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

PP1 Mathematical 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 PP1 Mathematical Activities Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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PP1 Mathematical 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 PP1 Mathematical Activities in Term 1.

Class / Grade: PP1
Learning Area: Mathematical Activities
Term Duration: 13 Weeks (65 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 13

Full Term Timetable

PP1 Mathematical Activities Term 1 Scheme of Work Table

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

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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)

Curriculum Design & Content

PP1 Mathematical Activities Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in PP1 Mathematical Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

1.0 Classification

4 Sub-strands32 Lessons in Term 1

1.1 1.1 Sorting & grouping

8 Suggested LessonsTerm 1

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?

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

1.2 1.2 Matching and Pairing

8 Suggested LessonsTerm 1

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?

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

1.3 1.3 Ordering

8 Suggested LessonsTerm 1

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?

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

1.4 1.4 Patterns

8 Suggested LessonsTerm 1

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?

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

Strand 2.0

2.0 Numbers

3 Sub-strands28 Lessons in Term 1

2.1 2.1 Rote counting

8 Suggested LessonsTerm 1

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?

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

2.2 2.2 Number recognition

10 Suggested LessonsTerm 1

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?

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

2.3 2.3 Counting concrete objects

10 Suggested LessonsTerm 1

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?

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

PP1 Mathematical Activities Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for PP1 Mathematical Activities showing the term-by-term distribution of all 3 strands.

Term 1Current

1.0 Classification
2.0 Numbers

Term 2View Term 2 →

2.0 Numbers
3.0 Measurement

Term 3View Term 3 →

3.0 Measurement

Other PP1 Schemes of Work for Term 1

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

Environmental Activities (Term 1)Psychomotor & Creative Activities (Term 1)Religious Education Activities (Term 1)Language Activities (Term 1)

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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: PP1 Mathematical Activities Term 1

What strands and sub-strands are covered in PP1 Mathematical Activities Term 1?

In Term 1, PP1 Mathematical Activities covers the following main strands: 1.0 Classification, 2.0 Numbers. 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 PP1 Mathematical 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 PP1 Mathematical 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.