2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons4 Strands in Term 2

Grade 1 Mathematics Activities Schemes of Work & Strands (Term 2 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 1 Mathematics Activities Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

Select Term:

Term 1Term 1 Scheme & Strands Term 2Term 2 Scheme & Strands Term 3Term 3 Scheme & Strands

Grade 1 Mathematics Activities Term 2 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 1 Mathematics Activities in Term 2.

Class / Grade: Grade 1
Learning Area: Mathematics Activities
Term Duration: 14 Weeks (70 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 14

Full Term Timetable

Grade 1 Mathematics Activities Term 2 Scheme of Work Table

Week-by-week lesson matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

Scheme Font Size:

Changes text size in this preview and in downloaded Word (.docx) & PDF files.

70 Lessons · Weeks Merged← Swipe horizontally to see all columns →

Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	1.0 Numbers	1.3 Addition	By the end of the sub strand, the learner should be able to; a) add 2- single digit numbers up to a sum of 10,	-	- Learners to add 2- single digit number by counting on.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Numbers	1.3 Addition	By the end of the sub strand, the learner should be able to; a) add 2- single digit numbers up to a sum of 10,	-	- Learners to add 2- single digit number by counting on.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Numbers	1.3 Addition	By the end of the sub strand, the learner should be able to; a) add 3- single digit numbers up to a sum of 10 in different contexts,	-	- Learners to add 3- single digit numbers using a number line.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Numbers	1.3 Addition	By the end of the sub strand, the learner should be able to; a) add 3- single digit numbers up to a sum of 10 in different contexts,	-	- Learners to add 3- single digit numbers using a number line.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Numbers	1.3 Addition	By the end of the sub strand, the learner should be able to; a) add 3- single digit numbers up to a sum of 10 in different contexts,	-	- Learners to add 3- single digit numbers by counting on.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	1.0 Numbers	1.3 Addition	By the end of the sub strand, the learner should be able to; a) add 3- single digit numbers up to a sum of 10 in different contexts,	-	- Learners to add 3- single digit numbers by counting on.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Numbers	1.3 Addition	By the end of the sub strand, the learner should be able to; a) add a 2- digit number to a 1- digit number without regrouping, horizontally and vertically with sum not exceeding 100,	-	- Learners to add 3- single digit numbers using the family of 10.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Numbers	1.3 Addition	By the end of the sub strand, the learner should be able to; a) add a 2- digit number to a 1- digit number without regrouping, horizontally and vertically with sum not exceeding 100,	-	- Learners to add 3- single digit numbers using the family of 10.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Numbers	1.3 Addition	By the end of the sub strand, the learner should be able to; a) add a 2- digit number to a 1- digit number without regrouping, horizontally and vertically with sum not exceeding 100,	-	- Learners to add a 2- digit number to a 1- digit number without regrouping horizontally and vertically with sum not exceeding 100.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Numbers	1.3 Addition	By the end of the sub strand, the learner should be able to; a) add multiples of 10 up to 100 vertically,	-	- Learners to add a 2- digit number to a 1- digit number without regrouping horizontally and vertically with sum not exceeding 100.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	1.0 Numbers	1.3 Addition	By the end of the sub strand, the learner should be able to; a) add multiples of 10 up to 100 vertically,	-	- Learners to add multiples of 10 up to a 100 vertically.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Numbers	1.3 Addition	By the end of the sub strand, the learner should be able to; a) add multiples of 10 up to 100 vertically,	-	- Learners to add multiples of 10 up to a 100 vertically.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Numbers	1.3 Addition	By the end of the sub strand, the learner should be able to; a) add multiples of 10 up to 100 vertically,	-	- Learners to play digital games involving addition.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Numbers	1.3 Addition	By the end of the sub strand, the learner should be able to; a) work out missing numbers in patterns involving addition of whole numbers up to 100.	-	- Learners to play digital games involving addition.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Numbers	1.3 Addition	By the end of the sub strand, the learner should be able to; a) work out missing numbers in patterns involving addition of whole numbers up to 100.	-	- Learners to make patterns involving addition with numbers up to 100.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 1 Mathematics Activities Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 in Grade 1 Mathematics Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

1.0 Numbers

2 Sub-strands45 Lessons in Term 2

1.1 1.3 Addition

25 Suggested LessonsTerm 2

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.

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.2 1.4 Subtraction

20 Suggested LessonsTerm 2

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

Strand 2.0

2.0 Measurement

1 Sub-strand10 Lessons in Term 2

2.1 2.1Length

10 Suggested LessonsTerm 2

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.?

Learning Experiences

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

Strand 3.0

2.0 Measurements

1 Sub-strand10 Lessons in Term 2

3.1 2.2 Mass

10 Suggested LessonsTerm 2

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

Strand 4.0

2.0 Measurement

1 Sub-strand12 Lessons in Term 2

4.1 2.3 Capacity

12 Suggested LessonsTerm 2

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

Grade 1 Mathematics Activities Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 1 Mathematics Activities showing the term-by-term distribution of all 6 strands.

Term 1View Term 1 →

1.0 Numbers

Term 2Current

1.0 Numbers
2.0 Measurement
2.0 Measurements
2.0 Measurement

Term 3View Term 3 →

2.0 Measurement
3.0Geometry
3.0 Geometry

Other Grade 1 Schemes of Work for Term 2

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

Kiswahili Activities (Term 2)Literacy Activities (Term 2)English Activities (Term 2)Environmental Activities (Term 2)Hygiene and Nutrition Activities (Term 2)Christian Religious Education (Term 2)Hindu Religious Activities (Term 2)Islamic Religious Education (Term 2)

Explore Schemes for Other CBC Grades

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: Grade 1 Mathematics Activities Term 2

What strands and sub-strands are covered in Grade 1 Mathematics Activities Term 2?

In Term 2, Grade 1 Mathematics Activities covers the following main strands: 1.0 Numbers, 2.0 Measurement, 2.0 Measurements, 2.0 Measurement. Each strand is broken down into specific sub-strands with allocated lesson periods across the 14-week term.

What are the specific learning outcomes for Grade 1 Mathematics Activities in Term 2?

Each sub-strand defines measurable learning outcomes covering knowledge, psychomotor skills, and values. Learners engage in hands-on activities, realia observation, and collaborative problem-solving as outlined in the syllabus breakdown above.

How is Grade 1 Mathematics Activities Term 2 structured across weeks?

This scheme spans 14 calendar weeks (70 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 14, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 2 scheme in Microsoft Word or PDF?

Yes. You can instantly download a completely editable Microsoft Word document (.docx) or print-ready PDF, or open it directly in the online scheme builder to customize teacher name, school name, and TSC details.