KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

A skilled and Ethical Society

PRIMARY SCHOOL EDUCATION CURRICULUM DESIGN

MATHEMATICAL ACTIVITIES

GRADE 1, 2 & 3
 First Published in 2017

Revised 2024

All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher.

ISBN: 978-9914-43-079-0

Published and printed by Kenya Institute of Curriculum Development

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FOREWORD
The Government of Kenya (GoK) is committed to ensuring that policy objectives for Education, Training and Research meet the
aspirations of the Constitution of Kenya 2010, the Kenya Vision 2030, National Curriculum Policy 2018, the United Nations
Sustainable Development Goals (SDGs) and the regional and global conventions to which Kenya is a signatory. Towards achieving
the mission of Basic Education, the Ministry of Education (MoE) has successfully and progressively rolled out the implementation
of the Competency Based Curriculum (CBC) at Pre-Primary, Primary and Junior School levels.

The Kenya Institute of Curriculum Development (KICD) reviewed the curriculum and rationalised the number of learning areas in
2024. The review and rationalisation process was informed by several factors, among them, the recommendations of the Presidential
Working Party on Education Reforms (PWPER) and reports of the continuous curriculum monitoring and evaluation activities.

The reviewed curriculum designs build on competencies attained earlier by learners. The designs prepare the learner for smooth
transition to the next level. The designs will also afford the learner opportunities for developing requisite competencies and enable
them to interact with other people and the environment around them.

The key components of the curriculum designs include the National Goals of Education, the essence statement, general and specific
learning outcomes as well as the strands and sub strands. Suggested learning experiences, key inquiry questions, core competencies,
Pertinent and Contemporary Issues (PCIs), values and assessment rubrics are also outlined in the curriculum designs.

It is expected that all Government agencies and other stakeholders in Education will use the designs to plan for the effective and
efficient implementation of the Competency Based Curriculum.

Thank you.

HON. EZEKIEL OMBAKI MACHOGU, CBS

CABINET SECRETARY,
MINISTRY OF EDUCATION

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PREFACE
The Ministry of Education (MoE) rolled out the Competency Based Curriculum (CBC), nationally in 2019, following a national
convention in 2017 where the Basic Education Curriculum Framework (BECF) was adopted by stakeholders and a national pilot of
the curriculum in the Early Years of Education (EYE) in 2018. According to the UNESCO IBE requirements, a curriculum should be
reviewed every five years. So, the review of CBC was due from 2023. In view of this, the reviewed curriculum designs will enhance
the implementation of CBC since it corporates the lessons learnt from the implementation of CBC so far.
Consistent periodical review of the curriculum is also critical in the realisation of the Vision and Mission of the on-going curriculum
reforms as enshrined in the Sessional Paper No. I of 2019 whose title is: Towards Realizing Quality, Relevant and Inclusive Education
and Training for Sustainable Development in Kenya. The Sessional Paper explains the shift from a content-focused curriculum to a
focus on producing an engaged, empowered and ethical citizen.
Therefore, the reviewed curriculum designs will facilitate the inculcation of core competencies in CBC, which are identified as:
communication and collaboration, critical thinking and problem solving, creativity and imagination, citizenship, digital literacy,
learning to learn and self-efficacy.
The curriculum designs provide suggestions for interactive and differentiated learning experiences linked to the various strands and
sub strands and other aspects of the CBC. The designs also outline suggested learning resources and varied assessment techniques. It
is expected that the use of these designs will lead to enhanced learning outcomes at various levels, prepare the learner for smooth
transition to subsequent grades and make learning enjoyable.
The MoE requests all stakeholders to keep giving feedback on the curriculum designs to inform the review during the next cycle.
Thank you.

DR. BELIO R. KIPSANG, CBS

PRINCIPAL SECRETARY STATE DEPARTMENT FOR
EARLY LEARNING AND BASIC EDUCATION
MINISTRY OF EDUCATION

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ACKNOWLEDGEMENT
The Kenya Institute of Curriculum Development (KICD) Act Number 4 of 2013 (Revised 2019) mandates the Institute to develop and
review curricula and curriculum support materials for basic and tertiary education and training. The curriculum development process is
guided by research, international best practices as well as stakeholder engagement. The Institute conceptualised the Competency Based
Curriculum (CBC) in consultation with the Ministry of Education and other stakeholders. According to the Basic Education Curriculum
Framework (KICD, 2017) the conceptualisation of CBC was informed by 21st Century learning needs, the Constitution of Kenya 2010, the
Kenya Vision 2030, the East African Community Protocol, the International Bureau of Education (IBE) Guidelines and the United Nations
Sustainable Development Goals (SDGs).
KICD is funded by the Kenya Government to discharge its mandate. The institute also receives support from development partners targeting
specific programmes. The reviewed curriculum designs were developed with the support of the World Bank through the Kenya Primary
Education Equity in Learning Programme (KPEELP) - a project coordinated by MoE. KICD wishes to most sincerely thank the Government
of Kenya, through the MoE and other development partners. More specifically, KICD appreciates the Cabinet Secretary - MoE and the
Principal Secretary – State Department of Basic Education,
Additionally, the Institute expresses gratitude to all the KICD staff members, teachers, university lecturers, MoE staff, Semi-Autonomous
Government Agencies (SAGAs) and representatives of various stakeholders; among others, for their contributions to the development of
the reviewed curriculum designs. Finally, KICD acknowledges the Chief Executive Officers of the Teachers Service Commission (TSC)
and the Kenya National Examinations Council (KNEC) as well as the KICD Council for supporting the curriculum review process.
May God bless all the individuals and respective institutions who in one way or another supported the curriculum review process. Indeed,
these designs will effectively guide the implementation of the CBC at Primary level, thereby preparing the learner to transition to the Junior
School.

Best wishes to all learners and curriculum implementers.

PROF. CHARLES O. ONG’ONDO, PhD., MBS.

DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

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NATIONAL GOALS OF EDUCATION
1. Foster nationalism, patriotism, and promote national unity
Kenya’s people belong to different communities, races and religions and should be able to live and interact as one people.
Education should enable the learner acquire a sense of nationhood and patriotism. It should also promote peace and mutual
respect for harmonious co-existence.

2. Promote social, economic, technological and industrial needs for national development
Education should prepare the learner to play an effective and productive role in the nation.
a) Social Needs
Education should instil social and adaptive skills in the learner for effective participation in community and national
development.

b) Economic Needs
Education should prepare a learner with requisite competences that support a modern and independent growing economy.
This should translate into high standards of living for every individual.

c) Technological and Industrial Needs

Education should provide the learner with necessary competences for technological and industrial development in
tandem with changing global trends.

3. Promote individual development and self-fulfilment

Education should provide opportunities for the learner to develop to the fullest potential. This includes development of
one’s interests, talents and character for positive contribution to the society.

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4 Promote sound moral and religious values
Education should promote acquisition of national values as enshrined in the Constitution. It should be geared towards
developing a self-disciplined and ethical citizen with sound moral and religious values.

5. Promote social equity and responsibility

Education should promote social equity and responsibility. It should provide inclusive and equitable access to quality and
differentiated education; including learners with special educational needs and disabilities. Education should also
provide the learner with opportunities for shared responsibility and accountability through service learning.

6. Promote respect for and development of Kenya’s rich and varied cultures
Education should instil in the learner appreciation of Kenya’s rich and diverse cultural heritage. The learner should value
own and respect other people’s culture as well as embrace positive cultural practices in a dynamic society.

7. Promote international consciousness and foster positive attitudes towards other nations
Kenya is part of the interdependent network of diverse peoples and nations. Education should therefore enable the learner
to respect, appreciate and participate in the opportunities within the international community. Education should also
facilitate the learner to operate within the international community with full knowledge of the obligations,
responsibilities, rights and benefits that this membership entails.

8. Good health and environmental protection

Education should inculcate in the learner the value of physical and psychological well-being for self and others. It should
promote environmental preservation and conservation, including animal welfare for sustainable development.

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LESSON ALLOCATION AT LOWER PRIMARY
S/No Learning Area Number of Lessons Per Week
1. Indigenous Language Activities 2
2. Kiswahili Language Activities / Kenya Sign Language Activities 4
3. English Language Activities 5
4. Mathematical Activities 5
5. Religious Education Activities 3
6. Environmental Activities 4
7. Creative Activities 7
8. Pastoral/Religious Instruction Programme 1*
Total 31

LEVEL LEARNING OUTCOMES FOR PRIMARY SCHOOL EDUCATION

By the end of Primary Education, the learner should be able to:
a) Use verbal and or non-verbal cues to convey information in varied contexts.
b) Demonstrate mastery of number concepts to solve problems in day to day life.
c) Use appropriate social skills, moral and religious values to positively impact the society.
d) Develop individual talents and interests for self-efficacy.
e) Make informed decisions as local and global citizens of a diverse, democratic society in an interdependent world.
f) Devise innovative strategies for environmental conservation and sustainability.
g) Apply digital literacy skills for learning and enjoyment.
h) Appreciate the country’s rich and diverse cultural heritage for harmonious living.

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MATHEMATICAL ACTIVITIES
GRADE 1

1
ESSENCE STATEMENT
Mathematics is a learning area that involves computation in numbers and arithmetic, working with shapes, understanding spatial
relationships, and processing information in the form of data. It plays a crucial role in driving a country’s economic development.
By learning mathematics, learners develop an understanding of numbers, logical thinking skills and problem-solving abilities.
These skills are essential not only in business but also in the social and political spheres. At this level, mathematics builds on the
competencies acquired by the learner in the early years of education. It also enhance strengthens their numeracy skills, which serve
as a foundation for STEM at higher levels of education. Importantly, mathematics can also a subject of enjoyment and excitement,
offering learners opportunities for creative work and fun.

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SUBJECT GENERAL LEARNING OUTCOMES
By the end of Primary Education, the learner should be able to:
1. demonstrate mastery of number concepts by working out problems in day-to-day life.
2. apply measurement skills to find solutions to problems in a variety of contexts.
3. apply properties of geometrical shapes and spatial relationships in real-life experiences.
4. apply data handling skills to solve problems in day-to-day life.
5. analyse information using algebraic expressions in real-life situations.
6. apply mathematical ideas and concepts to other learning areas or subjects and in real-life contexts.
7. develop confidence and interest in mathematics for further learning and enjoyment.
8. develop values and competencies for a cohesive harmonious living in the society.
9. manage pertinent and contemporary issues for enhanced interpersonal relationships

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SUMMARY OF STRANDS AND SUB-STRANDS
Strands Sub-Strands Suggested Number of Lessons
1.0 Numbers 1.1 Pre-Number Activities 20
1.2 Whole Numbers 25
1.3 Addition 25
1.4 Subtraction 20
2.0 Measurements 2.1 Length 10
2.2 Mass 10
2.3 Capacity 12
2.4 Time 8
2.5 Money 8
3.0 Geometry 3.1 Lines 6
3.2 Shapes 6
Total Number of Lessons 150

NOTE:
The suggested number of lessons per sub-strand may be less or more depending on the context.

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STRAND 1.0: NUMBERS
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
1.0 1.1 Pre-number By the end of the sub- The learner is guided to: 1. How can we
Numbers activities strand, the learner should ● collect different types of safe group objects?
be able to: objects from the immediate 2. How can we
(20 lessons) a) sort objects according to environment, arrange objects?
● group objects according to
similar attributes in
attributes such as size, colour,
• Sorting and different situations,
use, shape, and texture,
matching b) match objects with ● in teams, pair objects with
objects similar attributes in the similar attributes such as size,
• Ordering environment, colour, use, shape, and texture,
objects c) order objects ● arrange objects according
• Creating according to given to size from smallest to
patterns criteria in different
biggest and from biggest to
situations,
smallest,
d) create patterns of
● make patterns of different
different sizes and
shapes using real shapes and sizes using real
objects, objects,
e) appreciate the use of ● assist in arranging items like
sorting and grouping fruits and cereals, for
items in day-to-day example beans, maize, and
activities. rice according to size, colour,
shape and storage at home.

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Core Competencies to be developed:
● Creativity: learner makes patterns of different shapes and sizes using real objects.
● Self-efficacy: learner assists in arranging items according to size, colour, shape, and storage at home.
Values:
● Unity: in teams, learner matches objects according to size, colour, and shape.
● Responsibility: learner assists in arranging items according to size, colour, shape, and storage at home.
Pertinent and Contemporary Issues (PCIs):
● Safety: learner observes safety as they collect objects from the immediate environment.
● Social Cohesion: learner works with peers as they pair and match objects according to size, colour and shape.
Link to other learning areas:
The learner can relate the skills used in creating patterns to the concept of patterns in Creative Activities.

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question(s)
1.0 1.2 By the end of the sub- The learner is guided to: In what ways
Numbers Whole strand, the learner ● collect concrete objects from the can we count
Numbers should be able to: immediate environment to use in from 1 to 20?
(25 lessons) a) count numbers counting activities,
• Counting forward up to 50, ● count by 1’s and 2’s up to 20
numbers b) count numbers starting from any point using
forward and backward from 30, concrete objects such as number
backward c) represent cards, as well as body parts,
• Reading and numbers 1 to 30 ● take turns in counting numbers forward
writing using concrete up to 50,
numbers in objects, ● count numbers backward from 30,
symbols and d) read and write ● play games that involve representing
words numbers 1 to 50 in numbers 1 to 30 using concrete
symbols, objects,
e) read and write ● read and write numbers 1 to 50 in
numbers 1 to 10 symbols,
in words, ● practise writing numbers 1 to 10
f) identify missing in words,
numbers in ● fill in missing numbers in number
number patterns up patterns up to 20,
to 20, ● create patterns with numbers up to
g) appreciate number 20 and share them with other
patterns by creating groups,

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 and extending ● play games involving whole
patterns during play numbers using digital devices or
activities. other resources.
Core Competencies to be developed:
● Digital Literacy: learner uses digital devices to play games involving numbers 1 to 50.
● Creativity: learner creates patterns with numbers up to 20.
Values:
● Respect: learner appreciates peers as they take turns in counting numbers forward up to 50.
Pertinent and Contemporary Issues (PCIs):
● Social Cohesion: learner takes turns counting numbers forward up to 50.
● Environmental Safety: learner observes safety when collecting concrete objects from the immediate environment.
Link to other learning areas:
● The learner can relate the skills used in the concept of reading and writing numbers in words and symbols to functional
reading and writing in English Language Activities.
● The learner can relate the skills used in creating number patterns to the concept of patterns in Creative Activities.

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Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
1.0 1.3 By the end of the sub-strand, The learner is guided to: How can you add
Numbers Addition the learner should be able to: ● safely put two groups of a 2-digit number
(25 lessons) a) model addition as objects together and count to a 1-digit
• Modelling putting objects to get the total, number?
addition together, ● create scenarios where
• Using b) use ' +' and ' =' signs in addition is relevant i.e
addition writing addition there are two apples on the
and equal statements, table, add three more, how
symbols c) add 2 single-digit many apples are there,
• Carrying numbers in different ● use flashcards with
out
situations, addition problems to
additions
d) add 3 single-digit practise quick recall of
numbers in different basic facts,
contexts, ● roll dice to add numbers
e) add a 2-digit number to together,
a 1-digit number ● use number cards or abacus
without regrouping with to add a 2-digit number to a
sum not exceeding 50, 1-digit number without
f) work out missing regrouping horizontally and
numbers in patterns vertically with a sum not
involving the addition exceeding 50,
of whole numbers up to ● make number patterns
50, involving addition with

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 g) play games involving numbers up to 50,
addition using digital ● play games involving
devices or other addition using digital
resources. devices and other
resources.
Core competencies to be Developed:
● Creativity: learner makes number patterns involving addition.
● Collaboration: learner plays games involving addition with peers.
Values:
Social Justice: learner accommodates others as they play games involving addition.
Pertinent and Contemporary Issues (PCIs):
● Safety Issues: learner safely puts two groups of objects together and counts to get the total.
● Creative thinking: learner creatively makes number patterns involving addition with numbers up to 50.
Link to other learning areas:
The learner can relate the skills used in writing addition sentences to functional writing in English Language Activities.
Strand Sub-Strand Specific Learning Outcomes Suggested Learning Suggested Key
Experiences Inquiry Question(s)

1.0 1.4 By the end of the sub- The learner is guided to: How do you
Numbers Subtraction strand, the learner ● model subtraction subtract a one-
should be able to: using concrete digit number from
(20 lessons) a) model subtraction as objects, a two-digit
● Modelling 'taking away' using ● use ' - ' and '=' signs in number?
subtractions concrete objects, writing subtraction
● Using b) use the ' - ' and '='signs in sentences,
subtraction writing subtraction ● subtract by counting
and equal sentences, backward,
symbols c) subtract single digit ● subtract using concrete
● Carrying numbers, objects,
out
d) subtract a 1-digit number ● make subtraction sentences
subtraction
from a 2-digit number related to basic addition
without regrouping, facts,
e) work out missing ● use number cards or charts
numbers in patterns safely to work out
involving subtraction of subtraction of a 1-digit
whole numbers up to 50, number from a 2-digit
f) play games involving number,
subtraction using digital ● work with peers to
devices and other create patterns
resources. involving subtraction.
 Core Competencies to be developed:
● Learning to Learn: learner learns the subtraction of numbers by counting backwards.
● Creativity: learner creates patterns involving subtraction.
Values:
● Responsibility: learner takes care of concrete objects used in subtraction.
● Unity: learner shares number cards or charts as they work out subtraction.
Pertinent and Contemporary Issues (PCIs):
● Social Cohesion: learner works with peers to create patterns involving subtraction.
● Critical thinking: learner works out subtraction by counting backward.
Link to other learning areas:
The learner can relate the skills of writing subtraction sentences to functional writing in English Language Activities.
SUGGESTED ASSESSMENT RUBRIC
LEVEL Exceeds Expectations Meets Expectations Approaches Below Expectations
INDICATOR Expectations
Ability to sort, group, The learner sorts, groups, The learner sorts, The learner sorts and The learner sorts,
and match objects and matches objects groups and matches groups or matches groups or matches
according to similar according to five objects according to objects according to objects according to
attributes (size, shape, attributes systematically five attributes any three to four any two attributes
colour, use, texture). and correctly. correctly. attributes correctly. partially correctly.
Ability to create The learner creates The learner creates The learner creates The learner creates
patterns by ordering patterns by ordering patterns by ordering patterns by ordering patterns by ordering
objects and numbers objects and numbers objects and numbers objects or numbers objects or numbers
according to different according to five according to five according to any three according to any two
criteria different criteria different criteria or four different different criteria
(addition, subtraction, systematically and correctly. criteria correctly. partially correctly.
size, shape, colour). correctly.
Ability to count The learner counts The learner counts The learner counts The learner counts
numbers forward up to numbers forward up to numbers forward up to numbers forward up to numbers forward up to
50 and backward from 50 and backward from 50 and backward from 40 or backward from 30 and backward from
30. 30, correctly and 30 correctly. 20 correctly. 10 partially correctly.
consistently.

Ability to read and The learner reads and The learner reads and The learner reads The learner reads
write numbers 1 to 50 writes numbers 1 to 50 in writes numbers 1 to 50 and/or writes numbers and/or writes numbers
in symbols and symbols and 1 to 10 in in symbols and 1 to 10 1 to 40 in symbols 1 to 30 in symbols
numbers 1 to 10 in words correctly and in words correctly. and/or 1 to 10 in and/or 1 to 5 in words
words. consistently. words correctly. partially correctly.
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Ability to identify The learner identifies The learner identifies The learner identifies The learner identifies
missing numbers in missing numbers in missing numbers in missing numbers in missing numbers in
number patterns up to number patterns up to 20 number patterns up to number patterns up to number patterns up to
20. correctly and 20 correctly. 15 correctly. 10 partially correctly.
consistently.
Ability to add a 2-digit The learner adds a 2-digit The learner adds a 2- The learner adds a 2- The learner adds a 2-
number to a 1-digit number to a 1-digit digit number to a 1- digit number to a 1- digit number to a 1-
number without number without digit number without digit number without digit number without
regrouping with a sum regrouping with a sum regrouping with a sum regrouping with a sum regrouping with a sum
not exceeding 50. not exceeding 50 not exceeding 50 not exceeding 30 not exceeding 20
correctly and correctly. correctly. correctly.
systematically.
Ability to subtract a 1- The learner subtracts a 1- The learner subtracts a The learner subtracts a The learner subtracts a
digit number from a 2- digit number from a 2- 1-digit number from a 1-digit number from a 1-digit number from a
digit number up to 50 digit number up to 50 2-digit number up to 2-digit number up to 2-digit number up to
without regrouping. without regrouping 50 without regrouping 30 without regrouping 20 without regrouping
correctly and correctly. correctly. correctly.
systematically.
Ability to work out The learner works out The learner works out The learner works out The learner works out
missing numbers in missing numbers in missing numbers in missing numbers in missing numbers in
patterns involving the patterns involving the patterns involving the patterns involving the patterns involving the
addition and addition and subtraction addition and addition or subtraction addition or subtraction
subtraction of whole of whole numbers up to subtraction of whole of whole numbers up of whole numbers up
numbers up to 50. 50 correctly and numbers up to 50 to 40 correctly. to 20 correctly.
systematically. correctly.

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STRAND 2.0 MEASUREMENT
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
2.0 2.1 Length By the end of the sub-strand, The learner is guided to: 1) How do you
Measurement (10 lessons) the learner should be able to: ● collect objects of different compare the
• Comparing a) collect objects of lengths from the immediate length of
length different lengths from environment, two objects?
• Measuring the immediate ● compare objects directly to 2) What can be
length environment, identify objects that are used to
b) compare the length of longer than, shorter than or measure the
objects using longer the same as other objects, length of
than, shorter than, and ● in teams, measure lengths the
same as, using arbitrary units such as teacher’s
c) measure length hand spans or walking steps table?
using arbitrary units, and discuss the
d) appreciate measurements,
measuring length ● use arbitrary units to measure
using arbitrary units. the length of different objects
in their immediate
environment.

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 Core competencies to be developed:
● Self-efficacy: learner measures the length of different objects in their immediate environment.
● Communication and collaboration: learner takes turns measuring the length of objects using arbitrary units.
Values:
Responsibility: learner takes care of objects collected from the environment for learning.
Pertinent and Contemporary Issues (PCIs):
Social Cohesion: learner works harmoniously in teams as they measure lengths using arbitrary units.
Link to other learning areas:
The learner can relate the concept of using objects from the environment for learning to the concept of resources in the
environment in Environmental Activities.

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Strand Sub-Strand Specific Learning Suggested learning experiences Suggested Key
Outcomes Inquiry
Question(s)
2.0 2.2 Mass By the end of the sub- The learner is guided to: 1) How can you
Measurement (10 lessons) strand, the learner should ● collect safe objects of compare the
• Comparing be able to: different mass from their mass of two or
mass a) collect objects with immediate environment, more objects?
• Measuring different masses from the ● in turn, use safe objects 2) How can you
mass immediate environment, to identify those heavier show that an
b) compare the mass of two than, lighter than, or object is heavier
objects using heavier same as, than, lighter
than, lighter than, or ● use an identified empty than, or the same
same as, container of known mass to as your
c) measure mass using measure the mass of other mathematics
arbitrary units, objects such as mass of textbook?
d) appreciate measuring beans, maize or flour as
mass using arbitrary accurately as possible,
units in the environment. ● play games involving mass
using digital devices.

Core Competencies to be developed:

● Communication and Collaboration: learner discusses objects that are heavier, lighter, or have the same mass.
● Digital Literacy: learner uses digital devices to play games involving mass.

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 Values:
● Unity: learner appreciates the effort of others as they measure the mass of different items.
● Respect: learner gives others equal opportunity as they use safe objects to identify heavier, lighter, or objects of the
same mass.
Pertinent and Contemporary Issues (PCIs):
● Safety issues: learner observes safety as they collect objects of different mass from their immediate environment.
● Effective communication: learner listens and contributes to discussions on objects that are heavier, lighter, or have
the same mass.
Links to other learning areas:
The learner can relate the concept of safe objects from the environment to the concept of safety in the school environment in
Environmental Activities.

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
2.0 2.3 By the end of the sub- The learner is guided to: How can we find
Measurement Capacity strand, the learner should ● collect safe containers of out which of two
(12 lessons) be able to: different sizes from the containers holds
• Comparing a) collect containers of environment, more, less, or
capacity different capacities from ● empty and fill water in same as?
• Measuring the immediate different containers to
capacity environment, establish which holds more,
b) compare the capacity of which holds less, and which
two containers using holds the same,
more than, less than, ● jointly fill basins with
and same as, water using different small
c) measure capacity containers. The learners to
using arbitrary count the number of small
units, containers they use to fill
d) re-use empty the
containers of basin,
different ● re-use containers of different
capacities to capacities at home and school
keep items. to keep items.

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 Core Competencies to be developed:
● Learning to Learn: learner determines the capacity of containers by filling bigger containers with water basins from
smaller containers.
● Problem-solving: learner reuses containers of different capacities at home and school.
Values:
● Responsibility: learner re-uses containers to keep items at home and school.
● Unity: learner jointly with others fills bigger containers with water using different small containers.
Pertinent and Contemporary Issues (PCIs):
● Safety issues: learner collects safe containers of different sizes from the environment.
● Sustainable consumption: learner reuses of containers at home and school.
Link to other learning areas:
The learner can relate the skill of reusing empty containers to the skills of waste management in Environmental
Activities.

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
2.0 2.4 Time By the end of the sub- The learner is guided to: 1) Which day
Measurement (8 lessons) strand, the learner should ● sing songs/ rhymes related to of the week
• Days of be able to: days of the week, do you raise
the week a) identify days of the ● tell and write days of the week the school
• Months of week, the way they follow each other, flag?
the year b) relate days of the week ● name activities that take place 2) Which day
to various activities, during the days of the week such of the week
c) identify months of the as raising flag on Monday and do you
year, Friday, worship?
d) appreciate activities ● sing songs/rhymes related to the
that are done on months of the year,
different days of the ● discuss and tell their birth month
week. to peers.
Core Competencies to be developed:
● Self-efficacy: learner confidently sings songs/ rhymes related to days of the week.
● Communication and Collaboration: learner discusses and tells his/her birth month to peers.

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 Values:
● Peace: learner harmoniously sings songs/ rhymes related to days of the week together.
● Patriotism: learner is aware of his/her own culture as they name activities that take place during the days of the week.
Pertinent and Contemporary Issues (PCIs):
● Citizenship: learner names activities that take place during the days of the week such as raising of the flag.
● Social Cohesion: learner collaboratively sings songs/ rhymes related to days of the week together.
Link to other learning areas:
The learner can relate the concept of time to the concept of weather and the sky, and day and night in Environmental
Activities.

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
2.0 2.5 By the end of the sub- The learner is guided to: How can
Measurement Money strand, the learner should ● recognise and sort out you identify
(8 lessons) be able to: different Kenyan currency Kenyan
• Kenyan a) identify Kenyan coins sh.1, sh.5, sh.10, sh.20, currency
currency currency coins, and sh.40 according to their coins and
• Counting b) identify the sh.50 value, notes?
and using Kenyan currency ● recognise a sh.50 note and tell
money note, its value,
c) count Kenyan ● tell how many coins of sh.1,
currency coins one sh.5, sh.10, sh.20, sh. 40 by
at a time, counting,
d) use money to buy up to 2 ● discuss the price of items in
items without balance, the model classroom shop up
e) appreciate the use of to sh.50,
money in buying items ● role play buying up to 2 items
from shops. from the model classroom
shop without balance.

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 Core Competencies to be developed:
● Citizenship: learner recognises and sorts out different Kenyan currency coins and notes according to their value.
● Self-efficacy: learner role plays buying up to 2 items from the model classroom shop.
Values:
● Integrity: learner displays honesty as they role play selling and buying of items from the model classroom shop.
● Patriotism: learner is aware of own culture as they recognise different Kenyan currency coins and notes.
Pertinent and Contemporary Issues (PCIs):
Financial literacy: learner recognises and sorts out different Kenyan currency coins according to their value.
Link to other learning areas:
The learner can relate the skill of using money to the concept of our market in Environmental Activities.

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SUGGESTED ASSESSMENT RUBRICS
LEVEL Exceeds Meets Expectations Approaches Below Expectations
INDICATOR Expectations Expectations
Ability to compare lengths of The learner compares The learner compares The learner compares The learner compares
objects using longer than, lengths of objects lengths of objects lengths of objects lengths of objects
shorter than and same as. using longer than, using longer than, using any two of; using any one of;
shorter than, and shorter than, and longer than, shorter longer than, shorter
same as accurately same as accurately. than, or same as than, or same as.
and accurately.
comprehensively.
Ability to compare mass of The learner compares The learner compares The learner compares The learner compares
two objects using heavier the mass of two the mass of two the mass of two the mass of two
than, lighter than and same as. objects using heavier objects using heavier objects using any two objects using any one
than, lighter than and than, lighter than andof; heavier than, of; heavier than,
same as accurately same as accurately. lighter than or same lighter than or same
and consistently. as accurately. as.
Ability to compare the The learner compares The learner compares The learner compares The learner compares
capacity of two containers the capacity of two the capacity of two the capacity of two the capacity of two
using more than, less than, containers using containers using containers using any containers using any
and same as. more than, less than, more than, less than, of two; more than, one of; more than,
and same as and same as less than, and same less than and same
accurately and accurately. as accurately. as.
consistently.

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Ability to identify and relate The learner identifies The learner identifies The learner identifies The learner identifies
days of the week to various and relates the days and relates the days and relates some some days of the
activities. of the week to of the week to days of the week to week.
various activities various activities various activities
correctly and correctly. accurately.
consistently.
Ability to identify months of The learner identifies The learner identifies The learner identifies The learner identifies
the year. 12 months of the year 12 months of the year at most 7 months of at most 4 months of
correctly and in correctly. the year correctly. the year correctly.
sequence.
Ability to identify Kenyan The learner identifies The learner identifies The learner identifies The learner identifies
currency coins sh.1, sh. 5, Kenyan currency Kenyan currency at least 4 of Kenyan at least 2 of Kenyan
sh.10, sh. 20, sh. 40, and sh. coins sh.1, sh.5, coins sh.1, sh.5, currency coins sh.1, currency coins sh.1,
50 note. sh.10, sh.20, sh.40, sh.10, sh.20, sh.40, sh.5, sh.10, sh.20, sh.5, sh.10, sh.20, or
and sh.50 note and sh.50 note sh.40, or sh.50 note sh.40.
correctly and correctly. accurately.
consistently.
Ability to count currency The learner counts The learner counts The learner counts at The learner counts at
coins of sh.1, sh.5, sh.10, currency coins of currency coins of least 4 currency coins least 2 currency coins
sh.20, and sh.40 one at a time. sh.1, sh.5, sh.10, sh.1, sh.5, sh.10, of sh.1, sh.5, sh.10, of sh.1, sh.5, sh.10,
sh.20, and sh.40 one sh.20, and sh.40 one sh.20, and sh.40 one sh.20, and sh.40 one
at a time accurately at a time accurately. at a time accurately. at a time.
and fluently.

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STRAND 3.0 GEOMETRY
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question(s)
3.0 3.1 Lines By the end of the sub- The learner is guided to: How do you
Geometry (6 lessons) strand, the learner should ● stand behind one another facing the make a line?
• Straight be able to: same side and identify what they have
lines a) identify straight lines formed as a straight line,
• Curved in different situations, ● in teams, mark two points on the ground
lines b) draw straight lines on and use a stick to join the two points to
different surfaces, make a straight line,
c) identify curved lines in ● practise drawing straight lines on
different situations, the ground and in their books,
d) draw curved lines on
● in teams, form a semicircle, draw a
different surfaces,
line around it and identify the line
e) recognise straight and
curved lines from real drawn as a curved line,
objects in the ● practise drawing curved lines on
environment. the ground and in their books,
● observe and name lines from different
objects in the environment.
Core-Competencies to be developed:
● Learning to Learn: learner discovers ways of drawing straight lines as they mark two points on the ground and using a stick
to join the two points.
● Self-efficacy: learner recognises straight and curved lines from real objects in the environment

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 Values:
● Respect: learner appreciates the effort of peers as they work in teams to observe and identify lines from different objects
in the environment.
● Responsibility: learner follows instructions as they stand behind one another facing the same side to form a straight line.
Pertinent and Contemporary Issues (PCIs):
● Social Cohesion: learner works harmoniously in teams as they draw straight and curved lines.
● Environmental Awareness: learner observes and names lines from different objects in the environment.
Link to other learning areas:
The learner can relate the concept of drawing straight and curved lines to the concept of drawing in Creative Activities.

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 Strand Sub-Strand Specific Learning Outcomes Suggested Learning Suggested Key
Experiences Inquiry
Question(s)
3.0 3.2 Shapes By the end of the sub-strand, the The learners are guided to: What shapes can
Geometry (6 lessons) learner should be able to: ● use safe objects from you identify in
Rectangles, a) identify rectangles, triangles, the environment to your class?
triangles, and and circles in objects from recognise different
circles the environment, shapes such as
b) make patterns involving rectangles, triangles,
rectangles, triangles, circles, and oval,
circles, and ovals, ● make patterns of their choice
c) appreciate the beauty of using the three shapes,
patterns in different ● make patterns, colour them
fabrics.
and share with classmates.
Core-Competencies to be developed:
• Creativity and Imagination: learner makes patterns of their choice using rectangles, triangles, circles, and ovals.
• Learning to Learn: learner uses safe objects from the environment to recognise different shapes such as rectangles,
triangles, circles, and ovals.
Values:
• Peace: learner displays tolerance as they make patterns, colour them and share with classmates.
• Responsibility: learner is committed to duty as they work individually to make patterns of their choice using shapes.
Pertinent and Contemporary Issues (PCIs):
• Safety in the learning environment: learner uses safe objects from the environment for learning.
• Creative thinking: learner makes patterns of their choice using shapes.

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Link to other learning areas:
• The learner can relate the skills used in making and colouring patterns to drawing and decoration skills in Creative
Activities.
• The learner can relate the concept of using safe objects from the environment to the concept of safety in the school
environmental in Environmental Activities.

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SUGGESTED ASSESSMENT RUBRIC
LEVEL Exceeds Meets Expectations Approaches Below Expectations
INDICATOR Expectations Expectations

Ability to draw straight and The learner draws The learner draws The learner draws The learner draws
curved lines. straight and curved straight and curved straight and curved straight or curved
lines accurately and lines accurately. lines partially lines partially
consistently. accurately. accurately.
Ability to identify shapes in The learner identifies The learner identifies The learner identifies The learner
an object (rectangles, four shapes in an four shapes in an any three shapes in identifies any two
triangles, circles, ovals). object correctly and object correctly. an object correctly. shapes in an object.
names them.
Ability to make patterns The learner makes The learner makes The learner makes The learner makes
involving three shapes patterns involving patterns involving patterns involving patterns involving
(rectangles, triangles, circles, four shapes four shapes any three shapes any two shapes.
ovals). accurately and accurately. accurately.
consistently.

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APPENDIX 1: SUGGESTED LEARNING RESOURCES
STRANDS SUB -STRANDS RESOURCES
NUMBERS NUMBER CONCEPT Counters such as marbles, sticks, stones, grains
WHOLE NUMBERS A number line drawn on the ground/floor, place value chart
ADDITION Place value chart, abacus, basic addition facts table
SUBTRACTION Basic addition facts table, place value chart
MULTIPLICATION Bottle tops, marbles, stones, grains, number lines drawn on the ground/floor,
multiplication tables
DIVISION Bottle tops, marbles, stones, sticks, grains, multiplication tables
FRACTIONS Circular and rectangular cut-outs, marbles, bottle tops, sticks, grains, stones
MEASUREMENT LENGTH Books, pencils, rulers, sticks, bottles, metre rule, metre sticks
MASS Masses of 1kg, soil, sand, beam balance
CAPACITY Containers of different sizes, 1litre containers, sand soil water, 5-litre
containers
TIME Clock faces both analogue and digital
MONEY Kenyan currency coins and notes/imitations up to sh.1000, classroom shop
GEOMETRY POSITION AND Charts showing a straight line, a turn to the left, and a turn to the right
DIRECTION
SHAPES Cut-outs of rectangles, circles, triangles, ovals, and squares of different sizes

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NOTE
The following ICT devices may be used in the teaching/learning of mathematics at this level:
• Learner digital devices (LDD),
• Teacher digital devices (TDD),
• Mobile phones,
• Digital clocks,
• Television sets,
• Videos,
• Cameras,
• Projectors,
• Radios,
• DVD players,
• CD’s,
• Scanners,
• Internet among others.

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APPENDIX 2: SUGGESTED ASSESSMENT METHODS AND TOOLS
1. Written tests and quizzes
2. Rating scales
3. Projects
4. Observation Schedules
5. Portfolio
6. Assessment Rubric
7. Questionnaire

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