Agreed. I suppose the important thing is to give praise in the right way. I think ideally praise should be phrased in such a way that gives them some gratificat

Agreed. I suppose the important thing is to give praise in the right way. I think ideally praise should be phrased in such a way that gives them some gratification for doing what they've done, while challenging them to see if they can do something more. In this case, the kid has exercised enough creativity to realise that he can make up his own numbers, but not enough critical thinking to realise that the space of large numbers is huge enough that not every number should have a special name. Ideally, you'd want to use this as an opportunity to challenge the kid to see if he can work this out for himself. Ask him what other numbers he can think of, like a googolplex plus a thousand, or a googolplex minus one hundred, and see if he can figure out that there are far more numbers than there could possibly be catchy names for. Since the "interestingness" of that particular large number is apparent only in base ten, you could even use this as an opportunity to introduce him to other bases (or better still, to see if he can surmise their existence for himself).