2026 KICD CBC Curriculum Design9 Weeks · 45 Lessons3 Strands in Term 3

Grade 2 Mathematics Activities Schemes of Work & Strands (Term 3 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 2 Mathematics Activities Term 3. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 2 Mathematics Activities Term 3 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 3.

Class / Grade: Grade 2
Learning Area: Mathematics Activities
Term Duration: 9 Weeks (45 Lessons)
Key Milestones: Mid: Wk 5 · Exam: Wk 9

Full Term Timetable

Grade 2 Mathematics Activities Term 3 Scheme of Work Table

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

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45 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	2.0 Measurement	2.3 Capacity	By the end of the sub strand, the learner should be able to; a) measure capacity using fixed units,	-	- 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.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	2.0 Measurement	2.3 Capacity	By the end of the sub strand, the learner should be able to; a) measure capacity using fixed units,	-	- 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.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	2.0 Measurement	2.3 Capacity	By the end of the sub strand, the learner should be able to; a) measure capacity using fixed units,	-	- 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.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	2.0 Measurement	2.3 Capacity	By the end of the sub strand, the learner should be able to; a) identify the litre as a unit of measuring capacity,	-	- 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.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	2.0 Measurement	2.3 Capacity	By the end of the sub strand, the learner should be able to; a) identify the litre as a unit of measuring capacity,	-	- Learners in groups to measure the capacity of different containers in litres.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	2.0 Measurement	2.3 Capacity	By the end of the sub strand, the learner should be able to; a) identify the litre as a unit of measuring capacity,	-	- Learners in groups to measure the capacity of different containers in litres.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	2.0 Measurement	2.3 Capacity	By the end of the sub strand, the learner should be able to; a) measure capacity in litres.	-	- Learners to play digital games involving capacity.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	2.0 Measurement	2. 4 Time	By the end of the sub strand, the learner should be able to; a) relate the months of the year with various activities,	-	- Learners in pairs/groups to discuss activities that take place in the months of the year.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	2.0 Measurement	2. 4 Time	By the end of the sub strand, the learner should be able to; a) relate the months of the year with various activities,	-	- Learners in pairs/groups to discuss activities that take place in the months of the year.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	2.0 Measurement	2. 4 Time	By the end of the sub strand, the learner should be able to; a) recite the number of days in each month of the year,	-	- Learners in pairs/groups to sing songs, rhymes related to number of days in the months of the year.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	2.0 Measurement	2. 4 Time	By the end of the sub strand, the learner should be able to; a) recite the number of days in each month of the year,	-	- Learners in pairs/groups to measure time taken to perform an activity using arbitrary units.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	2.0 Measurement	2. 4 Time	By the end of the sub strand, the learner should be able to; a) measure time using arbitrary units,	-	- Learners in pairs/groups to measure time taken to perform an activity using arbitrary units.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	2.0 Measurement	2. 4 Time	By the end of the sub strand, the learner should be able to; a) measure time using fixed units,	-	- Learners in pairs/groups to measure time taken to perform an activity using fixed units.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	2.0 Measurement	2. 4 Time	By the end of the sub strand, the learner should be able to; a) measure time using fixed units,	-	- Learners to discuss places where they have seen clocks displayed as well as how they look like.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	2.0 Measurement	2. 4 Time	By the end of the sub strand, the learner should be able to; a) identify the clock face,	-	- Learners to discuss places where they have seen clocks displayed as well as how they look like.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 2 Mathematics Activities Term 3 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 3 in Grade 2 Mathematics Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

2.0 Measurement

3 Sub-strands28 Lessons in Term 3

1.1 2.3 Capacity

8 Suggested LessonsTerm 3

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.

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

1.2 2. 4 Time

10 Suggested LessonsTerm 3

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.

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

1.3 2.5Money

10 Suggested LessonsTerm 3

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?

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

Strand 2.0

3.0Geometry

1 Sub-strand5 Lessons in Term 3

2.1 3.1 Lines

5 Suggested LessonsTerm 3

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.

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

Strand 3.0

3.0 Geometry

1 Sub-strand5 Lessons in Term 3

3.1 3.2 Shapes

5 Suggested LessonsTerm 3

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?

Learning 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 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 2View Term 2 →

1.0 Numbers
2.0 Measurement

Term 3Current

2.0 Measurement
3.0Geometry
3.0 Geometry

Other Grade 2 Schemes of Work for Term 3

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

Kiswahili Activities (Term 3)Literacy Activities (Term 3)English Activities (Term 3)Environmental Activities (Term 3)Hygiene and Nutrition Activities (Term 3)Christian Religious Education (Term 3)Hindu Religious Activities (Term 3)Islamic Religious Education (Term 3)

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 3

What strands and sub-strands are covered in Grade 2 Mathematics Activities Term 3?

In Term 3, Grade 2 Mathematics Activities covers the following main strands: 2.0 Measurement, 3.0Geometry, 3.0 Geometry. Each strand is broken down into specific sub-strands with allocated lesson periods across the 9-week term.

What are the specific learning outcomes for Grade 2 Mathematics Activities in Term 3?

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 3 structured across weeks?

This scheme spans 9 calendar weeks (45 lesson slots), with Mid-Term Break in Week 5 and End-of-Term Assessment in Week 9, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 3 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.