| 1 | 1 | Measurement | Time | By the end of the sub strand, the learner should be able to; a) appreciate punctuality and time management | 1. How do we read time to the minute on clocks? | - create daily timetables and measure duration of activities with stopwatches | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Measurement | Money | By the end of the sub strand, the learner should be able to; a) identify Kenyan currency notes and coins up to Ksh 1,000 | 1. How do we make wise spending decisions with money? | - simulate classroom market and shopping scenes with play money | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Measurement | Money | By the end of the sub strand, the learner should be able to; a) identify Kenyan currency notes and coins up to Ksh 1,000 | 1. How do we make wise spending decisions with money? | - simulate classroom market and shopping scenes with play money | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Measurement | Money | By the end of the sub strand, the learner should be able to; a) identify Kenyan currency notes and coins up to Ksh 1,000 | 1. How do we make wise spending decisions with money? | - simulate classroom market and shopping scenes with play money | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Measurement | Money | By the end of the sub strand, the learner should be able to; a) calculate change in buying and selling situations | 1. How do we make wise spending decisions with money? | - simulate classroom market and shopping scenes with play money | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Measurement | Money | By the end of the sub strand, the learner should be able to; a) calculate change in buying and selling situations | 1. How do we make wise spending decisions with money? | - calculate total costs and calculate balance/change in transactions | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Measurement | Money | By the end of the sub strand, the learner should be able to; a) prepare simple budgets and shopping lists | 1. How do we make wise spending decisions with money? | - calculate total costs and calculate balance/change in transactions | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Measurement | Money | By the end of the sub strand, the learner should be able to; a) prepare simple budgets and shopping lists | 1. How do we make wise spending decisions with money? | - calculate total costs and calculate balance/change in transactions | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Measurement | Money | By the end of the sub strand, the learner should be able to; a) prepare simple budgets and shopping lists | 1. How do we make wise spending decisions with money? | - make personal saving goals and prepare simple itemized budgets | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Measurement | Money | By the end of the sub strand, the learner should be able to; a) appreciate the importance of saving money | 1. How do we make wise spending decisions with money? | - make personal saving goals and prepare simple itemized budgets | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | Geometry | Position and Direction | By the end of the sub strand, the learner should be able to; a) describe position of objects using compass directions and grid references | 1. How can grid references and directions help us find places? | - use grid maps of the school compound to locate classrooms and playground | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Geometry | Position and Direction | By the end of the sub strand, the learner should be able to; a) describe position of objects using compass directions and grid references | 1. How can grid references and directions help us find places? | - use grid maps of the school compound to locate classrooms and playground | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Geometry | Position and Direction | By the end of the sub strand, the learner should be able to; a) follow and give directions to navigate from one point to another | 1. How can grid references and directions help us find places? | - give and follow directions involving turns (quarter turn, half turn, clockwise, anti-clockwise) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Geometry | Position and Direction | By the end of the sub strand, the learner should be able to; a) follow and give directions to navigate from one point to another | 1. How can grid references and directions help us find places? | - give and follow directions involving turns (quarter turn, half turn, clockwise, anti-clockwise) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Geometry | Position and Direction | By the end of the sub strand, the learner should be able to; a) appreciate maps in giving directions | 1. How can grid references and directions help us find places? | - play treasure hunt games following directional instructions | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
