KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

A Skilled and Ethical Society

PRIMARY SCHOOL CURRICULUM DESIGN

MATHEMATICAL ACTIVITIES

GRADE 3

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 First Published in 2017

Revised 2024

All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transcribed, in any form or by any means,
electronic, mechanical, photocopy, recording or otherwise, without the prior written permission of the publisher.

ISBN:

Published and printed by Kenya Institute of Curriculum Development

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TABLE OF CONTENTS
TABLE OF CONTENTS............................................................................................................................................................................................. i

NATIONAL GOALS OF EDUCATION ....................................................................................................................................................................... ii

LESSON ALLOCATION AT LOWER PRIMARY .........................................................................................................................................................iv

LEVEL LEARNING OUTCOMES FOR PRIMARY EDUCATION ...................................................................................................................................v

ESSENCE STATEMENT ...........................................................................................................................................................................................v

SUBJECT GENERAL LEARNING OUTCOMES ..........................................................................................................................................................vi

STRAND 1.0: NUMBERS........................................................................................................................................................................................ 1

STRAND 2.0: MEASUREMENT ............................................................................................................................................................................ 19

STRAND 3.0: GEOMERY ...................................................................................................................................................................................... 33

APPENDIX 1: COMMUNITY SERVICE LEARING (CSL) GUIDELINES FOR EARLY YEARS EDUCATION (PP1&2 AND GRADE 1-3) ........................... 38

APPENDIX 2: SUGGESTED LEARNING RESOURCES ............................................................................................................................................. 42

APPENDIX 3: SUGGESTED ASSESSMENT METHODS AND TOOLS ....................................................................................................................... 45

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NATIONAL GOALS OF EDUCATION
1. Foster nationalism, patriotism, and promote national unity
Kenya’s people belong to different communities, races and religions and should be able to live and interact as one people. Education
should enable the learner acquire a sense of nationhood and patriotism. It should also promote peace and mutual respect for
harmonious co-existence.

2. Promote social, economic, technological and industrial needs for national development
Education should prepare the learner to play an effective and productive role in the nation.
a) Social Needs
Education should instil social and adaptive skills in the learner for effective participation in community and national development.
b) Economic Needs
Education should prepare a learner with requisite competences that support a modern and independent growing economy. This
should translate into high standards of living for every individual.
c) Technological and Industrial Needs
Education should provide the learner with necessary competences for technological and industrial development in tandem with
changing global trends.

3. Promote individual development and self-fulfilment

Education should provide opportunities for the learner to develop to the fullest potential. This includes development of one’s
interests, talents and character for positive contribution to the society.

4 Promote sound moral and religious values

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 Education should promote acquisition of national values as enshrined in the Constitution. It should be geared towards developing a
self-disciplined and ethical citizen with sound moral and religious values.

5. Promote social equity and responsibility

Education should promote social equity and responsibility. It should provide inclusive and equitable access to quality and
differentiated education; including learners with special educational needs and disabilities. Education should also provide the
learner with opportunities for shared responsibility and accountability through service learning.

6. Promote respect for and development of Kenya’s rich and varied cultures
Education should instil in the learner appreciation of Kenya’s rich and diverse cultural heritage. The learner should value own and
respect other people’s culture as well as embrace positive cultural practices in a dynamic society.

7. Promote international consciousness and foster positive attitudes towards other nations
Kenya is part of the interdependent network of diverse peoples and nations. Education should therefore enable the learner to respect,
appreciate and participate in the opportunities within the international community. Education should also facilitate the learner to
operate within the international community with full knowledge of the obligations, responsibilities, rights and benefits that this
membership entails.

8. Good health and environmental protection

Education should inculcate in the learner the value of physical and psychological well-being for self and others. It should promote
environmental preservation and conservation, including animal welfare for sustainable development.

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LESSON ALLOCATION AT LOWER PRIMARY
S/No Learning Area Number of Lessons per week
1. Indigenous Language Activities 2
2. Kiswahili Language Activities / Kenya Sign Language Activities 4
3. English Language Activities 5
4. Mathematical Activities 5
5. Religious Education Activities 3
6. Environmental Activities 4
7. Creative Activities 7
Pastoral Instruction Programme 1
Total 31

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LEVEL LEARNING OUTCOMES FOR PRIMARY EDUCATION
By the end of the Primary Education, the learner should be able to:
a) Communicate appropriately using verbal and or non-verbal modes in a variety of contexts.
b) Demonstrate mastery of number concepts to solve problems in day to day life
c) Demonstrate social skills, moral and religious values for positive contribution to society
d) Develop one’s interests and talents for personal fulfilment
e) Make informed decisions as local and global citizens of a diverse, democratic society in an interdependent world.
f) Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development
g) Acquire digital literacy skills for learning and enjoyment.
h) Appreciate the country’s rich, diverse cultural heritage for harmonious living

ESSENCE STATEMENT
Mathematics is a learning area that involves computation in numbers and arithmetic, shapes, spatial relations and information
processing in the form of data. It is a vehicle of development and improvement of a country’s economic development. By
learning mathematics, learners develop a understanding of numbers, logical thinking skills and problem solving skills.
Mathematics is applied in business, social and political worlds. At this level mathematics will build on the competencies
acquired by the learner in the early years of education. Learning mathematics will also enhance the learner’ competencies in
numeracy as a foundation of STEM at the higher levels of Education cycle. Mathematics is also a subject of enjoyment and
excitement a it gives learners opportunities for creative work and fun.

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SUBJECT GENERAL LEARNING OUTCOMES
By the end of Primary Education, the learner should be able to:
1. Demonstrate mastery of number concepts by working out problems in day-to-day life.
2. Apply measurement skills to find solutions to problems in a variety of contexts.
3. Apply properties of geometrical shapes and spatial relationships in real life experiences.
4. Apply data handling skills to solve problems in day-to-day life.
5. Analyze information using algebraic expressions in real life situations.
6. Apply mathematical ideas and concepts to other learning areas or subjects and in real life contexts.
7. Develop confidence and interest in mathematics for further learning and enjoyment.
8. Develop values and competencies for a cohesive harmonious living in the society.
9. Manage pertinent and contemporary issues for enhanced inter-personal relationships.

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STRAND 1.0: NUMBERS
Strand Sub strand Specific Suggested Learning Experiences Suggested
Learning Key
Outcomes Inquiry
Question(s)
1.0 1.1 By the end of the sub The learner to be guided to: How do we tell
Numbers Number strand, the learner ● in pairs or groups, discuss and arrange our positions
Concept should be able to: use real objects collected from the in a
ordinal numbers to environment according to size starting competition?
(8 lessons)
a) order objects with the smallest to the largest and from
according size, the largest to the smallest,
b) identify position of ● name the position of an object from a
objects from 1st to reference point using 1st, 2nd up to 20th,
20th,
● in groups of 20, race for a distance and
c) write the position of
assign each other the correct position using
objects in numbers
symbols and in the words first, second up to twentieth
words, position depending on when they finish the
d) appreciate use of race. Write their positions in the race in
positions of items in symbols and in words,
real life situations. ● in pairs/groups, relate numbers 1 to 20
to positions first, second up to 20th and

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 relate to real life situations. For
example, birth order in a family; 1st
born, 2nd born,
● play games involving position 1 to 20 using
digital devices and other resources.
Core Competencies to be developed:
● Communication and collaboration: learners in groups discuss and arrange real objects collected from the environment
according to size.
● Digital literacy: learners play games involving position of items from 1 to 20 using digital devices.
Values:
● Integrity: learners display honesty as they assign each other the rightful positions after a timed race.
● Unity: learners strive to achieve a common goal as they discuss and arrange real objects collected from the environment
according to size.
Pertinent and Contemporary Issues (PCIs):
Learners discover their potential as they participate in a race to enhance self-esteem.
Link to other learning areas:
Learners utilise their writing skills from Language Activities to write their positions in the timed race in symbols and in
words.

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Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
1.0 1.2 Whole By the end of the sub strand, The learner is guided to: 1. How would
Numbers Numbers the learner should be able to: you get the
● in pairs/groups, count forward in total number of
(20 lessons) a) count numbers 1’s, 10’s, and 100’s starting from people in a
forward up to 1000 any point up to 1000 using rope group?
starting from any skipping game in a safe 2. How do you
point, tell the place
environment,
b) count numbers value of a digit
backward in ● in pairs/groups, practise through
in a number?
multiples of 100 play using number cards counting
from 1000, numbers backward in multiples
c) identify the place of 100 from 1000,
value of numbers ● in pairs / groups, discuss place
up to hundreds, value up to hundreds using
d) read numbers 1
place value apparatus in class,
to 1000 in
symbols, ● in pairs / groups, read
e) read and write numbers 1 numbers 1 to 1000 in
to 100 in words, symbols starting from any

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 f) identify missing point,
numbers in number ● in pairs and taking turns, read and
patterns up to 1000, write numbers 1 to 100 in words
g) play games involving
using number cards,
number patterns up to
● in pairs or groups, create
1000.
number patterns up to 1000
and share with other groups,
● play games involving whole
numbers up to 1000 using
digital devices and other
resources.
Core Competencies to be developed:
● Learning to learn: learners pay attention to details as they count numbers backward in multiples of 100 from 1000.
● Creativity and Imagination: learners generate new ideas to create patterns of numbers up to 1000.
Values:
● Respect: learners understand and appreciate peers as they take turns to read and write numbers 1 to 100 in words using
number cards.
● Peace: learners follow laid down procedures to count forward in 1’s, 10’s, and 100’s starting from any point up to
1000.
Pertinent and Contemporary Issues (PCIs):
Learners play games involving whole numbers up to 1000 using digital devices and other resources with peers to enhance
friendship formation.

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Link to other learning areas:
Learners utilise speaking skills from Language Activities to discuss place value of numbers up to hundreds.

Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
1.0 Numbers 1.3 By the end of the sub The learner is guided to: 1. How do you
Addition strand, the learner should ● add a 3 digit number to up to 2 arrange
be able to: digit number without numbers when
(25 lessons) regrouping with sum not adding
a) add a 3 digit number to up
to a 2 digit number exceeding 1000 using place downwards?
without regrouping with value apparatus, 2. How can you
sum not exceeding 1000, ● practice addition get the next
b) add a 3 digit number to up horizontally and number in a
to a 2 digit number with vertically using place given pattern?
single regrouping with value apparatus,
sum not exceeding 1000, ● in pairs or groups or
c) add two 3 digit individually, practise
numbers without adding a 3 digit number
regrouping, to up to a 2 digit
d) add two 3 digit numbers number with single
with single regrouping regrouping with sum

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 with sum not exceeding not exceeding 1000,
1000, ● practise adding two 3
e) create number patterns digit numbers without
involving addition up to regrouping with sum not
1000, exceeding 1000 using
f) practice addition of place value apparatus
numbers using digital (abacus and place value
devices or other resources. tins),
● create and work out
missing numbers in
patterns involving
addition up to 1000,
● use digital devices or
other resources for
activities involving
additions.
Core Competencies to be developed:
● Imagination and creativity: learners bring imaginations to life as they create patterns involving addition up to a sum
of 1000.
● Learning to learn: learners approach new challenges positively as they practise addition horizontally and vertically
using place value apparatus.
Values:
● Respect: learners portray patience as they take turns to practise addition horizontally and vertically using place value
apparatus.
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Pertinent and Contemporary Issues (PCIs):
Learners improvise place value apparatus such as abacus, place value tins or pockets using locally available materials to enhance
sustainable consumption.
Link to other learning areas:
Learners apply the concept of safety from Environmental Activities to safely collect materials from the local environment.

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Strand Sub strand Specific Learning Suggested Learning Suggested Key
Outcomes Experiences Inquiry Question(s)

1.0 Numbers 1.4 Subtraction By the end of the sub The learner is guided to: 1. When do you
(20 lessons) strand, the learner ● in groups, work out regroup
should be able to: subtraction of up to 3 during
a) subtract a 2-digit number digit numbers without subtraction?
from a 3 digit number regrouping using place 2. How do you
without regrouping, value apparatus and identify the
b) Subtract a 2 digit number share findings with missing number in
from a three digit others, a number
number with single ● in turns, work out pattern involving
regrouping, subtraction of up to 3 subtraction?
c) subtract a 3 digit number digit numbers with
from a 3 digit number single regrouping using
with single regrouping, place value chart,
d) subtract up to 3 digit ● work out missing
numbers involving numbers in subtraction of
missing numbers with up to 3 digit numbers
single regrouping, with single regrouping
e) work out missing using a variety of
numbers in number strategies,
patterns involving ● play games involving
subtraction up to 1000, subtraction using digital
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 f) appreciate devices and other
subtraction in real resources,
life situations. ● discuss how to work out
missing numbers in
patterns involving
subtraction up to 1000.

Core Competencies to be developed:

● Digital literacy: learners play games involving subtraction using digital devices.
● Creativity and imagination: learners come up with ideas to create number patterns involving subtraction.
Values:
● Unity: learners take turns to work out subtraction of up to 3 digit numbers without regrouping using place value pockets and
share findings with others.
● Respect: learners accommodate diverse opinions as they discuss how to work out missing numbers in patterns
involving subtraction up to 1000.
Pertinent and Contemporary Issues (PCIs):
Learners work out missing numbers in subtraction of up to 3 digit numbers with single regrouping using a variety of
strategies to enhance problem solving.
Link to other learning areas:
Learners apply listening and speaking skills from Language Activities to discuss how to work out missing numbers in patterns
involving subtraction up to 1000.

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Strand Sub strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
1.0 Numbers 1.5 Multiplication By the end of the sub strand, The learner is guided to: 1. How can you
(10 lessons) the learner should be able ● in pairs/groups, model work out
to: multiplication as repeated multiplication
a) model multiplication as addition of numbers 1, 2, 3, 4 using
repeated addition using and 5 by 4 and 5 using repeated
numbers 1,2,3,4 and 5 counters, addition?
by 4 and 5, ● in groups, multiply a single 2. How do
b) multiply a single digit digit number by a single digit model
number by a single number using multiplication multiplication
digit number, chart, as repeated
c) multiply single digit ● in turns, practice addition?
numbers by 10, multiplication of single digit
d) appreciate numbers by 10 using
multiplication of multiplication tables,
numbers as repeated ● play games involving
addition. multiplication using digital or
other resources.
Core Competencies to be developed:
● Learning to learn: learners discover the connection between repeated addition of numbers and multiplication.
● Creativity and imagination: learners devise ways to model multiplication as repeated addition of numbers 1, 2, 3, 4 and 5

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 by 4 and 5 using counters.
Values:
● Respect: learners understand and appreciate others as they take turns to multiply single digit numbers by 10 using
multiplication tables.
● Social justice: learners foster fairness and justice among peers as they play games involving multiplication.
Pertinent and Contemporary Issues (PCIs):
Learners re-use improvised learning materials and objects such as charts and counters to enhance environmental
conservation.
Link to other learning areas:
Learners relate modelling of multiplication as repeated addition of numbers 1, 2, 3, 4 and 5 by 4 and 5 using counters to
modelling in Creative Activities.

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Strand Sub strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
1.0 Numbers 1.6 Division By the end of the sub The learner is guided to: 1. How can
strand, the learner ● in groups, take away from a group you
(8 lessons) should be able to: a specific number of objects at a represent
a) represent division of time until all are finished and then division as
numbers up to 50 by 4 count the number of small groups repeated
and 5 as repeated formed and share their findings subtraction?
subtraction with others, 2. How can we
b) divide a 2 digit ● in groups, discuss and model use the
number by a single division as repeated multiplicatio
digit number without a subtraction of numbers up to n table to
remainder, 50 by 4 and 5 using counters work out
c) divide a 2 digit and share their findings with division
number by 10 without others, questions?
a remainder, ● in pairs/ groups, practise division
d) appreciate division as of multiples of ten from 90 by 10
repeated subtraction in using multiplication tables,
real life situations. ● extended activity: learners can
participate in communal activities
related to feeding of animals
which involves subtraction of
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 feeds for so many days.

Core Competencies to be developed:

● Communication and collaboration: learners speak clearly and listen to peers as they discuss division as repeated
subtraction of numbers.
● Learning to learn: learners discover the connection between repeated subtraction and division.
Values:
● Social justice: learners share objects equitably by repeatedly taking away from a group a specific number of objects at a
time until all are finished.
● Patriotism: learners serve the community as they participate in communal activities related to feeding animals.
Pertinent and Contemporary Issues (PCIs):
● Learners participate in communal activities related to feeding of animals to enhance animal welfare.
● Learners model division as repeated subtraction of numbers up to 50 by 4 and 5 using counters to enhance creative
thinking.
Link to other learning areas:
Learners relate modelling of division as repeated subtraction of numbers up to 50 by 4 and 5 using counters to modelling in
Creative Activities.

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Strand Sub Specific Learning Suggested Learning Experiences Suggested Key
strand Outcomes Inquiry
Question(s)
1.0 Numbers 1.7 Fractions By the end of the sub The learner is guided to: How can you
(10 lessons) strand the learner should ● in pairs /groups, safely make circular represent a half, a
be able to: cut-outs from manila papers, quarter or an eighth
a) identify , and as ● in pairs /groups, fold circular cut-outs of a group?
into 2 equal parts and identify one part
part of a whole,
as of the whole,
b) identify , and
● in pairs /groups, make rectangular cut-
as part of a group, outs and fold them into 4 equal parts to
c) appreciate fractions get a quarter of a whole and identify
as part of a whole in
each part as of the whole,
daily activities.
● in pairs /groups, make rectangular cut-
outs and fold to get 8 equal parts and
identify one part as of the whole,
● in pairs /groups, divide a number of
objects into 2 equal groups and
identify each of the small groups as
of the whole group,
● in pairs /groups, divide a number of
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 objects into 4 equal groups and
identify each of the small groups as
of the whole group,
● in pairs /groups, divide a number of
objects into 8 equal groups and
identify each of the small groups as
of the whole group,
● play games involving , and using
digital devices or other resources.
Core Competencies to be developed:
● Critical thinking and problem solving: learners explore different solutions to divide a number of objects into 8 equal
groups and identify each of the small groups as eighth of a whole.
● Learning to learn: learners discover new ideas as they fold circular cut-outs into 2 equal parts and identify one part as of
the whole.
Values:
● Unity: learners collaborate with peers as they work in pairs /groups to make rectangular cut-outs and fold them into 4 equal
parts to get a quarter of a whole.
● Peace: learners follow laid down procedure to divide a number of objects into 4 equal groups and identify each of the small
groups as of the whole group.
Pertinent and Contemporary Issues (PCIs):
Learners adhere to safety rules as they use scissors to make circular cut-outs from manila papers to enhance safety.

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Link to other learning areas:
Learners relate dividing in fractions to portions of planting different crops as carried out in Agriculture and Nutrition.

Assessment Rubrics
Level Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
Indicator

Ability to identify Identifies and writes the Identifies and writes Identifies and writes Identifies and writes
position of objects from position of objects from the position of objects the position of objects the position of objects
1st to 20th and write the 1st to 20th in number from 1st to 20th in between 1st to 15th in between 1st to 10th in
position in number symbols and in words number symbols and number symbols or in number symbols or in
symbols and in words. correctly and fluently. in words correctly. words correctly. words correctly.

Ability to count Counts numbers forward Counts numbers Counts numbers Counts numbers
numbers forward up to up to 1000 starting from forward up to 1000 forward up to 700 forward up to 500
1000 starting from any any point and backward starting from any starting from any starting from any
point and backward from 1000 in multiples point and backward point or backward point or backward
from 1000 in multiples of 100 correctly and from 1000 in from 700 in multiples from 500 in multiples
of 100. fluently. multiples of 100 of 100. of 100.
correctly.

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Ability to identify place Identifies the place Identifies the place Identifies place value Identifies place value
value of numbers up to value of numbers up to value of most of the of numbers up to ten of numbers up to
hundreds. hundreds accurately and numbers up to accurately. ones.
fluently. hundreds accurately.

Ability to read numbers Reads numbers 1 to Reads numbers 1 to Reads numbers from Reads numbers 1 to
1 to 1000 in symbols 1000 in symbols and 1000 in symbols and 1 to 700 in symbols or 500 in symbols or
and read and write reads and writes reads and writes reads and writes some reads and writes
numbers 1 to 100 in numbers 1 to 100 in numbers 1 to 100 in numbers from 1 to 70 numbers 1 to 50 in
words. words accurately and words accurately. in words. words.
fluently.

Ability to add two 3 Adds two 3 digit Adds two 3 digit Adds two 3 digit Adds two 3 digit
digit numbers with numbers with single numbers with single numbers with single numbers without
single regrouping with regrouping with sum not regrouping with sum regrouping with sum regrouping with sum
sum not exceeding exceeding 1000 not exceeding 1000 not exceeding 700 not exceeding 500.
1000. correctly and correctly. correctly.
proficiently.

Ability to subtract up to Subtracts up to 3 digit Subtracts up to 3 digit Subtracts up to 2 digit Subtracts up to 2 digit
3 digit numbers with numbers with single numbers with single numbers with single numbers without
single regrouping. regrouping correctly and regrouping correctly. regrouping correctly. regrouping correctly.
proficiently.

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Ability to multiply a Multiplies a single digit Multiplies a single Multiplies a single Multiplies a single
single digit number by number by a single digit digit number by a digit number by a digit number by a
a single digit number number and by 10 single digit number single digit number or single digit number
and by 10. correctly and and by 10 correctly by 10 correctly correctly
proficiently.

Ability to divide a 2 Divides a 2 digit number Divides a 2 digit Divides a 2 digit Divides a 2 digit
digit number by a by a single digit number number by a single number by a single number by a single
single digit number and and by 10 without a digit number and by digit number or by 10 digit number without a
by 10 without a remainder correctly and 10 without a without a remainder remainder correctly.
remainder. proficiently. remainder correctly. correctly.

Ability to create Creates number patterns Creates number Creates number Creates number
number patterns involving addition, patterns involving patterns involving any patterns involving
involving addition, subtraction, addition, subtraction, 3 of; addition, any 2 of; addition,
subtraction, multiplication and multiplication and subtraction, subtraction,
multiplication and division of numbers up division of numbers multiplication or multiplication or
division of numbers up to 1000 correctly and up to 1000 correctly. division of numbers division of numbers
to 1000. creatively. up to 700. up to 500.

Ability to identify , Identifies , and as Identifies , and Identifies , and as Identifies , and
and as part of a part of a whole and as as part of a whole and part of a whole or as as part of a whole
part of a group correctly as part of a group part of a group correctly.
whole and as part of a
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group. and proficiently. correctly. correctly.

STRAND 2.0: MEASUREMENT

Strand Sub Specific Learning Suggested Learning Experiences Suggested Key
strand Outcomes Inquiry
Question(s)
2.0 2.1 By the end of the sub The learner is guided to: 1) How can the
Measurement strand, the learner length of a
Length should be able to: ● in pairs/groups, use metre sticks to chalkboard be
(6 measure various distances and record their measured
a) measure length in results,
lessons) using a metre
metres, ● prepare 5 metres long strings with knots stick?
b) add length in at intervals of one metre to measure long 2) How can the
metres, distances, distance
c) subtract ● in groups, measure the lengths of the 4
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 length in walls in their classroom and add the between the
metres, lengths, flag post and
d) estimate ● measure the length of the chalkboard and the
length up to the teacher’s table in metres and staffroom be
10 metres, work out the difference in length, measured
e) appreciate ● work out questions involving addition of using a 5
measuring length in real life situations, metres long
length in ● work out subtraction of length in metres string?
metres in based on real life situations,
real life ● in pairs/groups, estimate distances
situations. around the school compound up to 10
metres, measure and compare results,
● record videos of classmates measuring
length then play back the video and share
experiences.
Core Competencies to be developed:
● Digital literacy: learners use digital devices to record videos of classmates measuring length and play back the videos.
● Critical thinking and problem solving: learners’ complete tasks by following instructions as they work out questions
involving addition of length in real life situations
Values:
● Unity: learners appreciate peers’ effort as they measure the lengths of various objects in and around the classroom.
● Responsibility: learners engage in assigned roles and duties as they prepare 5 metres long strings with knots at intervals
of one metre to measure long distances
Pertinent and Contemporary Issues (PCIs):
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● Learners estimate distances around the school compound up to 10 metres, measure the actual distances and compare results
to enhance self-efficacy.
● Learners work harmoniously in groups to measure the lengths of various objects in and around the classroom to enhance
social cohesion.
Link to other learning areas:
● Learners utilise speaking skills acquired from Language Activities to share experiences in measuring lengths around the
school.
● Learners apply creative skills from Creative Activities to prepare 5 metres long strings with knots at intervals of one
metre to measure long distances.

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Strand Sub Specific Learning Suggested Learning Experiences Suggested Key
strand Outcomes Inquiry
Question(s)
2.0 2.2 Mass By the end of the sub The learner is guided to: How can you
Measurement strand, the learner ● collect safe materials to be used to measure make a 1kg
(6 lessons) should be able to: mass in their immediate environment, mass using a
a) measure mass in ● make masses of 1kg using sand or soil by beam balance?
kilograms, measuring against the kilogram standard unit,
b) add mass in ● in groups, measure mass of different objects in
kilograms, kilograms using a beam balance and share
c) subtract mass in experiences,
kilograms, ● in pairs/groups, role play addition of mass in
d) estimate mass up kilograms using items in the classroom model
to 5 kilograms, shop,
e) appreciate ● work out the differences between the masses of
measuring mass items in the classroom model shop,
of objects in ● compare the masses of items in the classroom
kilograms. model shop with a 5kg mass,
● estimate mass of items up to 5kg,
● measure the masses of items to confirm their
actual mass,
● play digital games involving mass.

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Core competencies to be developed:
● Self-efficacy: learners acquire self-confidence as they role play addition of mass in kilograms using items in the classroom
model shop.
● Critical thinking and problem solving: learners explore different ways of making masses of 1kg using sand or soil by
measuring against the kilogram standard unit.
Values:
● Respect: learners understand and appreciate others as they measure mass of different objects in kilograms using a beam
balance and share their experiences.
● Unity: learners share resources amicably as they make masses of 1kg using sand or soil by measuring against the kilogram
standard unit.
Pertinent and Contemporary Issues (PCIs):
Learners safely collect materials needed for learning from their immediate environment to enhance environmental safety.
Link to other learning areas:
● Learners apply creative skills acquired from Creative Activities to make masses of 1kg using sand or soil by measuring
against the kilogram standard unit.
● Learners apply safety skills acquired from Environmental Activities to safely collect materials needed for learning from
their immediate environment.

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Strand Sub strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
2.0 2.3 Capacity By the end of the sub The learner is guided to: How can the
Measurement (8 lessons) strand, the learner ● in pairs /groups, collect safe materials capacity of a
should be able to: in their immediate environment to be container be
a) measure capacity in used to measure capacity, measured?
litres, ● in pairs or groups, discuss and
b) add capacity in measure capacity of different
litres, containers using a 1 litre containers,
c) subtract capacity in ● in turns, practice addition of capacity
litres, in litres in real life situations,
d) estimate capacity up ● in turns, practice subtraction of
to 5 litres, capacity in litres in real life situations,
e) appreciate ● estimate capacity of containers up to
measuring capacity 5 litres,
of containers in ● measure the actual capacity of the
litres. containers to confirm their capacity in
litres,
● play digital games involving capacity
in real life situations.

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 Core Competencies to be developed:
● Self-efficacy: learners exhibit self-confidence as they estimate the capacity of containers up to 5 litres, measure the
actual capacities of the containers and compare the measurements.
● Communication and collaboration: learners speak clearly, listen attentively and support peers as they discuss and
measure capacity of different containers using 1 litre containers.
Values:
● Social justice: learners advocate for harmonious relation among peers as they work in groups to measure capacity of
different containers using 1 litre containers.
● Responsibility: learners care for their own items for measuring capacity and those of others.
Pertinent and Contemporary Issues (PCIs):
Learners work in groups and collect safe materials in their immediate environment to be used for measuring capacity to
enhance social cohesion.
Link to other learning areas:
Learners apply safety skills acquired from Environmental Activities to safely collect materials needed for measuring capacity
from their immediate environment.

25
Strand Sub strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question(s)
2.0 Measurement 2.4 Time By the end of the sub The learner is guided to: How do we read
strand, the learner ● in groups, draw a clock and tell time using
(10 lessons) face on a manila paper or
should be able to: digital and analog
a) identify the minute any other resource, divide clocks?
as a unit of the clock face into two
measuring time, equal parts using a line
b) read and tell time passing through the
using ‘past’ and ‘to’ centre, and discuss what
the hour using the each division represents,
clock face, ● in pairs/groups, discuss
c) read and tell the divisions on the clock
time using the face,
digital clock or ● locate a minute on the
analogue clock, clock face and discuss it
d) write time using ‘past’ as a unit of measuring
and ‘to’ time,
the hour, ● in pairs/groups, discuss how
e) estimate time in hours, to tell time on the clock face
f) add time involving using “past” and “to” the
26
 hours and minutes hour,
without conversion in ● in turns, read and tell time on an
real life situations, analog clock,
g) subtract time ● in groups, discuss how the
involving hours and digital clock operates and share
minutes without their findings with others,
conversion in real life ● in turns, read and tell time on a
situations, digital clock,
h) appreciate reading and ● in pairs/groups, estimate time
telling time using in hours,
digital and analogue ● in pairs/groups, add time in
clocks. hours and minutes without
conversion,
● in pairs/groups, subtract time
in hours and minutes without
conversion,
● discuss the importance of
keeping time in real life
situations.
Core Competencies to be developed:
● Communication and collaboration: learners speak clearly, listen attentively and recognize peers' efforts as they discuss
how to tell time on the clock face using “past” and “to” the hour.
● Learning to learn: learners show interest and persist in reading and telling time on analog and digital clocks.

27
Values:
● Respect: learners accommodate diverse opinions as they discuss the importance of keeping time in real life situations.
● Peace: learners display tolerance as they in turns read and tell time on a digital clock.
Pertinent and Contemporary Issues (PCIs):
Learners take turns in activities and conversations as they read and tell time on analog and digital clocks to enhance social
cohesion.
Link to other learning areas:
Learners apply creative skills acquired from Creative Activities to draw a clock face and divide the clock face into equal parts.

Strand Sub Specific Learning Suggested Learning Experiences Suggested Key

strand Outcomes Inquiry
Question(s)
2.0 Measurement 2.5 Money By the end of the sub The learner is guided to: How can money
strand, the learner should ● use locally available materials to be represented in
(10 be able to: model Kenyan currency different
lessons) a) identify Kenyan denominations for use in learning, denominations?
currency notes up to ● in pairs/groups, sort Kenyan
sh.1000, currency notes according to their
b) count money in value up to sh.1000,
different ● in pairs/groups, count Kenyan
denominations up to currency notes in different
sh.1000, denominations up to sh1000,
c) add money involving ● in pairs/groups, subtract money up
28
 different to sh.1000 in real life situations,
denominations up to a ● in pairs/groups, add money up to
sh.1000, sh.1000 in real life situations,
d) subtract money ● in pairs/groups, role play changing
involving different money into different denominations
denominations up to a up to
sh.1000, sh. 1000 in the classroom model
e) represent the same shop,
amount of money in ● in pairs/groups, role play buying
different up to 3 items involving balance
denominations, using the money models up to
f) convert money into sh.1000 in the classroom model
different shop,
denominations, ● share own experiences in relation
g) use money to buy up to to shopping activities,
3 items involving ● play digital games involving
balance, money.
h) appreciate spending
and saving money in
real life situations.
Core Competencies to be developed:
● Citizenship: learners embrace each other regardless of their background as they in pairs/groups count Kenyan currency
notes in different denominations up to sh. 1000.
● Digital literacy: learners use digital devices to play games involving money.
29
Values:
● Patriotism: learners exhibit honesty as they sort out Kenyan currency notes according to their value up to sh.1000.
● Responsibility: learners engage in assigned roles and duties as they role play buying up to 3 items involving balance
using the money models up to sh.1000 in the classroom model shop.
Pertinent and Contemporary Issues (PCIs):
● Learners role play buying up to 3 items involving balance using the money models up to sh.1000 in the classroom
model shop to enhance financial literacy.
● Learners use locally available materials from the environment to model Kenyan currency to enhance sustainable
consumption.
Link to other learning areas:
Learners use creative skills acquired from Creative Activities to model Kenyan currency denominations using locally available
materials.

30
Assessment Rubrics
Level Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
Indicator
Ability to add and Adds and subtracts length Adds and subtracts Adds or subtracts Adds or subtracts
subtract length in in metres accurately and length in metres length in metres length in metres
metres. proficiently. accurately. accurately. with difficulties.
Ability to add and Adds and subtracts mass in Adds and subtracts Adds or subtracts Adds or subtracts
subtract mass in kilograms accurately and mass in kilograms mass in kilograms mass in kilograms
kilograms. proficiently. accurately. accurately. with difficulties.
Ability to add and Adds and subtracts Adds and subtracts Adds or subtracts Adds or subtracts
subtract capacity in capacity in litres accurately capacity in litres capacity in litres capacity in litres
litres. and proficiently. accurately. accurately. with difficulties.
Ability to read and Reads and writes time Reads and writes time Reads or writes time Reads or writes time
write time using ‘past’ using ‘past’ and ‘to’ using ‘past’ and ‘to’ using ‘past’ and ‘to’ using ‘past’ or ‘to’
and ‘to’ accurately and fluently. accurately. accurately. accurately.
Ability to add and Adds and subtracts time Adds and subtracts Adds or subtracts Adds or subtracts
subtract time involving hours and time involving hours time involving hours time involving hours
involving hours and minutes without and minutes without and minutes without or minutes without
minutes without conversion accurately and conversion conversion
31
conversion proficiently. conversion accurately. accurately. accurately.
Ability to identify Identifies Kenyan currency Identifies Kenyan Identifies Kenyan Identifies Kenyan
Kenyan currency notes up to sh.1000 currency notes up to currency notes up to currency notes up to
notes up to sh.1000 correctly and consistently. sh.1000 correctly. sh.500. sh.200 correctly.
Ability to count Counts money in different Counts money in Counts money in Counts money in
money in different denominations up to different different different
denominations up to sh.1000 correctly and denominations up to denominations up to denominations up to
sh.1000. consistently. sh.1000 correctly. sh.700 correctly. sh.500 correctly.
Ability to add and Adds and subtracts money Adds and subtracts Adds or subtracts Adds or subtracts
subtract money involving different money involving money involving money involving
involving different denominations up to different different different
denominations up to sh.1000 correctly and denominations up to denominations up to denominations up to
sh.1000. consistently. sh.1000 correctly. sh.700 correctly. sh.500 correctly.
Ability to represent Represents the same Represents the same Represents the same Represents the same
the same amount of amount of money in amount of money in amount of money in amount of money in
money in different different denominations different different different
denominations. correctly and consistently. denominations denominations denominations with
correctly. partially correctly. difficulties.

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STRAND 3.0: GEOMERY
Strand Sub strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
3.0 3.1 Position By the end of the sub The learner is guided to: What is the
Geometry and strand, the learner should  in pairs /groups, move along a straight importance of
Direction be able to: line from a given point outside the directions in real
(5 lessons) a) move along a straight classroom, life situations?
line from a point,  in pairs/groups, play a game of moving
b) identify the right and to the right and left sides from a point,
left side from a point,  in pairs/groups, move straight outside
c) turn to the right from the classroom then turn to the right,
a point,  in pairs/groups, move straight outside
d) turn to the left from a the classroom then turn to the left,
point,  in pairs or groups, play games involving
e) appreciate use of
moving along a straight line and turning
directions in real life
left or right,
situations.
 play digital games involving movement
on straight lines and turning to the left
and right.
Core Competencies to be developed:
● Digital literacy: learners use digital devices to play games involving movement on straight lines and turning to the left and

33
 right.
● Communication and collaboration: learners describe their positions using terms such as right, left, ahead, behind.
Values:
● Peace: learners avoid hurting others as they play games involving moving along a straight line then turning left or right.
● Unity: learners take turns in activities as they move straight outside the classroom then turn to the left.
Pertinent and Contemporary Issues (PCIs):
● Learners follow laid down procedures to carry out activities as they move along a straight line from a given point outside the
classroom to enhance positive discipline.
● Learners accord each other equal opportunities in sharing responsibilities as they play a game of moving to the right and left
sides from a point to enhance responsibility.
Link to other learning areas:
Learners apply the skills of position and direction from Environmental Activities to play games involving moving along a
straight line and turning left or right within the environment.

Strand Sub strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
3.0 3.2 Shapes By the end of the sub The learner is guided to: What shapes can
Geometry (4 lessons) strand, the learner should ● in pairs/groups, make paper cut-out of you identify in
be able to: different shapes, your school?
a) identify the shapes in ● in pairs or groups, sort out the paper cut-
a combined shape outs according to their shapes,
34
 made of two different ● in pairs or groups, name the different
shapes, shapes made from the paper
b) draw a combined cut-outs,
shape made of 2 ● in pairs/groups, name and discuss shapes
shapes, in their immediate environment,
c) model a combined ● in pairs/groups, draw combined shapes
shape made of two found in the environment that are made of
shapes, 2 different shapes, e.g. the hut,
d) appreciate the use of ● in groups, use locally available materials
combined shapes in to model a combined shape made of 2
the environment. different shapes,
● play digital games involving shapes.
Core Competencies to be developed:
● Communication and collaboration: learners speak clearly, listen keenly, understand and respect diversity as they discuss
shapes in their immediate environment.
● Critical thinking and problem solving: learners make paper cut-out of different shapes and sort them according to their
shapes.
Values:
● Social justice: learners share resources equitably as they make paper cut-outs of different shapes.
● Integrity: learners use locally available resources sparingly as they model a combined shape made of 2 different shapes.
Link to PCIs:
Learners imagine different shapes and model them using locally available materials from the immediate environment to enhance
creative thinking.

35
Link to other learning areas:
● Learners apply speaking and listening skills acquired from Language Activities to discuss shapes in their immediate
environment.
● Learners apply creative skills acquired from Creative Activities to model combined shapes using locally available materials.

36
Assessment Rubric
Level Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
Indicator
Ability to identify the Identifies the right and left Identifies the right Identifies the right or Identifies the right or
right and left side from a side from a point accurately and left side from a left side from a point left side from a point
point. and consistently. point accurately. accurately. with difficulties.
Ability to turn to the Turns to the right and to the Turns to the right and Turns to the right or
Turns to the right or
right and to the left from left from a point accurately to the left from a to the left from ato the left from a
a point. and consistently. point accurately. point accurately. point with
difficulties.
Ability to identify Identifies shapes from a Identifies shapes from Identifies shapes from Identifies shapes from
shapes from a figure figure made of two different a figure made of two a figure made of two a figure made of two
made of two different shapes accurately and different shapes different shapes different shapes with
shapes proficiently. accurately. partially accurately. difficulties.
Ability to draw and Draws and models a Draws and models a Draws or models a Draws or models a
model a combined shape combined shape made of 2 combined shape made combined shape made combined shape made
made of 2 shapes. shapes accurately and of 2 shapes of 2 shapes of 2 shapes with
creatively. accurately. accurately. difficulties.

37
APPENDIX 1: COMMUNITY SERVICE LEARING (CSL) GUIDELINES FOR EARLY YEARS EDUCATION
(PP1&2 AND GRADE 1-3)
At this level, the goal of the CSL activity is to provide linkages between concepts learnt in the various Learning Activities and
the real life experiences. Learners begin to make connections between what they learn and the relevance to their daily life. CSL
is hosted in the Environmental Activities learning area. The class teacher is expected to identify and guide learners to undertake
age-appropriate whole-class integrated CSL activity within the school. The safety of the learners should also be taken into
account when selecting the CSL activity. The following steps for the integrated CSL activity should be staggered across the
school terms:

Steps in carrying out the integrated CSL activity

38
1) Preparation
● Determine the activity for the learners
● Map out the targeted core competencies, values and specific learning areas skills for the CSL activity
● Identify resources required for the activity (locally available materials)
● Stagger the activities across the term (Set dates and time for the activities)
● Communicate to learners, parents/caregivers/guardians, school administration, teachers and other relevant stakeholders in
the school community
● Identify and develop assessment tools

2) Implementation of CSL Activity

● Assigning roles to learners.
● Ensure every learner actively participates in the activity
● Observe learners as they carry out the CSL activity and record feedback.
● Use an appropriate assessment tool to assess both the process and the product (Assess learner’s work from the
beginning to the end product)
● Assess the targeted core competencies, values and subject skills.

39
3) Reflection on the CSL Activity
Conduct a self-evaluation session with learners on the integrated CSL activity undertaken by discussing the following:
● what went well and why
● what did not go well and why,
● what can be done differently next time
● what they have learnt.

There will be one integrated CSL activity that will be conducted annually. The thematic areas for the integrated CSL activity
will be derived from the broader categories of the PCIs and concepts from the various Learning Areas. The teachers are expected
to vary the themes yearly to allow learners to address different PCIs within their contexts. There should be a linkage between the
skills from the learning areas and the themes.

The integrated CSL activity will take a Whole School Approach (WSA) where the entire school community is involved
(learners, parents/caregivers/guardians, school administration, teachers). Parents/caregivers/guardians are key stakeholders in the
planning and execution of the CSL activity. Although the teacher takes the lead role in the planning and integration of the CSL
activity, learners will be expected to participate actively in the whole process.

The CSL activity provides an opportunity for the development of core competencies and the nurturing of various values. The
teacher is expected to vary the core competencies and values emphasised in the activity yearly.
Assessment of the CSL Activity

40
Assessment of the integrated CSL activity will focus on 3 components namely: skills from various learning areas applied in
carrying out the activity, and core competencies developed and values nurtured. Assessment should focus on both the process
and end product of the CSL activity. The teacher will assess learners in groups using various tools such as an observation
schedule, checklist, rating scale or any other appropriate assessment tool.

41
APPENDIX 2: SUGGESTED LEARNING RESOURCES
STRANDS SUB -STRANDS RESOURCES
NUMBERS NUMBER CONCEPT Counters such as marbles, sticks, stones, grains
WHOLE NUMBERS A number line drawn on the ground/floor, place value chart
ADDITION Place value chart, abacus, basic addition facts table
SUBTRACTION Basic addition facts table, place value chart
MULTIPLICATION Bottle tops, marbles, stones, grains, number line drawn on the
ground/floor, multiplication tables
DIVISION Bottle tops, marbles, stones, sticks, grains, multiplication tables
FRACTIONS Circular and rectangular cut outs, marbles, bottle tops, sticks, grains, stones
MEASUREMENT LENGTH Books, pencils, rulers, sticks, bottles, metre rule, metre sticks
MASS Masses of 1kg, soil, sand, beam balance
CAPACITY Containers of different sizes, 1litre containers, sand soil water,5 litre
containers
TIME Clock face both analogue and digital

42
 MONEY Kenyan currency coins and notes/imitations up to sh.1000, classroom shop
GEOMETRY POSITION AND Charts showing a straight line, a turn to the left and a turn to the right
DIRECTION
SHAPES Cut- outs of rectangles, circles, triangles, ovals and squares of different
sizes

43
NOTE
The following ICT devices may be used in the teaching/learning of mathematics at this level:
● Learner digital devices (LDD),
● Teacher digital devices (TDD),
● Mobile phones,
● Digital clocks,
● Television sets,
● Videos,
● Cameras,
● Projectors,
● Radios,
● DVD players,
● CD’s,
● Scanners,
● Internet among others

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APPENDIX 3: SUGGESTED ASSESSMENT METHODS AND TOOLS
1. Written tests and quizzes
2. Rating scales
3. Projects
4. Observation Schedules
5. Portfolio
6. Assessment Rubric
7. Questionnaire

45