2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons2 Strands in Term 2

PP2 Mathematical Activities Schemes of Work & Strands (Term 2 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for PP2 Mathematical Activities Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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PP2 Mathematical Activities Term 2 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 2.

Class / Grade: PP2
Learning Area: Mathematical Activities
Term Duration: 14 Weeks (70 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 14

Full Term Timetable

PP2 Mathematical Activities Term 2 Scheme of Work Table

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

Scheme Font Size:

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70 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	2.0 Numbers	2.4 Number sequencing	By the end of the sub strand, the learner should be able to; a) Arrange number cards in sequence 1-20 for appreciation of increase in value.	1. Which number comes before or after this number?	- In pairs or groups, individually, learners complete missing numbers in sequence by placing the appropriate cards.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	2.0 Numbers	2.4 Number sequencing	By the end of the sub strand, the learner should be able to; a) Arrange number cards in sequence by completing missing numbers.	1. Which number is missing in the sequence?	- In pairs or groups, individually, learners complete missing numbers in sequence by placing the appropriate cards.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	2.0 Numbers	2.4 Number sequencing	By the end of the sub strand, the learner should be able to; a) Arrange number cards in sequence by completing missing numbers.	1. Which number is missing in the sequence?	- Learners sing songs on number sequence comprising numbers 1-20.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	2.0 Numbers	2.4 Number sequencing	By the end of the sub strand, the learner should be able to; a) Arrange number cards in sequence by completing missing numbers.	1. Which number is missing in the sequence?	- Learners sing songs on number sequence comprising numbers 1-20.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	2.0 Numbers	2.5 Number Value	By the end of the sub strand, the learner should be able to; a) Collect objects from the environment.	1. Which group has 3, 4, 5... 20 objects?	- Learners demonstrate and relate number symbols and their value.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	2.0 Numbers	2.5 Number Value	By the end of the sub strand, the learner should be able to; a) Collect objects from the environment.	1. Which group has 3, 4, 5... 20 objects?	- Learners demonstrate and relate number symbols and their value.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	2.0 Numbers	2.5 Number Value	By the end of the sub strand, the learner should be able to; a) Count groups of objects in the environment and select corresponding number symbols.	1. Which group has 3, 4, 5... 20 objects?	- Learners demonstrate and relate number symbols and their value.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	2.0 Numbers	2.5 Number Value	By the end of the sub strand, the learner should be able to; a) Count groups of objects in the environment and select corresponding number symbols.	1. Which group has 3, 4, 5... 20 objects?	- In groups learners count concrete objects and relate them to number symbols.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	2.0 Numbers	2.5 Number Value	By the end of the sub strand, the learner should be able to; a) Differentiate number value of objects in the environment.	1. Which group has 3, 4, 5... 20 objects?	- In groups learners count concrete objects and relate them to number symbols.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	2.0 Numbers	2.5 Number Value	By the end of the sub strand, the learner should be able to; a) Differentiate number value of objects in the environment.	1. Which group has 3, 4, 5... 20 objects?	- In groups, pairs and individually learners complete number value puzzles.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	2.0 Numbers	2.5 Number Value	By the end of the sub strand, the learner should be able to; a) Appreciate the value of numbers in daily life experiences.	1. Which group has 3, 4, 5... 20 objects?	- In groups, pairs and individually learners complete number value puzzles.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	2.0 Numbers	2.5 Number Value	By the end of the sub strand, the learner should be able to; a) Appreciate the value of numbers in daily life experiences.	1. Which group has 3, 4, 5... 20 objects?	- In groups, pairs and individually learners complete number value puzzles.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	2.0 Numbers	2.6 Symbolic representation of number (number writing)	By the end of the sub strand, the learner should be able to; a) Identify number symbols up to 20 for association of spoken number and its symbolic representation.	1. Which number can you see on the calendar, chart, clock face or flashcard?	- Learners demonstrate number formation from number cut-outs.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	2.0 Numbers	2.6 Symbolic representation of number (number writing)	By the end of the sub strand, the learner should be able to; a) Identify number symbols up to 20 for association of spoken number and its symbolic representation.	1. Which number can you see on the calendar, chart, clock face or flashcard?	- Learners demonstrate number formation from number cut-outs.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	2.0 Numbers	2.6 Symbolic representation of number (number writing)	By the end of the sub strand, the learner should be able to; a) Form and write numbers 1-20 on a surface for representing quantities of objects or items by symbols.	1. Which number can you see on the calendar, chart, clock face or flashcard?	- In groups, pairs or individually, learners trace, model, thread, join dots or colour number cut-outs up to 20.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

PP2 Mathematical Activities Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 in PP2 Mathematical Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

2.0 Numbers

6 Sub-strands60 Lessons in Term 2

1.1 2.4 Number sequencing

10 Suggested LessonsTerm 2

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.

1.2 2.5 Number Value

10 Suggested LessonsTerm 2

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?

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

1.3 2.6 Symbolic representation of number (number writing)

10 Suggested LessonsTerm 2

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?

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

1.4 2.7 Number puzzle

10 Suggested LessonsTerm 2

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?

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

1.5 2.8 Putting together

10 Suggested LessonsTerm 2

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?

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

1.6 2.9 Taking away

10 Suggested LessonsTerm 2

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?

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

Strand 2.0

3.0 Measurement

2 Sub-strands18 Lessons in Term 2

2.1 3.1 Sides of objects

10 Suggested LessonsTerm 2

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?

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

2.2 3.2 Mass (heavy and light)

8 Suggested LessonsTerm 2

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?

Learning 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 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 1View Term 1 →

1.0 Classification
2.0 Numbers

Term 2Current

2.0 Numbers
3.0 Measurement

Term 3View Term 3 →

3.0 Measurement

Other PP2 Schemes of Work for Term 2

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

Language Activities (Term 2)Psychomotor & Creative Activities (Term 2)Environmental Activities (Term 2)Religious Education Activities (Term 2)

Explore Schemes for Other CBC Grades

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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 2

What strands and sub-strands are covered in PP2 Mathematical Activities Term 2?

In Term 2, PP2 Mathematical Activities covers the following main strands: 2.0 Numbers, 3.0 Measurement. Each strand is broken down into specific sub-strands with allocated lesson periods across the 14-week term.

What are the specific learning outcomes for PP2 Mathematical Activities in Term 2?

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 2 structured across weeks?

This scheme spans 14 calendar weeks (70 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 14, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 2 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.