2026 KICD CBC Curriculum Design5 Strands · 14 Sub-strands150 Suggested Lessons

Grade 2 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 2 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 2 Mathematics Activities Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 2 Mathematics Activities under the Kenya CBC curriculum framework.

Class / Level: Grade 2
Major Strands: 5 Strands
Annual Lessons: 150 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 2 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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Changes text size in this preview and in downloaded Word (.docx) & PDF files.

65 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	1.0Numbers	1.1 Number Concept	By the end of the sub strand, the learner should be able to; a) read numbers 1-100 in symbols,	1. Learners to read number names from 1-100. Learners in groups of five to count their fingers and toes. Learners in pairs/groups to play games of representing numbers 1-100 using safe concrete objects. Learners to play digital games of representing groups with numbers.?	- citizens and listen to stories on how they used to count their animals and	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0Numbers	1.1 Number Concept	By the end of the sub strand, the learner should be able to; a) read numbers 1-100 in symbols,	1. Learners to read number names from 1-100. Learners in groups of five to count their fingers and toes. Learners in pairs/groups to play games of representing numbers 1-100 using safe concrete objects. Learners to play digital games of representing groups with numbers.?	- citizens and listen to stories on how they used to count their animals and	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0Numbers	1.1 Number Concept	By the end of the sub strand, the learner should be able to; a) read numbers 1-100 in symbols,	1. Learners to read number names from 1-100. Learners in groups of five to count their fingers and toes. Learners in pairs/groups to play games of representing numbers 1-100 using safe concrete objects. Learners to play digital games of representing groups with numbers.?	- citizens and listen to stories on how they used to count their animals and	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0Numbers	1.1 Number Concept	By the end of the sub strand, the learner should be able to; a) read numbers 1-100 in symbols,	1. Learners to read number names from 1-100. Learners in groups of five to count their fingers and toes. Learners in pairs/groups to play games of representing numbers 1-100 using safe concrete objects. Learners to play digital games of representing groups with numbers.?	- citizens and listen to stories on how they used to count their animals and	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0Numbers	1.1 Number Concept	By the end of the sub strand, the learner should be able to; a) represent numbers 1-100 using concrete objects in the environment.	1. Learners to read number names from 1-100. Learners in groups of five to count their fingers and toes. Learners in pairs/groups to play games of representing numbers 1-100 using safe concrete objects. Learners to play digital games of representing groups with numbers.?	- household items.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	1.0Numbers	1.1 Number Concept	By the end of the sub strand, the learner should be able to; a) represent numbers 1-100 using concrete objects in the environment.	1. Learners to read number names from 1-100. Learners in groups of five to count their fingers and toes. Learners in pairs/groups to play games of representing numbers 1-100 using safe concrete objects. Learners to play digital games of representing groups with numbers.?	- household items.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0Numbers	1.1 Number Concept	By the end of the sub strand, the learner should be able to; a) represent numbers 1-100 using concrete objects in the environment.	1. Learners to read number names from 1-100. Learners in groups of five to count their fingers and toes. Learners in pairs/groups to play games of representing numbers 1-100 using safe concrete objects. Learners to play digital games of representing groups with numbers.?	- household items.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0Numbers	1.1 Number Concept	By the end of the sub strand, the learner should be able to; a) represent numbers 1-100 using concrete objects in the environment.	1. Learners to read number names from 1-100. Learners in groups of five to count their fingers and toes. Learners in pairs/groups to play games of representing numbers 1-100 using safe concrete objects. Learners to play digital games of representing groups with numbers.?	- household items.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0Numbers	1.1 Number Concept	By the end of the sub strand, the learner should be able to; a) represent numbers 1-100 using concrete objects in the environment.	1. Learners to read number names from 1-100. Learners in groups of five to count their fingers and toes. Learners in pairs/groups to play games of representing numbers 1-100 using safe concrete objects. Learners to play digital games of representing groups with numbers.?	- household items.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Numbers	1.2 Whole Numbers	By the end of the sub strand, the learner should be able to; a) count numbers forward and backward up to 100,	1. How do we get the next number in a pattern?	- Learners in pairs/groups to count in 2's and 5's forward and backward starting from any point.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	1.0 Numbers	1.2 Whole Numbers	By the end of the sub strand, the learner should be able to; a) count numbers forward and backward up to 100,	1. How do we get the next number in a pattern?	- Learners in pairs/groups to count in 2's and 5's forward and backward starting from any point.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Numbers	1.2 Whole Numbers	By the end of the sub strand, the learner should be able to; a) count numbers forward and backward up to 100,	1. How do we get the next number in a pattern?	- Learners in pairs/groups to count in 2's and 5's forward and backward starting from any point.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Numbers	1.2 Whole Numbers	By the end of the sub strand, the learner should be able to; a) count numbers forward and backward up to 100,	1. How do we get the next number in a pattern?	- Learners in pairs/groups to count their fingers and toes in 2's and 10's forward and backward starting at any point.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Numbers	1.2 Whole Numbers	By the end of the sub strand, the learner should be able to; a) identify place value up to hundreds.	1. How do we get the next number in a pattern?	- Learners in pairs/groups to count their fingers and toes in 2's and 10's forward and backward starting at any point.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Numbers	1.2 Whole Numbers	By the end of the sub strand, the learner should be able to; a) identify place value up to hundreds.	1. How do we get the next number in a pattern?	- Learners in pairs / groups to discuss place value up to hundreds.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 2 Mathematics Activities Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 2 Mathematics Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

1.0Numbers

1 Sub-strand8 Lessons

1.1 1.1 Number Concept

Term 18 Lessons

Specific Learning Outcomes (SLOs)

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

read numbers 1-100 in symbols,
represent numbers 1-100 using concrete objects in the environment.

Key Inquiry Questions (KIQs)

Learners to read number names from 1-100. Learners in groups of five to count their fingers and toes. Learners in pairs/groups to play games of representing numbers 1-100 using safe concrete objects. Learners to play digital games of representing groups with numbers.?

Suggested Experiences

citizens and listen to stories on how they used to count their animals and
household items.

Teaching Resources

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

Strand 2.0

1.0 Numbers

6 Sub-strands92 Lessons

2.1 1.2 Whole Numbers

Term 120 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,
identify place value up to hundreds.
read numbers 1-100 in symbols,
read and write numbers 1-20 in words,
work out missing numbers in number patterns up to 100,
appreciate number patterns as they skip on the number line.

Key Inquiry Questions (KIQs)

How do we get the next number in a pattern?

Suggested Experiences

Learners in pairs/groups to count in 2's and 5's forward and backward starting from any point.
Learners in pairs/groups to count their fingers and toes in 2's and 10's forward and backward starting at any point.
Learners in pairs / groups to discuss place value up to hundreds.
Learners in pairs to read numbers 1-100 in symbols.
Learners to read and write numbers 1-20 in words.
Learners to play digital games involving whole numbers.
Learners to work out missing numbers in patterns up to 100.
Learners in pairs/groups to make number patterns and share with other groups.

Teaching Resources

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

2.2 1.3 Fractions

Term 112 Lessons

Specific Learning Outcomes (SLOs)

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

identify a as part of a whole, 2 1
identify a as part of a whole. 4

Key Inquiry Questions (KIQs)

What fraction do you get when you fold a circular paper cut- out into 4 equal parts?

Suggested Experiences

Learners in pairs to make circular paper cut- outs.
Learners in pairs to fold the circular paper cut – outs into two equal parts and identify one of the parts as a half of the whole 1 written as . 2
Learners in pairs to make rectangular paper cut – outs and fold them into two equal 1 parts to get a half of a whole written as . 2
Learners in pairs to fold circular paper cut – outs to get 4 equal parts and identify one 1 of the parts as a of a whole. 4
Learners to play digital games involving fractions.
Learners in pairs to practice making halves and quarters of a whole.
learners to share whole edible items in 's and 's during community
functions.

Teaching Resources

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

2.3 1.4 Addition

Term 1 Term 220 Lessons

Specific Learning Outcomes (SLOs)

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

add a 2- digit number to a 1- digit number without and with regrouping with sum not exceeding 100,
add 3-single digit numbers up to a sum of 20,
add a 2-digit number to a 2- digit number without and with regrouping, with sum not exceeding 100,
workout missing numbers in patterns involving addition of whole numbers up to 100.

Suggested Experiences

Learners in pairs to write addition sentences given in horizontal form vertically according to place value.
Learners to add a 2- digit number to a 1- digit number without and with regrouping.
Learners to practice addition by skipping on the number line.
Learners in pairs/groups to collect different safe objects and use them in addition of 3-single digit numbers.
Learners in pairs/groups to practice breaking numbers apart to make a 10.
Learners in pairs to come up with different ways of adding two 2-digit numbers without and with regrouping.
Learners to play digital games involving addition.
Learners in groups to make patterns using numbers up to 100.

Teaching Resources

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

2.4 1.5 Subtraction

Term 220 Lessons

Specific Learning Outcomes (SLOs)

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

subtract up to 2- digit numbers without regrouping,
use the relationship between addition and subtraction in working out problems,
work out missing numbers in subtraction of up to 2- digit numbers,
work out missing numbers in patterns involving subtraction up to 100.

Key Inquiry Questions (KIQs)

How do you work out missing numbers in patterns involving subtraction?

Suggested Experiences

Learners in pairs /groups to subtract single digit numbers by comparing groups of objects.
Learners to subtract up to 2-digit numbers without regrouping in horizontal and vertical forms.
Learners to discuss the relationship between addition and subtraction using number families.
Learners to work out missing numbers in subtraction of up to 2- digit numbers.
Learners to play digital games involving subtraction.

Teaching Resources

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

2.5 1.6 Multiplication

Term 212 Lessons

Specific Learning Outcomes (SLOs)

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

represent multiplication as repeated addition using numbers 1, 2, 3, 4 and 5 up to five times,
write repeated addition sentences as multiplication, using '×' sign,
multiply single digit numbers by 1, 2, 3, 4, 5 and 10.

Key Inquiry Questions (KIQs)

How do you represent multiplication as repeated addition?

Suggested Experiences

Learners in pairs/groups to use counters to represent multiplication as repeated addition.
Learners in pairs/groups to use number lines to represent multiplication as repeated addition.
Learners to use '×' sign in writing repeated addition sentences as multiplication.
Learners to multiply single digit numbers by 1, 2, 3, 4, 5 and 10.
Learners to play digital games involving multiplication.
Learners could visit the local market to see how fruits are arranged in groups of 3's, 4's ,5's or 10's a certain number of times.
older citizens and assist them in arranging items in groups of equal
numbers.

Teaching Resources

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

2.6 1.7 Division

Term 28 Lessons

Specific Learning Outcomes (SLOs)

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

represent division as equal sharing,
represent division as equal grouping,
use ' ÷ 'sign in writing division sentences,
divide numbers up to 25 by 2, 3, 4 and 5 without a remainder in real life situations.

Suggested Experiences

Learners in pairs/groups to share a given number of objects equally by each picking one object at a time until all are finished and then count how many each got.
Learners in pairs/groups to pick an equal number of objects at a time from the main group and count the number of small equal groups formed.
Learners to use '÷'sign in writing division sentences.
Learners to play digital games involving division.
Learners to divide numbers up to 25 by 2, 3, 4 and 5 without a remainder.

Teaching Resources

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

Strand 3.0

2.0 Measurement

5 Sub-strands40 Lessons

3.1 2.1 Length

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

measure length using fixed units,
identify the metre as a unit of measuring length,
measure length in metres.

Key Inquiry Questions (KIQs)

What can you use to measure different lengths?

Suggested Experiences

Learners in pairs/groups to use sticks of equal length to measure different lengths, record and discuss the results.
Learners in pairs/groups to measure length using sticks of different lengths, including 1- metre sticks and identify the 1- metre sticks.
Learners to make 1-metre sticks and use them in measuring various lengths within the classroom , record and discuss the results.
Learners to play digital games involving length in metres.

Teaching Resources

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

3.2 2.2 Mass

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

measure mass using fixed units,
identify the kilogram as a unit of measuring mass,
measure mass in kilograms.

Suggested Experiences

Learners in pairs/groups to use items of same mass and a beam balance to measure different masses record and discuss the results.
Learners in pairs/groups to use an item equivalent to a 1-kilogram mass and a beam balance to make other 1-kilogram masses and use them to compare other masses.
Learner to practice measuring mass in kilograms using a 1- kilogram mass.
Learners to play digital games involving mass in kilograms.

Teaching Resources

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

3.3 2.3 Capacity

Term 38 Lessons

Specific Learning Outcomes (SLOs)

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

measure capacity using fixed units,
identify the litre as a unit of measuring capacity,
measure capacity in litres.

Suggested Experiences

Learners in pairs /groups to use small containers of equal capacity to fill bigger containers of same capacity but different shapes with water and count the number of small containers used to fill them.
Learners in pairs/groups to use 1 litre containers to fill big containers with water and count the number of litres used to fill the big containers.
Learners in groups to measure the capacity of different containers in litres.
Learners to play digital games involving capacity.

Teaching Resources

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

3.4 2. 4 Time

Term 310 Lessons

Specific Learning Outcomes (SLOs)

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

relate the months of the year with various activities,
recite the number of days in each month of the year,
measure time using arbitrary units,
measure time using fixed units,
identify the clock face,
read, tell and write time by the hour.

Suggested Experiences

Learners in pairs/groups to discuss activities that take place in the months of the year.
Learners in pairs/groups to sing songs, rhymes related to number of days in the months of the year.
Learners in pairs/groups to measure time taken to perform an activity using arbitrary units.
Learners in pairs/groups to measure time taken to perform an activity using fixed units.
Learners to discuss places where they have seen clocks displayed as well as how they look like.
Learners to observe a clock face and discuss the minute hand and the hour hand.
Learners to discuss how to read, tell and write time by the hour using both the analogue and digital clock.

Teaching Resources

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

3.5 2.5Money

Term 310 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,
count money in sh.1, sh.5, sh.10, sh.20, sh.40, sh.50 up to sh.100,
represent same amount of money in different denominations,

Key Inquiry Questions (KIQs)

How can you identify different Kenyan currencies?

Suggested Experiences

Learners in pairs/groups to sort out Kenyan currency coins and notes according to their features up to sh.100.
Learners in groups to put different coins and notes together and separate them according to their values and features.
Learners in pairs/groups to count money in sh.1, sh.5, sh.10,sh.20,sh.40, sh.50 up to sh.100.

Teaching Resources

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

Strand 4.0

3.0Geometry

1 Sub-strand5 Lessons

4.1 3.1 Lines

Term 35 Lessons

Specific Learning Outcomes (SLOs)

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

draw and model straight lines,
draw and model curved lines.

Suggested Experiences

Learners in pairs /groups to model straight and curved lines using sticks plasticine /clay/ papiermache.
Learners in groups to model straight and curved lines using strings.
Learners in groups to model straight and curved lines by holding their hands.
Learners to draw straight and curved lines.
Learners to model straight and curved lines using learner digital devices.

Teaching Resources

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

Strand 5.0

3.0 Geometry

1 Sub-strand5 Lessons

5.1 3.2 Shapes

Term 35 Lessons

Specific Learning Outcomes (SLOs)

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

identify rectangles, circles, triangles, ovals and squares,
appreciate making patterns involving rectangles, circles, triangles, ovals and squares.

Key Inquiry Questions (KIQs)

What shapes can you identify in your environment?
What shapes are made by straight lines?
What shapes are made by curved lines?

Suggested Experiences

Learners in pairs/groups to sort and group items of different shapes.
Learners in pairs/groups to discuss types of lines making different shapes.
Learners to identify and name the different shapes found in their classroom.
Learners to make patterns of their choice using the five shapes.
Learners in groups to make patterns, colour them and share with other groups.
Learners to make patterns using digital devices.

Teaching Resources

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

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

Download editable schemes of work and explore strands for all terms in Grade 2 Mathematics Activities.

Term 1 Scheme13 Weeks

1.0Numbers
1.0 Numbers

View Term 1

Term 2 Scheme14 Weeks

1.0 Numbers
2.0 Measurement

View Term 2

Term 3 Scheme9 Weeks

2.0 Measurement
3.0Geometry
3.0 Geometry

View Term 3

Other Grade 2 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 2.

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Explore Schemes for Other CBC Classes

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

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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 2 Mathematics Activities?

The official KICD strands for Grade 2 Mathematics Activities are: 1.0Numbers, 1.0 Numbers, 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 2 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 2 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 2 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.