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Recap the terminology ‘whole’ and ‘part’ by discussing what the two terms mean:

Whole: If something is whole I have all of it and nothing is missing.

Part: If I only have part then some of my object is missing.


Show a variety of physical objects e.g. a water bottle, a piece of fruit, a highlighter and address how everything is there so we can say this object is whole. Now show your child a bottle lid, an empty packet of sweets, a pen lid and address how something is missing so we call this part.


Repeat yesterday's activity with bricks: Using lego or bricks or something similar ask your child to build a tower of 12 bricks. Explain that this is whole. Next break the tower into 2 parts e.g. 6 bricks and 6 bricks. Explain that these are the parts but if we put them together they make a whole (12).


Remind your child the part whole diagram. It looks like cherries! The top circle represents the whole e.g. 12 and the bottom 2 circles represent the parts e.g. 6 and 6.


Show your child one of the part whole diagrams from the 1 star activity. One of the parts is missing. Ask your child to say how many is the whole. Ask your child to tell you how many one of the parts is. So how many do we need to put in the empty part circle?


Ask your child to complete the 1 star or 2 star activity in their books. You can either print the sheet out or draw some part whole diagrams in their book.






Explain to your child that the enveloped photographed (on the PPT/PDF resourced) arrived in their classroom this morning.
What do they think could be inside it? (letter/card/invitation? – prompt them with different ideas). How can they know if it has gone to the correct place and to the correct classroom? (discuss the address and the meaning of this).

Ask your child: “if it is a letter, what might it be about? Why might someone ever write a letter?”
Think of a range of ideas together, and share the given reasons below:

  • Write  to  a  friend  to  tell  them  what  you  have  been  up  to.
  • Letter  to  family  members  who  live  far  away.
  • Thank  you  letter.
  • Apology  letter.
  • Letter  of  complaint.
  • Letter  of  congratulation.
  • Asking  for  or  giving  information.
  • Exchanging  news.


Next, share the example letter resourced in the PPT or PDF. What can they spot on the letter? (can they already identify an address, the date etc…?)
Have a look at each feature in more detail as you go through the pages and explain the purpose of each.

When you arrive at a new letter, can your child tell you where each feature is?


Activity: Using the letter resourced, ask your child to cut and stick the letter in the correct order. Once completed, label the features. [If you do not have a printer, please make a simple letter template like the example shown and just ask your child to write which feature would go in each box. To extend them, they could think of their own address, date and sender/receiver.].



Last week we had a discussion about 'what is a family' and decided that family members are the people who love you and look out for you. From this, we discussed that this could include parents, brother and sisters, grandparents, aunties, uncles, cousins etc. and explored the questions: does someone have to live with you to be family? Does someone have to be related to you to be family? Can your family include your friends? Can your family include pets? Recap this discussion with your child to discover their thoughts. 


Explain to your child that you are going to show them some pictures of different families (resourced below) and discuss what they notice about each one. Emphasise that these are all 'families', and that not all families look the same. Explain that even though each family is different – the important thing is that everyone has a loving home – a place they feel safe with the people who love them. Emphasise that everyone's family is different and that's ok! 

Listen to the story 'Family Book' by Todd Parr:, to reiterate the previous discussion and one again emphasise that is is ok that different families look different and are made up of different people. 


Finally, make or print your child the 6 box grid resourced below. Each box has the word 'love' in it. Ask your child to draw pictures of 6 different types of families.