Compare the following two two-digit numbers based on their value. Use the following signs to show which number is greater than, less than or equal to (<, >, or =).

 10 [  ] 25

 17 [  ] 10+3

 11 [  ] 19-4

 15 [  ] 9 + 4

 13 [  ] 15 + 6

 23 [  ] 18 + 5

Extension:

Have your child create some of their own place value comparison problems

Have you ever thought about being a geologist, a person who studies rocks?  The child will act as a geologist and will go on a rock hunt to gather rocks for close examination. Once the child has collected a dozen stones have them classify the rocks  by texture: smooth, rough, flaky, etc.

Fold a piece of paper into thirds and label each section with one of the textures (smooth, rough, flaky). Have the child classify the rocks by placing them in the correct texture column.

Ask the child to stack the rocks within each section.

Ask them which type of rock would be best for building walls, or stone buildings? Why?

Using concrete models, drawings, and other strategies,  have the child represent the place value of the following 3 numbers in as many ways possible. 

Have fun, here are your numbers:

19, 25, 11, 22, 14

Example: 23 can be expressed as:

*********+*********+***

20+3

10+10+3

You can draw ten frames or ten rods & ones.

Extension Game:

Have the child select 3 two-digit numbers.  Now, at the same time,  you and the child come up with as many different ways to represent those numbers as possible in 2 minutes.  When time is up, compare your work and discuss similarities and differences. 

Ask your child to sort the rocks gathered yesterday according to size: small, medium, and large. 

Have the child observe the different colors (minerals) found in the rocks.  Share that different types of rocks share similar properties, color, texture etc..

Ask the child to identify their favorite rocks and why they selected that rock?

Extension:

Have the child make a book illustrating and describing their favorite rocks 

Warm Up:

Call out the following two digit numbers to the child.  Have them mentally find 10 more than the number without having to count and have them explain  how they determined their answer. 

43

57

86

28

73

65

87

Challenge: 96

Using models, drawings, number lines, strategies based on place value, properties of operations, or the relationship between addition and subtraction  have the child solve the following subtraction equations:

30 - 20 = __

50 - 30 = __

60-20 = __

40 - 10 = __

90 - 30 = __

70 - 50 = __

40 - 30 = __

80 - 50 = __

After solving each equation,  have the child explain to you which strategy they used to solve it.  As an extra challenge, see if the child can use a different strategy each time!

Select two rocks that are similar in size, one should be a hard solid rock and the other rock be composed of  layers of rock such as Shale.

Assist the child in completing the following experiments on each rock 

to discover the different properties of rock. 

Ask the child to observe and record what happens to the different rocks when they come in contact with vinegar. (only if you have it! No need to purchase if you do not already have available in your home)

Observe and record whether the rocks sink or float when dropped in a bucket of water. 

 

Observe and record the scratchability of the different rocks using a fork or another tool

Extension:

Ask child why they think certain types of rock are used specifically for kitchen counters, constructing buildings, making driveways etc.

Use data collected from Wednesday’s rock experiments to describe/discuss differences in the properties of the two rocks. 

Did both rocks respond the same in each experiment? 

Did both rocks float? Why or why not?

Why do you think one rock scratched more easily than the other?

What happened when the vinegar came in contact with the different rocks? What kind of reaction occurred if any?

Warm Up:

Call out the following two digit numbers to the child.  Have them mentally find 10 less than the number without having to count and have them explain how they determined their answer. 

18

67

78

62

37

24

84

99

Using models, drawings, number lines, or strategies based on place value, properties of operations, or the relationship between addition and subtraction have the child solve the following word problems:

Katie has 40 marbles. Tony has 30 marbles.  How many more marbles does Katie have than Tony?

David has 20 more pennies than Sherry. David has 50 pennies.  How many pennies does Sherry have?

Catina has 60 more popsicle sticks than Lucy.  Lucy has 20 popsicle sticks.  How many popsicle sticks does Catina have?

There are 30 sticks on the ground. 20 are long and the rest are short.  How many sticks are short?

Have the child make an inspirational rock garden. Help the child find several rocks the size of a  potato or smaller. Have the child paint happy scenes or images on the rocks and write a positive message on the bottom or side. Example: Paint a sun on the rock and write the message “Have a bright day!”

Place these rocks within the garden or give your inspirational rock to a friend or someone who maybe lives alone and could use some cheering up!.

Ask the child to draw themselves as a Geologist. Have them draw themselves in a place where a Geologist might be found.