2026 KICD CBC Curriculum Design6 Strands · 11 Sub-strands150 Suggested Lessons

Grade 1 Mathematics Activities Strands, Sub-strands & Schemes of Work (2026)

Access the complete curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and downloadable schemes of work for Grade 1 Mathematics Activities. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 1 Mathematics Activities Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 1 Mathematics Activities under the Kenya CBC curriculum framework.

Class / Level: Grade 1
Major Strands: 6 Strands
Annual Lessons: 150 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 1 Mathematics Activities Term 1 Scheme Table

13-week teaching matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

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Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	1.0 Numbers	1.1 Number Concept	By the end of the sub strand, the learner should be able to; a) sort and group objects according to different attributes within the classroom,	1. How can we find out which group has more objects than another?	- Learners in pairs/groups to collect different types of safe objects.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Numbers	1.1 Number Concept	By the end of the sub strand, the learner should be able to; a) sort and group objects according to different attributes within the classroom,	1. How can we find out which group has more objects than another?	- Learners in pairs/groups to collect different types of safe objects.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Numbers	1.1 Number Concept	By the end of the sub strand, the learner should be able to; a) sort and group objects according to different attributes within the classroom,	1. How can we find out which group has more objects than another?	- Learners in pairs/groups to sort objects with same attribute and group them together.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Numbers	1.1 Number Concept	By the end of the sub strand, the learner should be able to; a) pair and match objects in the environment,	1. How can we find out which group has more objects than another?	- Learners in pairs/groups to sort objects with same attribute and group them together.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Numbers	1.1 Number Concept	By the end of the sub strand, the learner should be able to; a) pair and match objects in the environment,	1. How can we find out which group has more objects than another?	- Learners to play digital games involving sorting and grouping according to different attributes.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	1.0 Numbers	1.1 Number Concept	By the end of the sub strand, the learner should be able to; a) order and sequence objects in ascending and descending order,	1. How can we find out which group has more objects than another?	- Learners in pairs/groups to pair and match objectsto establish "equal to", "more than" and "less than."	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Numbers	1.1 Number Concept	By the end of the sub strand, the learner should be able to; a) order and sequence objects in ascending and descending order,	1. How can we find out which group has more objects than another?	- Learners in pairs/groups to pair and match objectsto establish "equal to", "more than" and "less than."	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Numbers	1.1 Number Concept	By the end of the sub strand, the learner should be able to; a) order and sequence objects in ascending and descending order,	1. How can we find out which group has more objects than another?	- Learners to order objects according to size from smallest to biggest and vice versa.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Numbers	1.1 Number Concept	By the end of the sub strand, the learner should be able to; a) make patterns using real objects,	1. How can we find out which group has more objects than another?	- Learners to order objects according to size from smallest to biggest and vice versa.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Numbers	1.1 Number Concept	By the end of the sub strand, the learner should be able to; a) make patterns using real objects,	1. How can we find out which group has more objects than another?	- Learners to make patterns using real objects.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	1.0 Numbers	1.1 Number Concept	By the end of the sub strand, the learner should be able to; a) recite number names in order up to 50,	1. How can we group items?	- Learners to recite number names up to 50.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Numbers	1.1 Number Concept	By the end of the sub strand, the learner should be able to; a) recite number names in order up to 50,	1. How can we group items?	- Learners to recite number names up to 50.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Numbers	1.1 Number Concept	By the end of the sub strand, the learner should be able to; a) recite number names in order up to 50,	1. How can we group items?	- Learners to represent numbers 1-30 using concrete objects as well as their body parts.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Numbers	1.1 Number Concept	By the end of the sub strand, the learner should be able to; a) represent numbers 1-30 using concrete objects,	1. How can we group items?	- Learners to represent numbers 1-30 using concrete objects as well as their body parts.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Numbers	1.1 Number Concept	By the end of the sub strand, the learner should be able to; a) represent numbers 1-30 using concrete objects,	1. How can we group items?	- Learners to demonstrate that any given group has only one count.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 1 Mathematics Activities Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 1 Mathematics Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

1.0 Numbers

4 Sub-strands90 Lessons

1.1 1.1 Number Concept

Term 120 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

sort and group objects according to different attributes within the classroom,
pair and match objects in the environment,
order and sequence objects in ascending and descending order,
make patterns using real objects,
recite number names in order up to 50,
represent numbers 1-30 using concrete objects,
demonstrate through counting that a group in all situations has only one count,
appreciate the use of sorting and grouping items in day to day activities.

Key Inquiry Questions (KIQs)

How can we find out which group has more objects than another?
How can we group items?

Suggested Experiences

Learners in pairs/groups to collect different types of safe objects.
Learners in pairs/groups to sort objects with same attribute and group them together.
Learners to play digital games involving sorting and grouping according to different attributes.
Learners in pairs/groups to pair and match objectsto establish "equal to", "more than" and "less than."
Learners to order objects according to size from smallest to biggest and vice versa.
Learners to make patterns using real objects.
Learners to recite number names up to 50.
Learners to represent numbers 1-30 using concrete objects as well as their body parts.
Learners to demonstrate that any given group has only one count.
Learner in pairs/groups to collect and sort litter in the environment and put it in various groups according to an attribute of their choice and give reasons for the grouping.
Learners in pairs/groups could assist in arranging, edible items like fruits, cabbages according to size and colour in the school store.
Learners could visit a market for them to observe the sorting and grouping of fruits and vegetables.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.2 1.2 Whole Numbers

Term 125 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

count numbers forward and backward up to 100,
represent numbers 1-50 using concrete objects,
identify place value of ones and tens,
read and write numbers 1- 50 in symbols,
write numbers 1-10 in words,
identify missing numbers in number patterns up to 20,
appreciate number patterns by creating and extending patterns during play activities.

Suggested Experiences

Learners in pairs/groups to count by 1's and 2's up to 20 starting from any point using concrete objects as well as body parts.
Learners to take turns in counting by: -5's up to 50 starting from zero -10's up to 100 starting from zero.
Learners in pairs/groups to count by1's and 2's using a number line.
Learners in pairs/groups to play games that involve representing numbers 1-50 using concrete objects.
Learners to identify place value of ones and tens.
Learners in pairs to recite and write numbers 1-50 in symbols.
Learners to practice writing numbers 1-10 in words.
Learners to identify missing numbers in number patterns up to 20.
Learners in pairs to create patterns with numbers up to 20 and share with other groups.
Learners to play digital games involving whole numbers.
Learners to role play a cashier in day to day life activities such as a cashier counting 5 shilling coins.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.3 1.3 Addition

Term 1 Term 225 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

model addition as putting objects together,
use ' +' and ' =' signs in writing addition sentences,
add 2- single digit numbers up to a sum of 10,
add 3- single digit numbers up to a sum of 10 in different contexts,
add a 2- digit number to a 1- digit number without regrouping, horizontally and vertically with sum not exceeding 100,
add multiples of 10 up to 100 vertically,
work out missing numbers in patterns involving addition of whole numbers up to 100.

Suggested Experiences

Learners in pairs/groups to put two groups of objects together and count to get the total.
Learners to use ' + ' and ' = ' signs inwriting addition sentences.
Learners to add 2- single digit-numbers by skipping on a number line.
Learners to add 2- single digit numbers using the family of 10.
Learners to add 2- single digit number by counting on.
Learners to add 3- single digit numbers using a number line.
Learners to add 3- single digit numbers by counting on.
Learners to add 3- single digit numbers using the family of 10.
Learners to add a 2- digit number to a 1- digit number without regrouping horizontally and vertically with sum not exceeding 100.
Learners to add multiples of 10 up to a 100 vertically.
Learners to play digital games involving addition.
Learners to make patterns involving addition with numbers up to 100.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.4 1.4 Subtraction

Term 220 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

model subtraction as 'taking away' using concrete objects,
use the ' - ' and '='signs in writing subtraction sentences,
subtract single digit numbers,
subtract a 1- digit number from a 2- digit number based on basic addition facts,
use the relationship between addition and subtractionin working out problems involving basic addition facts,
subtract multiples of 10 up to 90,
work out missing numbers in patterns involving subtraction of whole numbers up to 100.

Key Inquiry Questions (KIQs)

How do you subtract a single digit number from a 2-digit number?

Suggested Experiences

Learners in pairs/groups to model subtraction using concrete objects.
Learners to use ' - ' and '=' signs in writing subtraction sentences.
Learners in pairs/groups to subtract by counting backwards
Learners in pairs/groups to subtract using the number line.
Learners to solve routine and non- routine problems involving subtraction of a 1-digit number from a 2- digit number based on basic addition facts.
Learners to create subtraction sentences related to basic addition facts.
Learners to use tablets to workout subtraction of multiples of 10 up to 90.
Learners in pairs /groups to create patterns involving subtraction.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 2.0

2.0 Measurement

1 Sub-strand10 Lessons

2.1 2.1Length

Term 210 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

compare length of objects directly,
conserve length through manipulation,
measure length using arbitrary units.

Key Inquiry Questions (KIQs)

Learners in pairs/groups to compare objects directly to identify objects which are longer than, shorter than or same as. Learners to place objects of equal length in different orientations and describe them using words such as longer than, shorter than and same as. Learners in pairs /groups to measure lengths using different objects as arbitrary units and discuss the measurements from the various groups.?

Suggested Experiences

/flowers using a stick to determine the distance between seedlings in religious
institutions/ dispensaries.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 3.0

2.0 Measurements

1 Sub-strand10 Lessons

3.1 2.2 Mass

Term 210 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

compare mass of objects directly,
conserve mass through manipulation,
measure mass using arbitrary units.

Key Inquiry Questions (KIQs)

How can you compare the mass of two or more objects?
What would you do to show that shape does not change mass?
How can you show that an object is heavier than, lighter than or same as your mathematics textbook?

Suggested Experiences

Learners in pairs/groups use safe objects to identify those heavier than, lighter than or same.
Learners to use two objects of equal mass and a beam balance to demonstrate that change of shape does not change the mass of an object.
Learners in pairs/groups to use an identified mass to compare the mass of other objects using the words heavier than, lighter than or same as.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 4.0

2.0 Measurement

3 Sub-strands28 Lessons

4.1 2.3 Capacity

Term 2 Term 312 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

compare capacity of containers directly,
conserve capacity through manipulation,
measure capacity using arbitrary units.

Key Inquiry Questions (KIQs)

How can we find out which of two containers hold more, less or same as?

Suggested Experiences

Learners to empty and fill water in different containers to establish which holds more, which holds less and which holds the same.
Learners to identify and compare containers which holds more, less or same as.
Learners to fill containers of different shapes and sizes with water then empty into others so as to establish that some containers can hold the same amount although their shapes are different.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

4.2 2.4 Time

Term 38 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

relate daily activities to time,
relate days of the week with various activities.

Suggested Experiences

Learners in pairs/groups to identify activities they do in the morning, afternoon and evening both at home and school.
Learners to sing songs/ rhymes related to days of the week.
Learners in pairs/groups to identify activities that take place during the days of the week.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

4.3 2.5 Money

Term 38 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify Kenyan currency coins and notes up to sh.100,
relate money to goods and services up to sh.100 in shopping activities,
differentiate between needs and wants in real life context,
appreciate spending and saving in real life situations.

Suggested Experiences

Learners in pairs/groups to sort out different Kenyan currency coins and notes according to their value up to sh.100.
Learners to put together coins and notes up to sh.100 according to their value and features.
Learners in pairs/groups to give their own experiences in relation to shopping activities.
Learners to discuss the value of items in the classroom shop up to sh.100.
Learners in pairs/groups to discuss items they cannot do without and those that are necessary but they can do without.
Learners in pairs/groups to identify needs and wants.
Learners to play digital games involving needs and wants.
Learners to give their own experiences on saving and spending of money.
Learners to role play buying and selling from the classroom shop.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 5.0

3.0Geometry

1 Sub-strand6 Lessons

5.1 3.1 Lines

Term 36 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

draw straight lines for application in real life,
draw curved lines for application in real life situations.

Key Inquiry Questions (KIQs)

What types of lines are there?

Suggested Experiences

Learners to stand behind one another facing the same side and identify what they have formed as a straight line.
Learners in pairs/groups to mark two points on the ground and using a stick to draw a line joining the two points to come up with a straight line.
Learners to practice drawing straight lines on the ground and in their books.
Learners in groups to form a semi-circle and one of them to draw a line around it and identify the semi- circle drawn as a curved line.
Learners to practice drawing curved lines on the ground and in their books.
Learners could visit a water selling kiosk to observe how the water containers are arranged.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 6.0

3.0 Geometry

1 Sub-strand6 Lessons

6.1 3.2 Shapes

Term 36 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify rectangles, circles and triangles in the environment,
make patterns involving rectangles, circles and triangles,
appreciate the beauty of patterns in the environment.

Key Inquiry Questions (KIQs)

What shapes can you identify in your school?

Suggested Experiences

Learners in pairs/groups to sort and group different shapes using one attribute.
Learners in pairs /groups discuss the types of lines that make rectangles, circles, triangles and name them.
Learners working individually to make patterns of their choice using the three shapes.
Learners in groups make patterns, colour them and share with other groups.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Grade 1 Mathematics Activities Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 1 Mathematics Activities.

Term 1 Scheme13 Weeks

1.0 Numbers

View Term 1

Term 2 Scheme14 Weeks

1.0 Numbers
2.0 Measurement
2.0 Measurements
2.0 Measurement

View Term 2

Term 3 Scheme9 Weeks

2.0 Measurement
3.0Geometry
3.0 Geometry

View Term 3

Other Grade 1 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 1.

Kiswahili Activities Hub Literacy Activities Hub English Activities Hub Environmental Activities Hub Hygiene and Nutrition Activities Hub Christian Religious Education Hub Hindu Religious Activities Hub Islamic Religious Education Hub

Explore Schemes for Other CBC Classes

Browse curriculum designs and ready-to-print schemes across Pre-Primary, Primary, and Junior Secondary levels.

PP1 Schemes PP2 Schemes Grade 2 Schemes Grade 3 Schemes Grade 4 Schemes Grade 5 Schemes Grade 6 Schemes Grade 7 Schemes Grade 8 Schemes Grade 9 Schemes

Curriculum Compliance & Official Accreditation

All schemes of work on this platform are meticulously aligned with official standards set by Kenyan educational statutory authorities:

Kenya Institute of Curriculum Development (KICD) ↗
Syllabus designs, strands, specific learning outcomes, and inquiry questions.
Ministry of Education Kenya (MoE) ↗
2026 school calendar dates, term durations, and mid-term break schedules.
Teachers Service Commission (TSC) ↗
Compliant with TPAD pedagogical records, professional records, and assessment rubrics.

Help & Answers

Frequently Asked Questions

What are the main strands in Grade 1 Mathematics Activities?

The official KICD strands for Grade 1 Mathematics Activities are: 1.0 Numbers, 2.0 Measurement, 2.0 Measurements, 2.0 Measurement, 3.0Geometry, 3.0 Geometry. Each strand is broken down into structured sub-strands with specific learning outcomes, inquiry questions, and suggested lesson periods.

Which sub-strands are taught across Term 1, Term 2, and Term 3 in Grade 1 Mathematics Activities?

The curriculum is systematically distributed across all three terms based on Ministry of Education term durations. Term 1 covers foundational strands, Term 2 advances core competencies, and Term 3 focuses on measurement, geometry, application, and revision. Review the curriculum breakdown above for the term-by-term allocation.

Are specific learning outcomes and inquiry questions included in these schemes?

Yes, every lesson in our Grade 1 Mathematics Activities schemes contains exact KICD specific learning outcomes (knowledge, skills, and attitudes), key inquiry questions, learning experiences, and assessment methods.

Can I download editable Word (.docx) and PDF schemes for Grade 1 Mathematics Activities?

Yes! You can instantly download formatted, editable Microsoft Word files (.docx) or print-ready PDFs for Term 1, Term 2, and Term 3, or customize them with your school name, TSC number, and term dates.