2026 KICD CBC Curriculum Design3 Strands · 19 Sub-strands178 Suggested Lessons

PP2 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 PP2 Mathematical Activities. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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PP2 Mathematical Activities Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for PP2 Mathematical Activities under the Kenya CBC curriculum framework.

Class / Level: PP2
Major Strands: 3 Strands
Annual Lessons: 178 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

PP2 Mathematical Activities Term 1 Scheme Table

13-week teaching matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

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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 and differences between objects for distinguishing one object from the other.	1. Which objects are similar or look alike?	- Learners look at and talk about objects with different colour, size, shape and texture.	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 and differences between objects for distinguishing one object from the other.	1. Which objects are similar or look alike?	- Learners look at and talk about objects with different colour, size, shape and texture.	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) Sort and group objects in their environment.	1. What objects have same colour, size, shape, and texture?	- Learners demonstrate sorting and grouping objects by more than one attribute (colour, size, shape, texture, use and type).	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) Sort and group objects in their environment.	1. What objects have same colour, size, shape, and texture?	- Learners in groups or pairs, individually, sort and group objects according to more than one attribute up to four groups.	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) Group objects in the environment according to more than one attribute.	1. Which 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 in the environment according to more than one attribute.	1. Why have you grouped these objects together?	- 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	1.2 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 a variety of objects from the environment.	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 similarities among objects in the environment.	1. Which objects look alike?	- Learners collect a variety of objects from the environment.	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) Identify differences among objects in the environment.	1. What makes them look alike?	- Demonstrate how to 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) Match objects according to likeness or sameness in the environment.	1. What makes them look alike?	- In groups, pairs or individually learners match and pair objects according to more than one attribute.	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) Pair objects related to each other according to sameness, likeness, use, type, relationship, part and whole.	1. What is the use of these items?	- Discuss the use of items matched or paired.	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) Pair objects related to each other according to sameness, likeness, use, type, relationship, part and whole.	1. What is the use of these items?	- Discuss the use of items matched or paired.	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) Use appropriate vocabulary related to matching and pairing objects for effective communication.	1. How can we care for these objects?	- Learners sing songs and recite poems on relationship and use of objects from the environment.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Classification	1.3 Ordering	By the end of the sub strand, the learner should be able to; a) Collect and identify different objects in their environment for exploration and enjoyment.	1. Which objects are shorter, taller, smaller, bigger?	- Learners talk about different objects in the environment in relation to size.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Classification	1.3 Ordering	By the end of the sub strand, the learner should be able to; a) Collect and identify different objects in their environment for exploration and enjoyment.	1. Which objects are shorter, taller, smaller, bigger?	- Learners talk about different objects in the environment in relation to size.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

PP2 Mathematical Activities Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for PP2 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 and differences between objects for distinguishing one object from the other.
Sort and group objects in their environment.
Group objects in the environment according to more than one attribute.
Appreciate materials in the environment for their uniqueness and diversity.

Key Inquiry Questions (KIQs)

Which objects are similar or look alike?
What objects have same colour, size, shape, and texture?
Which objects are different?
Why have you grouped these objects together?
Why should we store materials after use?

Suggested Experiences

Learners look at and talk about objects with different colour, size, shape and texture.
Learners demonstrate sorting and grouping objects by more than one attribute (colour, size, shape, texture, use and type).
Learners in groups or pairs, individually, sort and group objects according to more than one attribute up to four groups.
Learners relate specific attributes to other objects in the environment.
Sing songs related to sorting and grouping objects.
Collect and store materials in their respective corners.
Learners sort and group objects according to more than 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 objects according to likeness or sameness in the environment.
Pair objects related to each other according to sameness, likeness, use, type, relationship, part and whole.
Use appropriate vocabulary related to matching and pairing objects for effective communication.
Appreciate the use of different objects in the environment.

Key Inquiry Questions (KIQs)

Which objects look alike?
What makes them look alike?
What is the use of these items?
How can we care for these objects?

Suggested Experiences

Learners collect a variety of objects from the environment.
Demonstrate how to match and pair objects according to likeness, sameness or use.
In groups, pairs or individually learners match and pair objects according to more than one attribute.
Discuss the use of items matched or paired.
Learners sing songs and recite poems on relationship and use of objects from the environment.
Learners match and pair objects according to more than 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.
Arrange objects in the immediate environment according to size in ascending order up to five objects for comparison.
Arrange objects in the immediate environment according to size in descending order.
Arrange objects in the environment according to more than one attribute.
Differentiate objects of different sizes in the environment.
Use appropriate vocabulary related to ordering in daily life experiences for effective communication.
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 shorter, longer, smaller or bigger?

Suggested Experiences

Learners talk about different objects in the environment in relation to size.
Demonstrate ordering objects according to size up to five objects.
Learners in small groups, pairs or individually order objects according to size up to five objects in ascending and descending order.
In groups learners compare objects of different sizes up to five.
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 for the purpose of identifying patterns.
Identify similarities and differences among objects.
Arrange similar objects to make a pattern.
Use different objects to make patterns.
Identify patterns in different objects within the environment (clothes, animals, seeds, leaves).
Identify the repeating part of patterns.
Appreciate patterns in their environment.
Enjoy making different patterns with objects found in the environment.

Key Inquiry Questions (KIQs)

Which objects look alike?
Which object comes next in the series?
What object has been used to make a pattern?
Which other pattern can you make?
Which part of the pattern repeats itself?

Suggested Experiences

Learners observe and talk about different objects in the environment.
Learners demonstrate arranging objects to make a pattern (shape, colour).
In small groups or pairs, individually, learners arrange objects to make patterns (shape, colour, number cut-outs).
Learners fill in missing objects in a series to make a pattern.
Learners observe and talk about different patterns on their clothes, footprints, buildings, flower gardens.
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

9 Sub-strands88 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 1-50 for developing numeracy skills.
Rote count using actions up to 50 for enhancing acquisition of numeracy.
Enjoy rote counting up to 50 in their daily life.

Key Inquiry Questions (KIQs)

Are you able to count 1-50 with action?
Can you count 1-50?

Suggested Experiences

Demonstrate rote counting 1-50.
Learners rote count 1-50 with actions (clapping, nodding, jumping, skipping, hopping).
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.

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 1-20 for enhancement of acquisition of formation of number symbols.
Appreciate use of numbers and develop curiosity for numbers in daily life experiences.

Key Inquiry Questions (KIQs)

Which number can you see on the chart or flashcard?
How many letters does your name have?
Which number have you modelled?
Which two numbers look alike on the chart?

Suggested Experiences

Learners observe and read numerals on number flash cards or number charts.
Learners identify numbers on flashcards or charts.
Identify and talk about numbers found on objects in the environment.
Learners sing songs and model numbers 1-20.
Match numbers that look alike.
In pairs or in groups, learners play number recognition games (fishing game, domino games, skittle game, snakes and ladders).
Learners form numbers, type number symbols, 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 110 Lessons

Specific Learning Outcomes (SLOs)

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

Observe objects in different groups or sets for distinguishing different types of similar objects.
Count concrete objects 1-20 for developing skills.
Demonstrate one to one correspondence while counting concrete objects.
Enjoy counting objects within their environment.
Appreciate the use of one to one correspondence in real life situations.
Demonstrate number value by counting concrete objects.

Key Inquiry Questions (KIQs)

How many books, pencils, rubbers are on the table?
How many learners are in your group?
How many boys or girls are in your group?

Suggested Experiences

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

Teaching Resources

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

2.4 2.4 Number sequencing

Term 1 Term 210 Lessons

Specific Learning Outcomes (SLOs)

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

Identify number symbols 1-20 for acquisition of numeracy skills.
Arrange number cards in sequence 1-20 for appreciation of increase in value.
Arrange number cards in sequence by completing missing numbers.
Enjoy arranging numbers in sequence in day to day experiences.

Key Inquiry Questions (KIQs)

Which number is written on the card, chart or board?
Which number comes before or after this number?
Which number is missing in the sequence?
How can these numbers be arranged in sequence?

Suggested Experiences

Learners randomly pick number cut-outs or number cards from a pile and identify numbers 1-20.
Learners demonstrate arranging numbers in sequence 1-20.
In pairs or groups, individually, learners complete missing numbers in sequence by placing the appropriate cards.
Learners sing songs on number sequence comprising numbers 1-20.
Learners complete number puzzles and find missing numbers using ICT devices.

Teaching Resources

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

2.5 2.5 Number Value

Term 210 Lessons

Specific Learning Outcomes (SLOs)

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

Collect objects from the environment.
Count groups of objects in the environment and select corresponding number symbols.
Differentiate number value of objects in the environment.
Appreciate the value of numbers in daily life experiences.
Relate number value with objects in the environment.

Key Inquiry Questions (KIQs)

Which group has 3, 4, 5... 20 objects?

Suggested Experiences

Learners demonstrate and relate number symbols and their value.
In groups learners count concrete objects and relate them to number symbols.
In groups, pairs and individually learners complete number value puzzles.
Learners match and pair number symbols with corresponding quantity of objects using ICT devices.

Teaching Resources

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

2.6 2.6 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 up to 20 for association of spoken number and its symbolic representation.
Form and write numbers 1-20 on a surface for representing quantities of objects or items by symbols.
Write number symbols 1-20 on a surface for enjoyment.
Form number symbols 1-20 using ICT for digital literacy.
Appreciate the use of numbers within their environment.

Key Inquiry Questions (KIQs)

Which number can you see on the calendar, chart, clock face or flashcard?

Suggested Experiences

Learners demonstrate number formation from number cut-outs.
In groups, pairs or individually, learners trace, model, thread, join dots or colour number cut-outs up to 20.
Learners write number symbols 1-20 on a surface.
Learners use number symbols found on materials in their environment (calendar, clock).
Learners use ICT to form number symbols 1-20 and type number symbols.

Teaching Resources

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

2.7 2.7 Number puzzle

Term 210 Lessons

Specific Learning Outcomes (SLOs)

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

Rearrange number cards 1-20 in the correct order.
Identify different parts of numerals 1-20 using not more than ten parts.
Join different parts of numbers to form complete number symbols 1-20.
Enjoy completing number puzzles in daily life.
Relate number symbols with objects in the environment.
Use ICT to complete number puzzles.

Key Inquiry Questions (KIQs)

Which number can be formed using the selected pieces?
How many pieces are these? What number can they form?
How many parts have you used to form numbers 1 to 20?

Suggested Experiences

Learners look at and talk about different parts of number symbols.
Guide learners to identify different parts of number symbols.
In pairs or groups learners join different parts of number symbols to form a complete numeral.
Learners sing songs on number symbols as they complete number puzzles.
Play games on number puzzles (e.g. hopscotch).
Learners complete number puzzles using ICT devices.

Teaching Resources

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

2.8 2.8 Putting together

Term 210 Lessons

Specific Learning Outcomes (SLOs)

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

Collect different groups of similar objects for counting.
Identify sets of similar objects in the environment for counting.
Put similar objects together with a sum not exceeding 9.
Enjoy the activities of putting together objects in day to day experiences.
Appreciate that things become more when put together.

Key Inquiry Questions (KIQs)

Which objects look alike?
How many objects are there altogether?

Suggested Experiences

Learners observe and talk about similar objects within their environment.
Teacher demonstrates putting similar objects together with a sum not exceeding 9 and count.
In small groups learners put objects together with a sum not exceeding 9 and count.
Learners sing songs related to putting together with sums not exceeding 9.
Learners count and put together objects to get sums of not more than 9 using ICT devices.
Learners watch video programmes on the concept of putting together.

Teaching Resources

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

2.9 2.9 Taking away

Term 210 Lessons

Specific Learning Outcomes (SLOs)

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

Collect different groups of similar objects or items.
Count objects in different sets to establish the number in each set.
Take away fewer objects from sets not more than 9.
Count the number of remaining objects after taking away.
Enjoy the activities of taking away objects and counting remainders in day to day life experiences.

Key Inquiry Questions (KIQs)

How many objects are in the set?
How many objects are left?

Suggested Experiences

Learners count objects in different sets.
Teacher demonstrates taking away objects from sets less than 9.
In pairs, groups and individually learners take away objects from sets not exceeding 9 and count the remainder.
Sing songs, listen and tell stories, and recite poems related to taking away.
Learners count and take away objects from sets of not more than 9 using ICT devices.

Teaching Resources

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

Strand 3.0

3.0 Measurement

6 Sub-strands58 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:

Observe different objects with straight sides in the environment.
Identify different sides of objects in the environment.
Manipulate objects of different sides in the environment.
Enjoy measuring sides of objects using arbitrary units.

Key Inquiry Questions (KIQs)

Which of these sides is longer or shorter?
What is the difference in length between any two sides of an object?
How will you tell which side is longer or shorter?

Suggested Experiences

Learners are guided to talk about different sides of objects in the environment.
Learners are guided to compare objects with different sides.
In groups, pairs or individually, learners measure sides of objects using arbitrary units (hand span, 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 2 Term 38 Lessons

Specific Learning Outcomes (SLOs)

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

Collect different objects from the environment.
Lift different objects in the environment for comparing their heaviness.
Compare heavy and light objects in the environment.
Appreciate objects of different mass in their environment.
Enjoy manipulating objects of different mass in daily life experiences.

Key Inquiry Questions (KIQs)

Which object is heavier or lighter?
How can you tell the object is heavier or lighter?
Who between you is heavier or lighter?

Suggested Experiences

Learners demonstrate lifting objects of different mass.
In groups or pairs, individually, learners compare mass of different objects in their environment.
In groups or pairs, learners play games involving comparison of mass (seesaw, back-to-back lifting).
Listen to stories on heavy/light objects and watch videos on measuring mass.

Teaching Resources

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

3.3 3.3 Capacity (how much a container can hold)

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 different objects and substances.
Compare sizes of containers through filling and emptying using different substances and objects.
Appreciate the use of objects of different sizes in the environment.
Enjoy filling and emptying containers in the environment.

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

Guide learners in 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 a big one and vice versa.
In groups or pairs, individually, learners tell how much a container can hold compared to another of a different size.
Learners watch videos on filling and emptying 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:

Compare sizes of shadows at different times of the day to determine their sizes.
Use vocabulary related to time for effective communication.
Observe and name tools used for telling time (clock, calendar, mobile phone, animals and birds).
Name days of the week and months of the year.
Appreciate management of time when doing different activities.

Key Inquiry Questions (KIQs)

Which shadow is longer or shorter?
At what time of the day is it longer or shorter?
How do we tell time at home or school?
Which are the days of the week and months of the year?
Which activities do we carry out during the day?

Suggested Experiences

Learners compare sizes of shadows at different times of the day.
Learners talk about vocabulary related to time (morning, afternoon, evening, day and night).
Learners talk about tools and animals used to tell time (clock, calendar, phone, animals and birds).
Teacher guides learners to identify days of the week and months of the year.
Learners watch a video on activities of 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:

Observe types of Kenyan currency for familiarity.
Identify Kenyan currency coins and notes for distinguishing them from other currencies.
Buy items using Kenyan coins and notes of different denominations.
Save money for future use.
Make a simple budget basing on own needs.
Appreciate the use of Kenyan currency in daily life.

Key Inquiry Questions (KIQs)

What can you see on the coin or note?
What item do you need most?
What do we use money for?
What can we do with extra money (balance)?
Where do we keep money for future use?
Which coins look alike?

Suggested Experiences

Learners are guided to look at and talk about different sample currencies and identify Kenyan coins and notes.
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 videos on role playing buying and selling.

Teaching Resources

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

3.6 3.6 Area (surfaces of objects)

Term 310 Lessons

Specific Learning Outcomes (SLOs)

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

Observe objects with different surfaces in the environment for determining their sizes.
Identify surfaces of different objects in the environment.
Cover surfaces of different objects by using not more than 20 smaller similar objects.
Use appropriate vocabulary related to surfaces of objects for effective communication.
Appreciate different surfaces of objects in the environment.

Key Inquiry Questions (KIQs)

How many small pieces can cover a given surface?
Which surface is smaller or bigger?
What else can we use to cover a given surface?

Suggested Experiences

Learners observe different surfaces of objects.
Learners identify surfaces of different objects in the environment.
In small groups or pairs, learners measure and compare different surfaces of objects.
Learners cover surfaces using smaller objects and count the number of objects used.
Learners shade or colour surfaces of different objects using ICT devices.

Teaching Resources

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

PP2 Mathematical Activities Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in PP2 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 PP2 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in PP2.

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Explore Schemes for Other CBC Classes

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

PP1 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 PP2 Mathematical Activities?

The official KICD strands for PP2 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 PP2 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 PP2 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 PP2 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.