2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons2 Strands in Term 1

Grade 3 Mathematics Activities Schemes of Work & Strands (Term 1 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 3 Mathematics Activities Term 1. 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 3 Mathematics Activities Term 1 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 3 Mathematics Activities in Term 1.

Class / Grade: Grade 3
Learning Area: Mathematics Activities
Term Duration: 13 Weeks (65 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 13

Full Term Timetable

Grade 3 Mathematics Activities Term 1 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.

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)

Curriculum Design & Content

Grade 3 Mathematics Activities Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 3 Mathematics Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

1.0 Numbers

3 Sub-strands38 Lessons in Term 1

1.1 1.1 Number Concept

8 Suggested LessonsTerm 1

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.

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

1.2 1.2 Whole Numbers

20 Suggested LessonsTerm 1

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?

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

1.3 1.1 Fractions

10 Suggested LessonsTerm 1

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?

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

Strand 2.0

1.0Numbers

1 Sub-strand25 Lessons in Term 1

2.1 1.2 Addition

25 Suggested LessonsTerm 1

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.?

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

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

Complete annual curriculum scope for Grade 3 Mathematics Activities showing the term-by-term distribution of all 5 strands.

Term 1Current

1.0 Numbers
1.0Numbers

Term 2View Term 2 →

1.0Numbers
1.0 Numbers
2.0 Measurement

Term 3View Term 3 →

2.0 Measurement
3.0 Geometry

Other Grade 3 Schemes of Work for Term 1

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

Kiswahili Activities (Term 1)Literacy Activities (Term 1)English Activities (Term 1)Environmental Activities (Term 1)Hygiene and Nutrition Activities (Term 1)Christian Religious Education (Term 1)Hindu Religious Activities (Term 1)Islamic Religious Education (Term 1)

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 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: Grade 3 Mathematics Activities Term 1

What strands and sub-strands are covered in Grade 3 Mathematics Activities Term 1?

In Term 1, Grade 3 Mathematics Activities covers the following main strands: 1.0 Numbers, 1.0Numbers. Each strand is broken down into specific sub-strands with allocated lesson periods across the 13-week term.

What are the specific learning outcomes for Grade 3 Mathematics Activities in Term 1?

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 3 Mathematics Activities Term 1 structured across weeks?

This scheme spans 13 calendar weeks (65 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 13, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 1 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.