2026 KICD CBC Curriculum Design3 Strands · 16 Sub-strands150 Suggested Lessons

PP1 Mathematical 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 PP1 Mathematical Activities. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

Choose Term Scheme:Term 1 Scheme Term 2 Scheme Term 3 Scheme View Strands & Outcomes

PP1 Mathematical Activities Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for PP1 Mathematical Activities under the Kenya CBC curriculum framework.

Class / Level: PP1
Major Strands: 3 Strands
Annual Lessons: 150 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

PP1 Mathematical Activities Term 1 Scheme Table

13-week teaching 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 Classification	1.1 Sorting & grouping	By the end of the sub strand, the learner should be able to; a) Identify similarities among objects in the environment for distinguishing one object from the other.	1. Which objects look alike?	- Learners look at and talk about objects with different colours, sizes and shapes.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Classification	1.1 Sorting & grouping	By the end of the sub strand, the learner should be able to; a) Identify similarities among objects in the environment for distinguishing one object from the other.	1. Which objects look alike?	- Teacher demonstrates sorting and grouping objects by one attribute up to two groups (colour, size and shape).	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Classification	1.1 Sorting & grouping	By the end of the sub strand, the learner should be able to; a) Identify differences among objects in the environment to appreciate their similarities and differences.	1. Which objects have same colour, shape or size?	- Two learners demonstrate sorting, grouping and comparing objects by one attribute (colour, size and shape).	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Classification	1.1 Sorting & grouping	By the end of the sub strand, the learner should be able to; a) Identify differences among objects in the environment to appreciate their similarities and differences.	1. Which objects have same colour, shape or size?	- Learners in groups, pairs or individually, sort and group objects according to one attribute.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Classification	1.1 Sorting & grouping	By the end of the sub strand, the learner should be able to; a) Enjoy sorting and grouping objects in the environment.	1. Which two objects are different?	- Learners relate specific attributes to other objects in the environment.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	1.0 Classification	1.1 Sorting & grouping	By the end of the sub strand, the learner should be able to; a) Group objects according to a specific attribute to create sets of similar objects.	1. Why have you grouped these objects together?	- Learners sing songs related to sorting and grouping objects.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Classification	1.1 Sorting & grouping	By the end of the sub strand, the learner should be able to; a) Group objects according to a specific attribute to create sets of similar objects.	1. Why have you grouped these objects together?	- Learners collect and store materials in their respective corners.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Classification	1.1 Sorting & grouping	By the end of the sub strand, the learner should be able to; a) Appreciate the materials in the environment for their uniqueness and diversity.	1. Why store materials after use?	- Learners sort and group objects according to one attribute using ICT devices.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Classification	1.1 Sorting & grouping	By the end of the sub strand, the learner should be able to; a) Appreciate the materials in the environment for their uniqueness and diversity.	1. Why store materials after use?	- Learners sort and group objects according to one attribute using ICT devices.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Classification	1.2 Matching and Pairing	By the end of the sub strand, the learner should be able to; a) Identify similarities among objects in the environment.	1. Which objects look alike?	- Learners collect and talk about similar different objects from the environment.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	1.0 Classification	1.2 Matching and Pairing	By the end of the sub strand, the learner should be able to; a) Identify similarities among objects in the environment.	1. Which objects look alike?	- Learners collect and talk about similar different objects from the environment.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Classification	1.2 Matching and Pairing	By the end of the sub strand, the learner should be able to; a) Identify differences among objects in the environment.	1. What makes them look alike?	- Teacher demonstrates matching and pairing objects according to one attribute (sameness, likeness or use).	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Classification	1.2 Matching and Pairing	By the end of the sub strand, the learner should be able to; a) Identify differences among objects in the environment.	1. What makes them look alike?	- Few learners demonstrate matching and pairing according to one attribute (sameness, likeness or use).	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Classification	1.2 Matching and Pairing	By the end of the sub strand, the learner should be able to; a) Match similar objects in the environment.	1. How do we use these objects?	- In groups or in pairs, individual learners match and pair objects according to likeness, sameness or use.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Classification	1.2 Matching and Pairing	By the end of the sub strand, the learner should be able to; a) Pair objects according to specific criteria.	1. How do we use these objects?	- Learners relate objects to their use in the environment.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

PP1 Mathematical Activities Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for PP1 Mathematical Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

1.0 Classification

4 Sub-strands32 Lessons

1.1 1.1 Sorting & grouping

Term 18 Lessons

Specific Learning Outcomes (SLOs)

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

Identify similarities among objects in the environment for distinguishing one object from the other.
Identify differences among objects in the environment to appreciate their similarities and differences.
Enjoy sorting and grouping objects in the environment.
Group objects according to a specific attribute to create sets of similar objects.
Appreciate the materials in the environment for their uniqueness and diversity.

Key Inquiry Questions (KIQs)

Which objects look alike?
Which objects have same colour, shape or size?
Which two objects are different?
Why have you grouped these objects together?
Why store materials after use?

Suggested Experiences

Learners look at and talk about objects with different colours, sizes and shapes.
Teacher demonstrates sorting and grouping objects by one attribute up to two groups (colour, size and shape).
Two learners demonstrate sorting, grouping and comparing objects by one attribute (colour, size and shape).
Learners in groups, pairs or individually, sort and group objects according to one attribute.
Learners relate specific attributes to other objects in the environment.
Learners sing songs related to sorting and grouping objects.
Learners collect and store materials in their respective corners.
Learners sort and group objects according to one attribute using ICT devices.

Teaching Resources

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

1.2 1.2 Matching and Pairing

Term 18 Lessons

Specific Learning Outcomes (SLOs)

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

Identify similarities among objects in the environment.
Identify differences among objects in the environment.
Match similar objects in the environment.
Pair objects according to specific criteria.
Appreciate the use of different objects in the environment.

Key Inquiry Questions (KIQs)

Which objects look alike?
What makes them look alike?
How do we use these objects?
How can we care for these objects?

Suggested Experiences

Learners collect and talk about similar different objects from the environment.
Teacher demonstrates matching and pairing objects according to one attribute (sameness, likeness or use).
Few learners demonstrate matching and pairing according to one attribute (sameness, likeness or use).
In groups or in pairs, individual learners match and pair objects according to likeness, sameness or use.
Learners relate objects to their use in the environment.
Learners sing songs or recite poems on relationship or use of objects from the environment.
Learners match and pair objects according to one attribute using ICT devices.

Teaching Resources

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

1.3 1.3 Ordering

Term 18 Lessons

Specific Learning Outcomes (SLOs)

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

Collect and identify different objects in their environment for exploration and enjoyment.
Differentiate objects of different sizes in the environment.
Use appropriate vocabulary related to ordering for effective communication.
Arrange objects according to size in ascending order up to 3 objects for making comparison of objects of different sizes.
Arrange objects according to size in descending order up to 3 objects for making comparison of objects of different sizes.
Organize different objects in the environment.
Appreciate different objects or materials in the environment.

Key Inquiry Questions (KIQs)

Which objects are shorter, taller, smaller, bigger?
Which among these two objects is longer?
Which among these two objects is shorter?

Suggested Experiences

Learners talk about different objects in the environment.
Learners demonstrate ordering objects according to size or height up to 3 objects.
A few learners demonstrate ordering objects according to size or height.
Learners in small groups, pairs or individually arrange objects according to size or height up to 3.
In groups, learners compare objects of different sizes up to three.
Learners draw big and small objects using ICT devices.
Learners arrange objects in ascending and descending order using ICT devices.

Teaching Resources

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

1.4 1.4 Patterns

Term 18 Lessons

Specific Learning Outcomes (SLOs)

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

Observe objects in the environment and identify existing patterns.
Identify similarities in patterns in the environment.
Identify different patterns in the environment.
Identify the repeated shapes which form a pattern.
Arrange similar objects to make a pattern.
Arrange 2 different objects in an alternating manner to make patterns.
Appreciate the different types of objects in the environment.
Enjoy making different patterns with objects found in the environment.

Key Inquiry Questions (KIQs)

Which of these objects look alike?
Which object comes next in the series?
How can you arrange these objects to form a pattern?
How else can you make a pattern?
Which part of the pattern repeats itself?

Suggested Experiences

Learners collect and talk about different shapes in the environment.
Learners demonstrate arranging objects to make a pattern.
A few learners demonstrate arranging objects to make a pattern.
In small groups, pairs or individually, learners arrange objects to make a pattern.
Learners arrange objects in an alternating manner to make a pattern.
Learners fill in the missing objects in a series to make a pattern.
Learners talk about patterns and shapes on their clothes, footprints, buildings, flower gardens etc.
Learners discuss patterns made of same shape with two different colours.
In small groups or pairs, learners make patterns with objects of same type with two different colours.
Learners draw different shapes using ICT devices to make patterns.
Learners make patterns using ICT devices.

Teaching Resources

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

Strand 2.0

2.0 Numbers

6 Sub-strands58 Lessons

2.1 2.1 Rote counting

Term 18 Lessons

Specific Learning Outcomes (SLOs)

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

Rote count numbers 1-10 for developing numeracy skills.
Rote count numbers 1-10 using actions for development of numeracy skills.
Enjoy rote counting in daily life.

Key Inquiry Questions (KIQs)

How can you count as you jump, walk, clap, nod, tap, hop or stamp?

Suggested Experiences

Guide learners to rote count numbers 1-10.
Listen to and recite different numbers.
Learners sing songs as they rote count.
In groups or pairs, learners perform singing games or rhymes related to rote counting.
Learners listen to radio and television educational programmes on rote counting.
Learners watch video clips on rote counting with actions (walk, clap, nod, tap, hop or stamp).

Teaching Resources

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

2.2 2.2 Number recognition

Term 110 Lessons

Specific Learning Outcomes (SLOs)

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

Identify numerals 1-9 for development of numeracy skills and symbolic representation of number.
Appreciate use of numbers in day to day life experiences.

Key Inquiry Questions (KIQs)

Which number is shown on the flashcard?
Which number have you modelled?
Who can show me two numbers on the number chart that look alike?

Suggested Experiences

Learners talk about numbers on number flash cards or number charts.
Guide learners to identify and talk about numbers found on objects in their environment.
A few learners identify numbers on flash cards or charts.
Learners sing songs related to numbers 1-9.
Learners model numbers 1-9.
In pairs or small groups, learners play number recognition games (fishing game).
Learners form numbers, type number symbols, and identify number numerals using ICT devices.

Teaching Resources

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

2.3 2.3 Counting concrete objects

Term 1 Term 210 Lessons

Specific Learning Outcomes (SLOs)

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

Count concrete objects 1-9 for development of numeracy skills and associating a group of objects with a number symbol.
Demonstrate one to one correspondence while counting concrete objects.
Enjoy counting concrete objects within their environment.
Appreciate the use of one to one correspondence in real life situations.

Key Inquiry Questions (KIQs)

How many objects are these?
How many learners are in your group?
How many boys or girls are in your group?

Suggested Experiences

Learners demonstrate counting objects 1-9.
Learners count objects for numbers 1-9 (body parts, colours of the national flag, different types of food, objects in the class).
Learners play counting games involving counting objects 1-9.
Learners match numerals with concrete objects for numbers 1-9.
In groups, pairs or individually, learners count people or objects in their class up to 9.
Learners count concrete objects from 1-20 using ICT devices.
Learners play video games on counting.

Teaching Resources

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

2.4 2.4 Number sequencing

Term 210 Lessons

Specific Learning Outcomes (SLOs)

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

Identify number symbols 1-9 as indicated on number cards or charts for development of numeracy skills and for ordering numbers.
Arrange number cards in sequence 1-9.
Arrange number cards in sequence for completing sequence puzzles.
Enjoy arranging numbers in sequence in their day to day life.

Key Inquiry Questions (KIQs)

Which number can you see on this card I am holding?
Which number comes before this number?
Which number comes after this number?

Suggested Experiences

Learners randomly pick number cut-outs or number cards from a pile and identify the number.
Learners demonstrate arranging numbers in sequence 1-9.
A few learners demonstrate arranging numbers 1-9 in sequence.
In pairs or groups, individually, learners complete missing numbers in sequence by placing the appropriate number cards or cut-outs.
Learners sing songs on number sequence comprising numbers 1-9.
Learners complete number puzzles using ICT devices.
Learners arrange numbers in sequence from 1-9 using ICT devices.
Learners find the missing number in given sets of numbers using ICT devices.

Teaching Resources

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

2.5 2.5 Symbolic representation of number (number writing)

Term 210 Lessons

Specific Learning Outcomes (SLOs)

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

Identify number symbols 1-9 for development of numeracy skills.
Join dots to form number symbols 1-9 on a surface.
Trace number symbol cut-outs 1-9 on a surface.
Model number symbols 1-9 using materials in their environment.
Write number symbols 1-9 on a surface.
Enjoy forming number symbols 1-9 using ICT.
Appreciate the use of numbers within their environment in day to day life experiences.

Key Inquiry Questions (KIQs)

Which number symbol is this?
How do we write this number symbol (1, 2, 3, 4, 5, 6, 7, 8, 9)?
How can we trace this number?
How do we model this number?
Which numbers can we form when joining these dots?
Which numbers can you see in this calendar?

Suggested Experiences

Teacher demonstrates number formation from number cut-outs.
Learners observe number cut-outs and talk about number formation.
In groups, pairs or individually, learners trace number cut-outs up to 9.
Learners join dots to form number symbols up to 9.
In groups, pairs or individually, learners model number symbols to at least 9.
Learners write number symbols 1-9 on a surface.
Learners use number symbols in the materials in their environment (calendar, clock).
Learners use ICT to form number symbols 1-9.
Learners type number symbols from 1-9 using ICT devices.

Teaching Resources

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

2.6 2.6 Number puzzle

Term 210 Lessons

Specific Learning Outcomes (SLOs)

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

Identify different parts of numerals 1-9 for development of number concept.
Join different parts of numbers to form complete number symbols 1-9.
Relate number symbols 1-9 with objects in the environment.
Enjoy completing number puzzles and relate number symbols with objects in the environment for enjoyment.
Use ICT to complete number puzzles 1-9.

Key Inquiry Questions (KIQs)

Which number can be formed using these pieces?
How many pieces are these? What number can they form?

Suggested Experiences

Learners look at and talk about different parts of number symbols.
Demonstrate how to join different parts of numerals to form a complete numeral.
In pairs or groups, learners join different parts of number symbols to form a complete numeral.
Learners listen to and sing songs on number symbols as they complete the number numeral.
Learners relate number symbols with objects in the environment.
Learners complete number puzzles using ICT.

Teaching Resources

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

Strand 3.0

3.0 Measurement

6 Sub-strands60 Lessons

3.1 3.1 Sides of objects

Term 210 Lessons

Specific Learning Outcomes (SLOs)

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

Identify different sides of objects in the environment.
Differentiate sides of objects.
Play with objects with different sides.
Enjoy measuring sides of objects using arbitrary units such as hand, feet etc.

Key Inquiry Questions (KIQs)

Which of these sides is longer/shorter?
What is the difference between this side and this one?
Why is this side different?
How will you tell which side is longer or shorter?
What can you say about this side?

Suggested Experiences

Guide learners to talk about different sides of objects in the environment.
Guide learners to compare objects with different sides.
Few learners demonstrate comparison of objects with different sides.
In groups, pairs or individually, learners measure sides of objects using arbitrary units (hand, foot, sticks).
Learners watch a video clip on measuring sides of objects using arbitrary units.

Teaching Resources

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

3.2 3.2 Mass (heavy and light)

Term 210 Lessons

Specific Learning Outcomes (SLOs)

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

Lift different objects in their environment.
Compare heavy and light objects in the environment.
Appreciate objects of different mass in their environment.

Key Inquiry Questions (KIQs)

What can you say about this object?
Which object is heavier or lighter?
How can you tell the object is heavier?

Suggested Experiences

Demonstrate lifting objects of different mass.
Few learners demonstrate lifting objects of different mass.
In groups, pairs or individually, learners compare mass of different objects in their environment.
In groups or pairs, learners play games involving comparison of mass (play on a seesaw; back to back lifting).
Learners watch a video on measuring heavy and light objects.

Teaching Resources

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

3.3 3.3 Capacity (how much a container can hold)

Term 2 Term 310 Lessons

Specific Learning Outcomes (SLOs)

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

Fill and empty different containers with water, seeds or sand.
Compare sizes of containers using water, sand or seeds.

Key Inquiry Questions (KIQs)

How many of the small containers can fill the big container?
From the big container, how many small ones can be filled?
Which container holds more or less?

Suggested Experiences

Learners demonstrate filling and emptying small and large containers using sand, water or seeds.
Learners demonstrate comparing big and small containers by telling how many small ones fill the big ones and vice versa.
Few learners demonstrate comparing big and small containers by telling how many small ones can fill a big one and vice versa.
In groups, pairs or individually, learners tell how much a container can hold compared to another one of a different size.
Learners watch a video on filling and emptying containers.
Learners watch a video on comparing containers of different sizes.

Teaching Resources

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

3.4 3.4 Time (Daily routines)

Term 310 Lessons

Specific Learning Outcomes (SLOs)

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

Identify at least 3 daily routine activities they do before going to school.
Identify vocabulary related to time (today, yesterday, tomorrow).
Demonstrate ability to manage their time well when doing activities.
Appreciate what every person does on a daily basis.

Key Inquiry Questions (KIQs)

What do you do when you wake up in the morning before you come to school?
How are the things you do different from what your mother or father does in the morning?
What do you do when you arrive in school?

Suggested Experiences

Guide learners to identify and talk about morning routine activities in appropriate order.
Guide learners to talk about activities related to time (today, tomorrow, yesterday).
A few learners identify and talk about morning routine activities in an appropriate order.
In groups or pairs, learners arrange pictures with various daily routine activities in a logical order.
Learners sing songs on daily routines.
Learners watch a video on activities of the daily routine.

Teaching Resources

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

3.5 3.5 Money (Kenyan currency) Coins and notes

Term 310 Lessons

Specific Learning Outcomes (SLOs)

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

Identify Kenyan currency coins and notes.
Buy items using Kenyan coins.
Save money (coins and notes).
Make a simple budget basing on coins and notes.
Appreciate the use of Kenyan currency (coins and notes) in their daily life.

Key Inquiry Questions (KIQs)

Which among these is a coin or note?
What can you see on the coin?
What can you see on the note?
What do we use money for?
What can we do with extra money (balance)?

Suggested Experiences

Guide learners to look at and talk about different sample currencies and identify Kenyan coins and notes.
A few learners identify Kenyan coins and notes.
Learners trace Kenyan coins.
In groups or pairs, learners role play buying and selling from a shop corner.
Learners match and pair Kenyan currency (coins and notes) using ICT devices.
Learners watch a video on role playing buying and selling.

Teaching Resources

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

3.6 3.6 Area (surface of objects)

Term 310 Lessons

Specific Learning Outcomes (SLOs)

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

Observe different surfaces of different objects in the environment.
Identify surfaces of different objects in the environment.
Cover the area of different surfaces of objects using smaller objects.
Appreciate different surfaces in the environment.

Key Inquiry Questions (KIQs)

How many small pieces can cover this surface?
Which surface is smaller or bigger?
What else can we use to cover these surfaces?

Suggested Experiences

Learners are guided to observe and identify different surfaces of objects in the environment.
Few learners identify different surfaces of objects in the environment.
In small groups or pairs, learners compare different surfaces of objects.
Demonstrate covering surfaces using small objects from the environment.
Learners cover surfaces using small objects in the environment.
Learners shade or colour surfaces of different objects using ICT devices.

Teaching Resources

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

PP1 Mathematical Activities Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in PP1 Mathematical Activities.

Term 1 Scheme13 Weeks

1.0 Classification
2.0 Numbers

View Term 1

Term 2 Scheme14 Weeks

2.0 Numbers
3.0 Measurement

View Term 2

Term 3 Scheme9 Weeks

3.0 Measurement

View Term 3

Other PP1 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in PP1.

Environmental Activities Hub Psychomotor & Creative Activities Hub Religious Education Activities Hub Language Activities Hub

Explore Schemes for Other CBC Classes

Browse curriculum designs and ready-to-print schemes across Pre-Primary, Primary, and Junior Secondary levels.

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

The official KICD strands for PP1 Mathematical Activities are: 1.0 Classification, 2.0 Numbers, 3.0 Measurement. 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 PP1 Mathematical 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 PP1 Mathematical 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 PP1 Mathematical 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.