2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons3 Strands in Term 2

Grade 3 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 3 Mathematics Activities Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 3 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 3 Mathematics Activities in Term 2.

Class / Grade: Grade 3
Learning Area: Mathematics Activities
Term Duration: 14 Weeks (70 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 14

Full Term Timetable

Grade 3 Mathematics Activities Term 2 Scheme of Work Table

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

Scheme Font Size:

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70 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	1.2 Addition	By the end of the sub strand, the learner should be able to; a) add two 3- digit numbers with single regrouping with sum not exceeding 1000,	1. 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.?	- planted.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0Numbers	1.2 Addition	By the end of the sub strand, the learner should be able to; a) add two 3- digit numbers with single regrouping with sum not exceeding 1000,	1. 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.?	- planted.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0Numbers	1.2 Addition	By the end of the sub strand, the learner should be able to; a) work out missing numbers in patterns involving addition up to 1000,	1. 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.?	- planted.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0Numbers	1.2 Addition	By the end of the sub strand, the learner should be able to; a) work out missing numbers in patterns involving addition up to 1000,	1. 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.?	- questions.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0Numbers	1.2 Addition	By the end of the sub strand, the learner should be able to; a) work out missing numbers in patterns involving addition up to 1000,	1. 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.?	- questions.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	1.0Numbers	1.2 Addition	By the end of the sub strand, the learner should be able to; a) work out missing numbers in patterns involving addition up to 1000,	1. 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.?	- questions.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0Numbers	1.2 Addition	By the end of the sub strand, the learner should be able to; a) create number patterns involving addition up to 1000.	1. 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.?	- questions.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0Numbers	1.2 Addition	By the end of the sub strand, the learner should be able to; a) create number patterns involving addition up to 1000.	1. 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.?	- questions.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0Numbers	1.2 Addition	By the end of the sub strand, the learner should be able to; a) create number patterns involving addition up to 1000.	1. 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.?	- questions.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0Numbers	1.2 Addition	By the end of the sub strand, the learner should be able to; a) create number patterns involving addition up to 1000.	1. 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.?	- questions.	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 3- digit numbers without regrouping,	1. When do you regroup during subtraction?	- Learners to work out subtraction of up to 3- digit numbers without regrouping in real life situations.	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 3- digit numbers without regrouping,	1. When do you regroup during subtraction?	- Learners to work out subtraction of up to 3- digit numbers without regrouping in real life situations.	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 3- digit numbers without regrouping,	1. When do you regroup during subtraction?	- Learners to work out subtraction of up to 3- digit numbers without regrouping in real life situations.	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 3- digit numbers without regrouping,	1. When do you regroup during subtraction?	- Learners to work out subtraction of up to 3- digit numbers without regrouping in real life situations.	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 3- digit numbers without regrouping,	1. When do you regroup during subtraction?	- Learners to work out subtraction of up to 3- digit numbers without regrouping in real life situations.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

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

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

Strand 1.0

1.0Numbers

1 Sub-strand25 Lessons in Term 2

1.1 1.2 Addition

25 Suggested LessonsTerm 2

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.

Strand 2.0

1.0 Numbers

3 Sub-strands38 Lessons in Term 2

2.1 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 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?

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

2.2 1.6 Multiplication

10 Suggested LessonsTerm 2

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.

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

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

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

Strand 3.0

2.0 Measurement

2 Sub-strands12 Lessons in Term 2

3.1 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 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?

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

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

Learning 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 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 1View Term 1 →

1.0 Numbers
1.0Numbers

Term 2Current

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 2

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

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

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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 3 Mathematics Activities Term 2

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

In Term 2, Grade 3 Mathematics Activities covers the following main strands: 1.0Numbers, 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 3 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 3 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.