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2026 KICD CBC Curriculum Design9 Weeks · 45 Lessons2 Strands in Term 3

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

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Grade 3 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 3 Mathematics Activities in Term 3.

Class / Grade
Grade 3
Pre-Primary Level
Learning Area
Mathematics Activities
Core CBC Activity
Term Duration
9 Weeks (45 Lessons)
5 Lessons Per Week
Key Milestones
Mid: Wk 5 · Exam: Wk 9
Ministry of Education 2026
Full Term Timetable

Grade 3 Mathematics Activities Term 3 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.

45 Lessons · Weeks Merged← Swipe horizontally to see all columns →
WkLsnStrandSub-strandSpecific Learning OutcomesKey Inquiry Question(s)Learning ExperiencesLearning ResourcesAssessment MethodsReflection
112.0 Measurement2.2 Mass

By the end of the sub strand, the learner should be able to;

a) estimate mass up to 5 kilograms.

-

- Learners to play digital games involving mass.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
22.0 Measurement2.3 Capacity

By the end of the sub strand, the learner should be able to;

a) measure capacity in litres,

1. 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.?

- in watering flowers and trees around places of worship, health centres and

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
32.0 Measurement2.3 Capacity

By the end of the sub strand, the learner should be able to;

a) measure capacity in litres,

1. 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.?

- in watering flowers and trees around places of worship, health centres and

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
42.0 Measurement2.3 Capacity

By the end of the sub strand, the learner should be able to;

a) measure capacity in litres,

1. 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.?

- in watering flowers and trees around places of worship, health centres and

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
52.0 Measurement2.3 Capacity

By the end of the sub strand, the learner should be able to;

a) add and subtract capacity in litres,

1. 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.?

- in watering flowers and trees around places of worship, health centres and

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
212.0 Measurement2.3 Capacity

By the end of the sub strand, the learner should be able to;

a) add and subtract capacity in litres,

1. 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.?

- at home.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
22.0 Measurement2.3 Capacity

By the end of the sub strand, the learner should be able to;

a) add and subtract capacity in litres,

1. 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.?

- at home.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
32.0 Measurement2.3 Capacity

By the end of the sub strand, the learner should be able to;

a) estimate capacity up to 5 litres.

1. 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.?

- at home.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
42.0 Measurement2.4 Time

By the end of the sub strand, the learner should be able to;

a) identify the minute as a unit of measuring time,

1. How do we convert hours to minutes?

- Learners to discuss the divisions on a clock face and what each division represents.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
52.0 Measurement2.4 Time

By the end of the sub strand, the learner should be able to;

a) identify the minute as a unit of measuring time,

1. How do we convert hours to minutes?

- Learners to discuss the divisions on a clock face and what each division represents.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
312.0 Measurement2.4 Time

By the end of the sub strand, the learner should be able to;

a) read and tell time using the digital clock,

1. How do we convert hours to minutes?

- Learners to read time on a digital clock

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
22.0 Measurement2.4 Time

By the end of the sub strand, the learner should be able to;

a) read and tell time using the digital clock,

1. How do we convert hours to minutes?

- Learners to read time on a digital clock

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
32.0 Measurement2.4 Time

By the end of the sub strand, the learner should be able to;

a) read and tell time using 'past' and 'to' the hour using the clock face,

1. How do we convert hours to minutes?

- Learners in pairs/groups to discuss the relationship between hours and minutes using a clock face.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
42.0 Measurement2.4 Time

By the end of the sub strand, the learner should be able to;

a) write time using 'past' and 'to' the hour,

1. How do we convert hours to minutes?

- Learners in pairs/groups to read, tell and write time using 'past' and 'to' the hour.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
52.0 Measurement2.4 Time

By the end of the sub strand, the learner should be able to;

a) write time using 'past' and 'to' the hour,

1. How do we convert hours to minutes?

- Learners in pairs/groups to read, tell and write time using 'past' and 'to' the hour.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Curriculum Design & Content

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

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

1
Strand 1.0

2.0 Measurement

4 Sub-strands34 Lessons in Term 3

1.1 2.2 Mass

6 Suggested LessonsTerm 3
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.

1.2 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 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.?
Learning Experiences
  • in watering flowers and trees around places of worship, health centres and
  • at home.
Teaching Resources

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

1.3 2.4 Time

10 Suggested LessonsTerm 3
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.4 2.5 Money

10 Suggested LessonsTerm 3
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2
Strand 2.0

3.0 Geometry

2 Sub-strands9 Lessons in Term 3

2.1 3.1 Position and Direction

5 Suggested LessonsTerm 3
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2.2 3.2 Shapes

4 Suggested LessonsTerm 3
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.
Learning 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 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 2View Term 2 →
  • 1.0Numbers
  • 1.0 Numbers
  • 2.0 Measurement
Term 3Current
  • 2.0 Measurement
  • 3.0 Geometry

Other Grade 3 Schemes of Work for Term 3

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

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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:

Help & Answers

Frequently Asked Questions: Grade 3 Mathematics Activities Term 3

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

In Term 3, Grade 3 Mathematics Activities covers the following main strands: 2.0 Measurement, 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 3 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 3 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.