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

Grade 3 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 3 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 3 Mathematics Activities Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 3 Mathematics Activities under the Kenya CBC curriculum framework.

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

Term 1 Live Preview

Grade 3 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	1.0 Numbers	1.1 Number Concept	By the end of the sub strand, the learner should be able to; a) the learner should be able to:	-	- Learners in pairs/groups to arrange different items in order of size starting with the smallest.	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) the learner should be able to:	-	- Learners in pairs/groups to arrange different items in order of size starting with the smallest.	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) the learner should be able to:	-	- Learners to identify the position of an object from a reference point using first, second up to 20th .	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) use ordinal numbers to	-	- Learners to identify the position of an object from a reference point using first, second up to 20th .	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) use ordinal numbers to	-	- Learners in groups to run for a distance and each to identify their position using the words first, second up to 20th position.	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) use ordinal numbers to	-	- Learners in pairs/groups to relate numbers 1 –20 to positions first, second up to 20th using concrete 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) identify position from 1-20.	-	- Learners in pairs/groups to relate numbers 1 –20 to positions first, second up to 20th using concrete 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) identify position from 1-20.	-	- Learners to play digital games involving position 1st - 20th.	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) identify position from 1-20.	-	- Learners to play digital games involving position 1st - 20th.	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 from 1-1000,	1. How would you get the total number of people in a group?	- 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 from 1-1000,	1. How would you get the total number of people in a group?	- 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 from 1-1000,	1. How would you get the total number of people in a group?	- 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 from 1-1000,	1. How would you get the total number of people in a group?	- Learners in pairs/groups to count their fingers and toes in 2's and 10's forward and backward starting from 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 thousands,	1. How would you get the total number of people in a group?	- Learners in pairs/groups to count their fingers and toes in 2's and 10's forward and backward starting from 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 thousands,	1. How would you get the total number of people in a group?	- Learners in pairs/groups to count their fingers and toes in 2's and 10's forward and backward starting from any point.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 3 Mathematics Activities Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 3 Mathematics Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

1.0 Numbers

3 Sub-strands38 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:

the learner should be able to:
use ordinal numbers to
identify position from 1-20.

Suggested Experiences

Learners in pairs/groups to arrange different items in order of size starting with the smallest.
Learners to identify the position of an object from a reference point using first, second up to 20th .
Learners in groups to run for a distance and each to identify their position using the words first, second up to 20th position.
Learners in pairs/groups to relate numbers 1 –20 to positions first, second up to 20th using concrete objects.
Learners to play digital games involving position 1st - 20th.

Teaching Resources

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

1.2 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 from 1-1000,
identify place value up to thousands,
read numbers 1-1000 in symbols,
read and write numbers 1-100 in words,
identify missing numbers in number patterns up to 1000,
appreciate number patterns as they skip on a number line.

Key Inquiry Questions (KIQs)

How would you get the total number of people in a group?

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 from any point.
Learners in pairs / groups to discuss place value up to thousands.
Learners in pairs / groups to compete reading numbers 1-1000 in symbols.
Learners to read and write numbers 1-100 in words.
Learners to play digital games involving whole numbers.
Learners in pairs/groups to make number patterns up to 1000 and share with other groups.

Teaching Resources

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

1.3 1.1 Fractions

Term 110 Lessons

Specific Learning Outcomes (SLOs)

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

identify , and as part of 2 4 8 a whole. 1 1 1
identify , and as part of a 2 4 8 group.

Key Inquiry Questions (KIQs)

How can you represent a half, a quarter or an eighth of a group?

Suggested Experiences

Learners in pairs /groups to make circular cut-outs.
Learners in pairs /groups to fold circular cut-outs into 2 equal parts and identify 1 one part as of the whole. 2
Learners in pairs /groups to make rectangular cut-outs and fold them into 4 equal parts to get a quarter of a whole and 1 identify each part as of the whole. 4
Learners in pairs /groups to make rectangular cut-outs and fold to get 8 1 equal parts and identify one part as of 8 the whole.
Learners in pairs /groups to divide a number of objects into 2 equal groups and 1 identify each of the small groups as of 2 the whole group.
Learners in pairs /groups to divide a number of objects into 4 equal groups and 1 identify each of the small groups as of 4 the whole group.
Learners in pairs /groups to divide a number of objects into 8 equal groups and 1 identify each of the small groups of the 8

Teaching Resources

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

Strand 2.0

1.0Numbers

1 Sub-strand25 Lessons

2.1 1.2 Addition

Term 1 Term 225 Lessons

Specific Learning Outcomes (SLOs)

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

add a 3- digit number to up to a 2 - digit number without regrouping with sum not exceeding 1000,
add a 3- digit number to up to a 2- digit number with single regrouping with sum not exceeding 1000,
add three single digit numbers with sum up to 27,
add two 3- digit numbers without regrouping,
add two 3- digit numbers with single regrouping with sum not exceeding 1000,
work out missing numbers in patterns involving addition up to 1000,
create number patterns involving addition up to 1000.

Key Inquiry Questions (KIQs)

Learners to practice adding horizontally and vertically. Learners in pairs to come up with different ways of adding 3- single digit numbers. Learners to play digital games involving addition. Learners to create and work out missing numbers in patterns involving addition up to 1000.?

Suggested Experiences

learners may assist in working out the total number of different
trees in their locality in order to find out which type should be
planted.
questions.

Teaching Resources

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

Strand 3.0

1.0 Numbers

3 Sub-strands38 Lessons

3.1 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 3- digit numbers without regrouping,
subtract up to 3- digit numbers involving missing numbers with single regrouping,
work out missing numbers in number patterns involving subtraction up to 1000.

Key Inquiry Questions (KIQs)

When do you regroup during subtraction?
How do you identify the missing number in a number pattern?

Suggested Experiences

Learners to work out subtraction of up to 3- digit numbers without regrouping in real life situations.
Learners to work out missing numbers in subtraction of up to 3- digit numbers with single regrouping using a variety of strategies such as number families.
Learners to play digital games involving subtraction.
Learners to discuss how to work out missing numbers in patterns involving subtraction up to 1000.

Teaching Resources

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

3.2 1.6 Multiplication

Term 210 Lessons

Specific Learning Outcomes (SLOs)

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

should be able to:
multiply single digit numbers by numbers
1-10 in different contexts.

Suggested Experiences

Learners in pairs/groups to multiply single digit numbers by numbers1-10 using: -groups of objects -repeated addition -multiplication table.
Learners to play digital games involving multiplication.

Teaching Resources

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

3.3 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 repeated subtraction up to 5 times,
show relationship between multiplication and division using mathematical sentences up to 9×10 = 90.

Suggested Experiences

Learners to take away from a group a specific number of objects at a time until all are finished and then count the number of small groups formed.
Learners to represent division as repeated subtraction up to 5 times.
Learners to discuss the relationship between division and multiplication using the multiplication table.
Learners in pairs/ groups to practice how to divide numbers related to multiplication of up to 9 × 10 = 90.
Learners to play digital games involving division.

Teaching Resources

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

Strand 4.0

2.0 Measurement

5 Sub-strands40 Lessons

4.1 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 in metres,
add and subtract length in metres,
estimate length up to 20 metres.

Key Inquiry Questions (KIQs)

How do you measure the chalkboard using a metre stick?
How do you get the total length in metres of the 4 classroom walls?
How do you measure the distance between the flag post and the staffroom using a 5 metres long string?

Suggested Experiences

Learners in pairs/groups to use metre sticks to measure various distances and record their results.
Learners to prepare 5 metres long strings with knots at intervals of one metre to measure long distances.
Learners in groups to measure the lengths of the 4 walls in their classroom and add the lengths.
Learners to measure the length of the chalkboard and the wall it is fixed and work out the difference in length.
Learners to work out questions involving addition and subtraction of length in metres based on real life situations.
Learners in pairs/groups to estimate distances around the school up to 20 metres and measure to confirm.
Learners to take videos of others measuring length then playback and discuss.

Teaching Resources

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

4.2 2.2 Mass

Term 2 Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

measure mass in kilograms,
add and subtract mass in kilograms,
estimate mass up to 5 kilograms.

Suggested Experiences

Learners to measure mass in kilograms using a beam balance.
Learners to make masses of 1kg using sand/ soil by measuring against the kilogram standard unit.
Learners to add and subtract mass in kilograms in real life situations.
Learners to use a 5kg mass to compare other masses.
Learners to estimate mass up to 5kg and measure to confirm.
Learners to play digital games involving mass.

Teaching Resources

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

4.3 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 in litres,
add and subtract capacity in litres,
estimate capacity up to 5 litres.

Key Inquiry Questions (KIQs)

Learners in pairs/groups measure capacity of different containers in litres. Learners to add and subtract capacity in litres in real life situations. Learners to estimate capacity up to 5 litres and measure to confirm. Learners play digital games involving capacity.?

Suggested Experiences

in watering flowers and trees around places of worship, health centres and
at home.

Teaching Resources

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

4.4 2.4 Time

Term 310 Lessons

Specific Learning Outcomes (SLOs)

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

identify the minute as a unit of measuring time,
read and tell time using the digital clock,
read and tell time using 'past' and 'to' the hour using the clock face,
write time using 'past' and 'to' the hour,
estimate time in hours,
add and subtract time involving hours and minutes without conversion in real life situations.

Key Inquiry Questions (KIQs)

How do we convert hours to minutes?

Suggested Experiences

Learners to discuss the divisions on a clock face and what each division represents.
Learners to read time on a digital clock
Learners in pairs/groups to discuss the relationship between hours and minutes using a clock face.
Learners in pairs/groups to read, tell and write time using 'past' and 'to' the hour.
Learners in pairs/groups to estimate time in hours.
Learners in pairs/groups to add and subtract time involving hours and minutes without conversion in real life situations.

Teaching Resources

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

4.5 2.5 Money

Term 310 Lessons

Specific Learning Outcomes (SLOs)

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

identify Kenyan currency notes up to sh.1000,
count money in different denominations up to sh.1000,
add and subtract money involving up to sh.1000,
carry out shopping activities involving change and balance,
relate money to goods and services up to sh.1000,
differentiate between needs and wants,
appreciate spending and saving of money in real life situations.

Key Inquiry Questions (KIQs)

What is the difference between needs and wants?

Suggested Experiences

Learners in pairs/groups to sort out Kenyan currency notes according to their value and features up to sh.1000.
Learners in pairs/groups to practice addition and subtraction of money in real life situations up to sh.1000.
Learners in pairs/groups to practice giving change and balance using imitation money up to sh.1000 in shopping activities.
Learners in pairs/groups to share own experiences in relation to shopping activities.
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 classify needs and wants.
Learners to play digital games involving money.
citizens to listen to stories involving money features.

Teaching Resources

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

Strand 5.0

3.0 Geometry

2 Sub-strands9 Lessons

5.1 3.1 Position and Direction

Term 35 Lessons

Specific Learning Outcomes (SLOs)

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

move along a straight line from a point,
turn to the right from a point,
turn to the left from a point.

Key Inquiry Questions (KIQs)

What do you do when you get to a road junction?

Suggested Experiences

Learners in pairs /groups to move along a straight line from a given point.
Learners in pairs/groups to move straight along the outside of their classroom and then turn to the right or left.
Learners in pairs practice moving along a straight line and turning left or right.
Learners to play digital games on movement.

Teaching Resources

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

5.2 3.2 Shapes

Term 34 Lessons

Specific Learning Outcomes (SLOs)

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

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

Suggested Experiences

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

Teaching Resources

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

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

Download editable schemes of work and explore strands for all terms in Grade 3 Mathematics Activities.

Term 1 Scheme13 Weeks

1.0 Numbers
1.0Numbers

View Term 1

Term 2 Scheme14 Weeks

1.0Numbers
1.0 Numbers
2.0 Measurement

View Term 2

Term 3 Scheme9 Weeks

2.0 Measurement
3.0 Geometry

View Term 3

Other Grade 3 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 3.

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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.

PP1 Schemes PP2 Schemes Grade 1 Schemes Grade 2 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 3 Mathematics Activities?

The official KICD strands for Grade 3 Mathematics Activities are: 1.0 Numbers, 1.0Numbers, 1.0 Numbers, 2.0 Measurement, 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 3 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 3 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 3 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.