2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons2 Strands in Term 2

Grade 2 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 2 Mathematics Activities Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 2 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 2 Mathematics Activities in Term 2.

Class / Grade: Grade 2
Learning Area: Mathematics Activities
Term Duration: 14 Weeks (70 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 14

Full Term Timetable

Grade 2 Mathematics Activities Term 2 Scheme of Work Table

Week-by-week lesson 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	1.4 Addition	By the end of the sub strand, the learner should be able to; a) add a 2-digit number to a 2- digit number without and with regrouping, with sum not exceeding 100,	-	- Learners in pairs to come up with different ways of adding two 2-digit numbers without and with regrouping.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Numbers	1.4 Addition	By the end of the sub strand, the learner should be able to; a) workout 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)
	3	1.0 Numbers	1.4 Addition	By the end of the sub strand, the learner should be able to; a) workout 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)
	4	1.0 Numbers	1.4 Addition	By the end of the sub strand, the learner should be able to; a) workout 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	1.4 Addition	By the end of the sub strand, the learner should be able to; a) workout missing numbers in patterns involving addition of whole numbers up to 100.	-	- Learners in groups to make patterns using numbers up to 100.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	1.0 Numbers	1.4 Addition	By the end of the sub strand, the learner should be able to; a) workout missing numbers in patterns involving addition of whole numbers up to 100.	-	- Learners in groups to make patterns using numbers up to 100.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Numbers	1.4 Addition	By the end of the sub strand, the learner should be able to; a) workout missing numbers in patterns involving addition of whole numbers up to 100.	-	- Learners in groups to make patterns using numbers up to 100.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Numbers	1.5 Subtraction	By the end of the sub strand, the learner should be able to; a) subtract up to 2- digit numbers without regrouping,	1. How do you work out missing numbers in patterns involving subtraction?	- Learners in pairs /groups to subtract single digit numbers by comparing groups of objects.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Numbers	1.5 Subtraction	By the end of the sub strand, the learner should be able to; a) subtract up to 2- digit numbers without regrouping,	1. How do you work out missing numbers in patterns involving subtraction?	- Learners in pairs /groups to subtract single digit numbers by comparing groups of objects.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Numbers	1.5 Subtraction	By the end of the sub strand, the learner should be able to; a) subtract up to 2- digit numbers without regrouping,	1. How do you work out missing numbers in patterns involving subtraction?	- Learners in pairs /groups to subtract single digit numbers by comparing groups of objects.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	1.0 Numbers	1.5 Subtraction	By the end of the sub strand, the learner should be able to; a) subtract up to 2- digit numbers without regrouping,	1. How do you work out missing numbers in patterns involving subtraction?	- Learners in pairs /groups to subtract single digit numbers by comparing groups of objects.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Numbers	1.5 Subtraction	By the end of the sub strand, the learner should be able to; a) subtract up to 2- digit numbers without regrouping,	1. How do you work out missing numbers in patterns involving subtraction?	- Learners to subtract up to 2-digit numbers without regrouping in horizontal and vertical forms.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Numbers	1.5 Subtraction	By the end of the sub strand, the learner should be able to; a) use the relationship between addition and subtraction in working out problems,	1. How do you work out missing numbers in patterns involving subtraction?	- Learners to subtract up to 2-digit numbers without regrouping in horizontal and vertical forms.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Numbers	1.5 Subtraction	By the end of the sub strand, the learner should be able to; a) use the relationship between addition and subtraction in working out problems,	1. How do you work out missing numbers in patterns involving subtraction?	- Learners to subtract up to 2-digit numbers without regrouping in horizontal and vertical forms.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Numbers	1.5 Subtraction	By the end of the sub strand, the learner should be able to; a) use the relationship between addition and subtraction in working out problems,	1. How do you work out missing numbers in patterns involving subtraction?	- Learners to subtract up to 2-digit numbers without regrouping in horizontal and vertical forms.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

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

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

Strand 1.0

1.0 Numbers

4 Sub-strands60 Lessons in Term 2

1.1 1.4 Addition

20 Suggested LessonsTerm 2

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.

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

1.2 1.5 Subtraction

20 Suggested LessonsTerm 2

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?

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

1.3 1.6 Multiplication

12 Suggested LessonsTerm 2

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?

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

1.4 1.7 Division

8 Suggested LessonsTerm 2

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.

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

Strand 2.0

2.0 Measurement

2 Sub-strands12 Lessons in Term 2

2.1 2.1 Length

6 Suggested LessonsTerm 2

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?

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

2.2 2.2 Mass

6 Suggested LessonsTerm 2

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.

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

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

Complete annual curriculum scope for Grade 2 Mathematics Activities showing the term-by-term distribution of all 5 strands.

Term 1View Term 1 →

1.0Numbers
1.0 Numbers

Term 2Current

1.0 Numbers
2.0 Measurement

Term 3View Term 3 →

2.0 Measurement
3.0Geometry
3.0 Geometry

Other Grade 2 Schemes of Work for Term 2

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

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.

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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: Grade 2 Mathematics Activities Term 2

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

In Term 2, Grade 2 Mathematics Activities covers the following main strands: 1.0 Numbers, 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 2 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 2 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.