CBE · Lower Primary
Grade 1 Mathematics Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Mathematics scheme of work for Grade 1 covering Terms 1, 2 and 3 2026: strands and sub-strands mapped week by week with specific learning outcomes, key inquiry questions, suggested learning experiences, resources and assessment methods.
- Level
- Grade 1
- Subject
- Mathematics
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 1 Mathematics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
NUMBERS
Pre-Number Activities · Whole Numbers · Addition
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | NUMBERS | Pre-Number Activities | By the end of the lesson, the learner should be able to: sort objects according to similar attributes in different situations. | The learner is guided to: in pairs/groups, collect different types of safe objects from the immediate environment. | How can we group objects?; How can we arrange objects? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | NUMBERS | Pre-Number Activities | By the end of the lesson, the learner should be able to: match objects with similar attributes in the environment. | The learner is guided to: group objects according to attributes such as size, colour, use, shape and texture. | How can we group objects?; How can we arrange objects? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | NUMBERS | Pre-Number Activities | By the end of the lesson, the learner should be able to: order objects according to given criteria in different situations. | The learner is guided to: pair objects with similar attributes such as size, colour, use, shape and texture. | How can we group objects?; How can we arrange objects? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | NUMBERS | Pre-Number Activities | By the end of the lesson, the learner should be able to: create patterns of different sizes and shapes using real objects. | The learner is guided to: arrange objects according to size from smallest to biggest and from biggest to smallest. | How can we group objects?; How can we arrange objects? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | NUMBERS | Pre-Number Activities | By the end of the lesson, the learner should be able to: appreciate the use of sorting and grouping items in day-to-day activities. | The learner is guided to: make patterns of different shapes and sizes using real objects. | How can we group objects?; How can we arrange objects? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | NUMBERS | Pre-Number Activities | By the end of the lesson, the learner should be able to: sort objects according to similar attributes in different situations. | The learner is guided to: in pairs/groups, assist in arranging items like fruits, cereals, for example beans, maize and rice according to size, colour, shape and storage at home. | How can we group objects?; How can we arrange objects? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | NUMBERS | Pre-Number Activities | By the end of the lesson, the learner should be able to: match objects with similar attributes in the environment. | The learner is guided to: in pairs/groups, collect different types of safe objects from the immediate environment. | How can we group objects?; How can we arrange objects? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | NUMBERS | Pre-Number Activities | By the end of the lesson, the learner should be able to: order objects according to given criteria in different situations. | The learner is guided to: group objects according to attributes such as size, colour, use, shape and texture. | How can we group objects?; How can we arrange objects? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | NUMBERS | Pre-Number Activities | By the end of the lesson, the learner should be able to: create patterns of different sizes and shapes using real objects. | The learner is guided to: pair objects with similar attributes such as size, colour, use, shape and texture. | How can we group objects?; How can we arrange objects? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | NUMBERS | Pre-Number Activities | By the end of the lesson, the learner should be able to: appreciate the use of sorting and grouping items in day-to-day activities. | The learner is guided to: arrange objects according to size from smallest to biggest and from biggest to smallest. | How can we group objects?; How can we arrange objects? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | NUMBERS | Pre-Number Activities | By the end of the lesson, the learner should be able to: sort objects according to similar attributes in different situations. | The learner is guided to: make patterns of different shapes and sizes using real objects. | How can we group objects?; How can we arrange objects? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | NUMBERS | Pre-Number Activities | By the end of the lesson, the learner should be able to: match objects with similar attributes in the environment. | The learner is guided to: in pairs/groups, assist in arranging items like fruits, cereals, for example beans, maize and rice according to size, colour, shape and storage at home. | How can we group objects?; How can we arrange objects? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | NUMBERS | Pre-Number Activities | By the end of the lesson, the learner should be able to: order objects according to given criteria in different situations. | The learner is guided to: in pairs/groups, collect different types of safe objects from the immediate environment. | How can we group objects?; How can we arrange objects? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | NUMBERS | Pre-Number Activities | By the end of the lesson, the learner should be able to: create patterns of different sizes and shapes using real objects. | The learner is guided to: group objects according to attributes such as size, colour, use, shape and texture. | How can we group objects?; How can we arrange objects? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | NUMBERS | Pre-Number Activities | By the end of the lesson, the learner should be able to: appreciate the use of sorting and grouping items in day-to-day activities. | The learner is guided to: pair objects with similar attributes such as size, colour, use, shape and texture. | How can we group objects?; How can we arrange objects? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | NUMBERS | Pre-Number Activities | By the end of the lesson, the learner should be able to: sort objects according to similar attributes in different situations. | The learner is guided to: arrange objects according to size from smallest to biggest and from biggest to smallest. | How can we group objects?; How can we arrange objects? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | NUMBERS | Pre-Number Activities | By the end of the lesson, the learner should be able to: match objects with similar attributes in the environment. | The learner is guided to: make patterns of different shapes and sizes using real objects. | How can we group objects?; How can we arrange objects? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | NUMBERS | Pre-Number Activities | By the end of the lesson, the learner should be able to: order objects according to given criteria in different situations. | The learner is guided to: in pairs/groups, assist in arranging items like fruits, cereals, for example beans, maize and rice according to size, colour, shape and storage at home. | How can we group objects?; How can we arrange objects? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | NUMBERS | Pre-Number Activities | By the end of the lesson, the learner should be able to: create patterns of different sizes and shapes using real objects. | The learner is guided to: in pairs/groups, collect different types of safe objects from the immediate environment. | How can we group objects?; How can we arrange objects? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | NUMBERS | Pre-Number Activities | By the end of the lesson, the learner should be able to: appreciate the use of sorting and grouping items in day-to-day activities. | The learner is guided to: group objects according to attributes such as size, colour, use, shape and texture. | How can we group objects?; How can we arrange objects? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | NUMBERS | Whole Numbers | By the end of the lesson, the learner should be able to: count numbers forward up to 50. | The learner is guided to: in pairs/groups, collect concrete objects from the immediate environment to use in counting activities. | In what ways can we count from 1 to 20? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | NUMBERS | Whole Numbers | By the end of the lesson, the learner should be able to: count numbers backwards from 30. | The learner is guided to: in pairs/groups, count by 1’s and 2’s up to 20 starting from any point using concrete objects such as number cards, as well as body parts. | In what ways can we count from 1 to 20? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | NUMBERS | Whole Numbers | By the end of the lesson, the learner should be able to: represent numbers 1 to 30 using concrete objects. | The learner is guided to: take turns in counting numbers forward up to 50. | In what ways can we count from 1 to 20? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | NUMBERS | Whole Numbers | By the end of the lesson, the learner should be able to: read and write numbers 1 to 50 in symbols. | The learner is guided to: in pairs/groups, count numbers backwards from 30. | In what ways can we count from 1 to 20? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | NUMBERS | Whole Numbers | By the end of the lesson, the learner should be able to: read and write numbers 1 to 10 in words. | The learner is guided to: in pairs/groups, play games that involve representing numbers 1 to 30 using concrete objects. | In what ways can we count from 1 to 20? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 1
Weeks 6–13 are in the full Term 1 document — KES 30 by M-Pesa.
Term 2 — Grade 1 Mathematics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
NUMBERS
Addition · Subtraction
MEASUREMENT
Length
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | NUMBERS | Addition | By the end of the lesson, the learner should be able to: model addition as putting objects together. | The learner is guided to: in pairs/groups, safely put two groups of objects together and count to get the total. | How can you add a 2 digit number to a 1 digit number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | NUMBERS | Addition | By the end of the lesson, the learner should be able to: use ' +' and ' =' signs in writing addition statements. | The learner is guided to: use ' + ' and ' = ' signs in writing addition statements. | How can you add a 2 digit number to a 1 digit number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | NUMBERS | Addition | By the end of the lesson, the learner should be able to: add 2 single digit numbers in different situations. | The learner is guided to: add 2 single digit numbers by counting on. | How can you add a 2 digit number to a 1 digit number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | NUMBERS | Addition | By the end of the lesson, the learner should be able to: add 3 single digit numbers in different contexts. | The learner is guided to: add 3 single digit numbers using concrete objects. | How can you add a 2 digit number to a 1 digit number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | NUMBERS | Addition | By the end of the lesson, the learner should be able to: add a 2 digit number to a 1 digit number without regrouping with sum not exceeding 50. | The learner is guided to: add 3 single digit numbers by counting on. | How can you add a 2 digit number to a 1 digit number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | NUMBERS | Addition | By the end of the lesson, the learner should be able to: work out missing numbers in patterns involving addition of whole numbers up to 50. | The learner is guided to: add a 2 digit number to a 1 digit number without regrouping horizontally and vertically with sum not exceeding 50. | How can you add a 2 digit number to a 1 digit number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | NUMBERS | Addition | By the end of the lesson, the learner should be able to: play games involving addition using digital devices or other resources. | The learner is guided to: in pairs/groups, make number patterns involving addition with numbers up to 50. | How can you add a 2 digit number to a 1 digit number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | NUMBERS | Addition | By the end of the lesson, the learner should be able to: model addition as putting objects together. | The learner is guided to: play games involving addition using digital devices and other resources. | How can you add a 2 digit number to a 1 digit number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | NUMBERS | Addition | By the end of the lesson, the learner should be able to: use ' +' and ' =' signs in writing addition statements. | The learner is guided to: in pairs/groups, safely put two groups of objects together and count to get the total. | How can you add a 2 digit number to a 1 digit number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | NUMBERS | Addition | By the end of the lesson, the learner should be able to: add 2 single digit numbers in different situations. | The learner is guided to: use ' + ' and ' = ' signs in writing addition statements. | How can you add a 2 digit number to a 1 digit number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | NUMBERS | Addition | By the end of the lesson, the learner should be able to: add 3 single digit numbers in different contexts. | The learner is guided to: add 2 single digit numbers by counting on. | How can you add a 2 digit number to a 1 digit number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | NUMBERS | Addition | By the end of the lesson, the learner should be able to: add a 2 digit number to a 1 digit number without regrouping with sum not exceeding 50. | The learner is guided to: add 3 single digit numbers using concrete objects. | How can you add a 2 digit number to a 1 digit number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | NUMBERS | Addition | By the end of the lesson, the learner should be able to: work out missing numbers in patterns involving addition of whole numbers up to 50. | The learner is guided to: add 3 single digit numbers by counting on. | How can you add a 2 digit number to a 1 digit number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | NUMBERS | Addition | By the end of the lesson, the learner should be able to: play games involving addition using digital devices or other resources. | The learner is guided to: add a 2 digit number to a 1 digit number without regrouping horizontally and vertically with sum not exceeding 50. | How can you add a 2 digit number to a 1 digit number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | NUMBERS | Addition | By the end of the lesson, the learner should be able to: model addition as putting objects together. | The learner is guided to: in pairs/groups, make number patterns involving addition with numbers up to 50. | How can you add a 2 digit number to a 1 digit number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | NUMBERS | Addition | By the end of the lesson, the learner should be able to: use ' +' and ' =' signs in writing addition statements. | The learner is guided to: play games involving addition using digital devices and other resources. | How can you add a 2 digit number to a 1 digit number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | NUMBERS | Addition | By the end of the lesson, the learner should be able to: add 2 single digit numbers in different situations. | The learner is guided to: in pairs/groups, safely put two groups of objects together and count to get the total. | How can you add a 2 digit number to a 1 digit number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | NUMBERS | Addition | By the end of the lesson, the learner should be able to: add 3 single digit numbers in different contexts. | The learner is guided to: use ' + ' and ' = ' signs in writing addition statements. | How can you add a 2 digit number to a 1 digit number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | NUMBERS | Addition | By the end of the lesson, the learner should be able to: add a 2 digit number to a 1 digit number without regrouping with sum not exceeding 50. | The learner is guided to: add 2 single digit numbers by counting on. | How can you add a 2 digit number to a 1 digit number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | NUMBERS | Addition | By the end of the lesson, the learner should be able to: work out missing numbers in patterns involving addition of whole numbers up to 50. | The learner is guided to: add 3 single digit numbers using concrete objects. | How can you add a 2 digit number to a 1 digit number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | NUMBERS | Subtraction | By the end of the lesson, the learner should be able to: model subtraction as 'taking away' using concrete objects. | The learner is guided to: in pairs/groups, model subtraction using concrete objects. | How do you subtract a one digit number from a two digit number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | NUMBERS | Subtraction | By the end of the lesson, the learner should be able to: use the ' - ' and '='signs in writing subtraction sentences. | The learner is guided to: use ' - ' and '=' signs in writing subtraction sentences. | How do you subtract a one digit number from a two digit number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | NUMBERS | Subtraction | By the end of the lesson, the learner should be able to: subtract single digit numbers. | The learner is guided to: in pairs/groups, subtract by counting backwards. | How do you subtract a one digit number from a two digit number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | NUMBERS | Subtraction | By the end of the lesson, the learner should be able to: subtract a 1 digit number from a 2 digit number without regrouping. | The learner is guided to: in pairs/groups, subtract using concrete objects. | How do you subtract a one digit number from a two digit number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | NUMBERS | Subtraction | By the end of the lesson, the learner should be able to: work out missing numbers in patterns involving subtraction of whole numbers up to 50. | The learner is guided to: create subtraction sentences related to basic addition facts. | How do you subtract a one digit number from a two digit number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 2
Weeks 6–13 are in the full Term 2 document — KES 30 by M-Pesa.
Term 3 — Grade 1 Mathematics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
MEASUREMENT
Mass · Capacity · Time · Money
GEOMETRY
Lines · Shapes
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | MEASUREMENT | Mass | By the end of the lesson, the learner should be able to: collect objects with different mass from the immediate environment. | The learner is guided to: collect safe objects of different mass from their immediate environment. | How can you compare the mass of two or more objects?; How can you show that an object is heavier than, lighter than or same as your mathematics textbook? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | MEASUREMENT | Mass | By the end of the lesson, the learner should be able to: compare mass of two objects using heavier than, lighter than or same as. | The learner is guided to: in groups, discuss and use safe objects to identify those heavier than, lighter than or same as. | How can you compare the mass of two or more objects?; How can you show that an object is heavier than, lighter than or same as your mathematics textbook? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | MEASUREMENT | Mass | By the end of the lesson, the learner should be able to: measure mass using arbitrary units. | The learner is guided to: in groups, use an identified empty container of known mass to measure the mass of other objects such as mass of beans, maize or flour as accurately as possible. | How can you compare the mass of two or more objects?; How can you show that an object is heavier than, lighter than or same as your mathematics textbook? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | MEASUREMENT | Mass | By the end of the lesson, the learner should be able to: appreciate measuring mass using arbitrary units in the environment. | The learner is guided to: play games involving mass using digital devices. | How can you compare the mass of two or more objects?; How can you show that an object is heavier than, lighter than or same as your mathematics textbook? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | MEASUREMENT | Mass | By the end of the lesson, the learner should be able to: collect objects with different mass from the immediate environment. | The learner is guided to: collect safe objects of different mass from their immediate environment. | How can you compare the mass of two or more objects?; How can you show that an object is heavier than, lighter than or same as your mathematics textbook? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | MEASUREMENT | Mass | By the end of the lesson, the learner should be able to: compare mass of two objects using heavier than, lighter than or same as. | The learner is guided to: in groups, discuss and use safe objects to identify those heavier than, lighter than or same as. | How can you compare the mass of two or more objects?; How can you show that an object is heavier than, lighter than or same as your mathematics textbook? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | MEASUREMENT | Mass | By the end of the lesson, the learner should be able to: measure mass using arbitrary units. | The learner is guided to: in groups, use an identified empty container of known mass to measure the mass of other objects such as mass of beans, maize or flour as accurately as possible. | How can you compare the mass of two or more objects?; How can you show that an object is heavier than, lighter than or same as your mathematics textbook? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | MEASUREMENT | Mass | By the end of the lesson, the learner should be able to: appreciate measuring mass using arbitrary units in the environment. | The learner is guided to: play games involving mass using digital devices. | How can you compare the mass of two or more objects?; How can you show that an object is heavier than, lighter than or same as your mathematics textbook? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | MEASUREMENT | Mass | By the end of the lesson, the learner should be able to: collect objects with different mass from the immediate environment. | The learner is guided to: collect safe objects of different mass from their immediate environment. | How can you compare the mass of two or more objects?; How can you show that an object is heavier than, lighter than or same as your mathematics textbook? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | MEASUREMENT | Mass | By the end of the lesson, the learner should be able to: compare mass of two objects using heavier than, lighter than or same as. | The learner is guided to: in groups, discuss and use safe objects to identify those heavier than, lighter than or same as. | How can you compare the mass of two or more objects?; How can you show that an object is heavier than, lighter than or same as your mathematics textbook? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | MEASUREMENT | Capacity | By the end of the lesson, the learner should be able to: collect containers of different capacities from the immediate environment. | The learner is guided to: in pairs/groups, collect safe containers of different sizes from the environment. | How can we find out which of two containers hold more, less or same as? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | MEASUREMENT | Capacity | By the end of the lesson, the learner should be able to: compare capacity of two containers using more than, less than and same as. | The learner is guided to: in pairs/groups, empty and fill water in different containers to establish which holds more, which holds less and which holds the same. | How can we find out which of two containers hold more, less or same as? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | MEASUREMENT | Capacity | By the end of the lesson, the learner should be able to: measure capacity using arbitrary units. | The learner is guided to: in pairs/groups, fill basins with water using different small containers. The learners to count the number of small containers they use to fill the basin. | How can we find out which of two containers hold more, less or same as? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | MEASUREMENT | Capacity | By the end of the lesson, the learner should be able to: re-use empty containers of different capacities to keep items. | The learner is guided to: in pairs/groups, discuss and re-use containers of different capacity at home and school to keep items. | How can we find out which of two containers hold more, less or same as? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | MEASUREMENT | Capacity | By the end of the lesson, the learner should be able to: collect containers of different capacities from the immediate environment. | The learner is guided to: in pairs/groups, collect safe containers of different sizes from the environment. | How can we find out which of two containers hold more, less or same as? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | MEASUREMENT | Capacity | By the end of the lesson, the learner should be able to: compare capacity of two containers using more than, less than and same as. | The learner is guided to: in pairs/groups, empty and fill water in different containers to establish which holds more, which holds less and which holds the same. | How can we find out which of two containers hold more, less or same as? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | MEASUREMENT | Capacity | By the end of the lesson, the learner should be able to: measure capacity using arbitrary units. | The learner is guided to: in pairs/groups, fill basins with water using different small containers. The learners to count the number of small containers they use to fill the basin. | How can we find out which of two containers hold more, less or same as? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | MEASUREMENT | Capacity | By the end of the lesson, the learner should be able to: re-use empty containers of different capacities to keep items. | The learner is guided to: in pairs/groups, discuss and re-use containers of different capacity at home and school to keep items. | How can we find out which of two containers hold more, less or same as? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | MEASUREMENT | Capacity | By the end of the lesson, the learner should be able to: collect containers of different capacities from the immediate environment. | The learner is guided to: in pairs/groups, collect safe containers of different sizes from the environment. | How can we find out which of two containers hold more, less or same as? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | MEASUREMENT | Capacity | By the end of the lesson, the learner should be able to: compare capacity of two containers using more than, less than and same as. | The learner is guided to: in pairs/groups, empty and fill water in different containers to establish which holds more, which holds less and which holds the same. | How can we find out which of two containers hold more, less or same as? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | MEASUREMENT | Capacity | By the end of the lesson, the learner should be able to: measure capacity using arbitrary units. | The learner is guided to: in pairs/groups, fill basins with water using different small containers. The learners to count the number of small containers they use to fill the basin. | How can we find out which of two containers hold more, less or same as? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | MEASUREMENT | Capacity | By the end of the lesson, the learner should be able to: re-use empty containers of different capacities to keep items. | The learner is guided to: in pairs/groups, discuss and re-use containers of different capacity at home and school to keep items. | How can we find out which of two containers hold more, less or same as? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | MEASUREMENT | Time | By the end of the lesson, the learner should be able to: identify days of the week. | The learner is guided to: sing songs/ rhymes related to days of the week. | Which day of the week do you raise the school flag?; Which day of the week do you worship? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | MEASUREMENT | Time | By the end of the lesson, the learner should be able to: relate days of the week to various activities. | The learner is guided to: tell and write days of the week the way they follow each other. | Which day of the week do you raise the school flag?; Which day of the week do you worship? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | MEASUREMENT | Time | By the end of the lesson, the learner should be able to: identify months of the year. | The learner is guided to: in pairs/groups, identify activities that take place during the days of the week such as raising flag on Monday and Friday. | Which day of the week do you raise the school flag?; Which day of the week do you worship? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 3
Weeks 6–13 are in the full Term 3 document — KES 30 by M-Pesa.
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Does this page cover all the terms?
It carries Terms 1, 2 and 3 of 2026 — every term published for Grade 1 Mathematics so far. Each term has its own week-by-week table and free preview, and a new term joins this same page when it goes live.
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The first 5 weeks of each term are free to read on this page. Open the term you need, pay KES 30 by M-Pesa, then use Print / Save PDF — the sheet is laid out for A4 landscape.
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