How Much Is 10,000?

10 min

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
Teacher Instructions
  • Record responses.
  • “How could we represent the number 1,000?”

Student Task

What do you know about 1,000?

Sample Response

  • 1,000 is more than 900.
  • 1,000 has 10 groups of 100.
  • 1,000 has 4 digits.
  • 1,000 comes after 999.

Synthesis

  • “Can you think of a time you have seen 1,000 of something?”
Standards
Building Toward
  • 4.NBT.1·Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. <em>For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.</em>
  • 4.NBT.A.1·Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. <span>For example, recognize that <span class="math">\(700 \div 70 = 10\)</span> by applying concepts of place value and division.</span>

15 min

20 min