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

PP2 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 PP2 Mathematical Activities Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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PP2 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 PP2 Mathematical Activities in Term 1.

Class / Grade: PP2
Learning Area: Mathematical Activities
Term Duration: 13 Weeks (65 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 13

Full Term Timetable

PP2 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 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)

Curriculum Design & Content

PP2 Mathematical Activities Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in PP2 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 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?

Learning 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 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 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?

Learning 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 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.
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?

Learning 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 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 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?

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

Strand 2.0

2.0 Numbers

4 Sub-strands38 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 1-50 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?

Learning 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 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 1-20 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?

Learning 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 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:

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?

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

2.4 2.4 Number sequencing

10 Suggested LessonsTerm 1

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?

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

PP2 Mathematical Activities Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for PP2 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 PP2 Schemes of Work for Term 1

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

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

Explore Schemes for Other CBC Grades

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

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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: PP2 Mathematical Activities Term 1

What strands and sub-strands are covered in PP2 Mathematical Activities Term 1?

In Term 1, PP2 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 PP2 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 PP2 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.