# Lesson 6

How Much is 10,000?

## Warm-up: What Do You Know about 1,000? (10 minutes)

### Narrative

The purpose of this What Do You Know About _____? is to invite students to share what they know and how they can represent the number 1,000. This routine allows teachers to collect information about students' ideas about the relative magnitude of 1,000.

### 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

What do you know about 1,000?

### 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 multi-digit numbers. Students arrange digit cards to create multi-digit numbers, and use base-ten 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 ten-thousands 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 base-ten 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.

Engagement: Develop Effort and Persistence. Check in with groups and provide feedback that encourages collaboration and community. Look for instances of students supporting each other’s understanding, as well as students ensuring that each group member is participating in the activity. Consider pausing the activity to share these instances (including specific language and actions) with the whole class.
Supports accessibility for: Attention, Social-Emotional Functioning

### Required Materials

Materials to Gather

Materials to Copy

• Build Numbers (1-5 Digit Cards)

### 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 base-ten blocks (for instance: 2 thousands, 5 hundreds, 10 tens, and 20 ones).

### Launch

• Groups of 4
• Give each group a small set of base-ten 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

1. Use two cards to make a two-digit number. Name it and build the number with base-ten blocks.
2. Use a third card to make a three-digit number. Name it and build it with base-ten blocks.
3. Use a fourth card to make a four-digit number. Name it and build it.

If you don’t have enough blocks, describe what you would need to build the number.

4. Your teacher will give you one more digit card. Use the last card from your teacher to make a five-digit 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

Students may recognize that it is challenging to represent numbers greater than 1,000 with a small set of base-ten 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 ten-thousand as a unit consisting of 10 units of one-thousand.

In the launch, students learn that the 10-by-10 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 one-thousand.

MLR8 Discussion Supports. Students should take turns using the 10-by-10 grids to represent a given number and explaining their reasoning to their group. Encourage students to challenge each other when they disagree. Display the following sentence frames for all to see: “I noticed _____ , so I used . . .” and “I disagree because . . . .”

### Required Materials

Materials to Copy

• 10-by-10 Square Grids

### Launch

• Groups of 4
• Give each student a copy of the black line master.
• Display the 10-by-10 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 10-by-10 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 10-by-10 grids.

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

1. 800

2. 1,000

3. 1,500

4. 2,000

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

1. 3,000

2. 6,400

3. 9,000

4. 9,900

3. Draw a sketch to represent 10,000 using 10-by-10 grids. Be sure to clearly label each group of 1,000 in the sketch.

### Student Response

Students may be unsure how to represent larger numbers in the thousands with the grids. Encourage them to represent numbers in the hundreds and work their way up, by adding more hundreds (one at a time, if helpful).

### 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 10-by-10 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 base-ten blocks, grids, and drawings to represent each multi-digit 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 ten-thousand.)

“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 ten-thousands?” (Students may guess hundred-thousands or millions.)

“Ten groups of ten-thousand makes a new unit, hundred-thousand. We will learn about this unit in future lessons.”