 ten-thousand as 10 groups of 1,000.

Student Facing

  • Let’s represent 10,000.

Required Materials

Materials to Gather

Materials to Copy

  • Build Numbers (1-5 Digit Cards)
  • 10-by-10 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 base-ten blocks (for instance: 2 thousands, 5 hundreds, 10 tens, and 20 ones).

CCSS Standards


Building Towards

Lesson Timeline

Warm-up 10 min
Activity 1 15 min
Activity 2 20 min
Lesson Synthesis 10 min
Cool-down 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: Three-digit Numbers (Supporting)
  • Mystery Number (1–4), Stage 4: Fractions with Denominators 5, 8, 10, 12, 100 (Supporting)

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Additional Resources

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