CBE · Lower Primary
Grade 2 Mathematics Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Mathematics scheme of work for Grade 2 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 2
- Subject
- Mathematics
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 2 Mathematics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
NUMBERS
Number Concept · Whole Numbers · Addition · Subtraction
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | NUMBERS | Number Concept | By the end of the lesson, the learner should be able to: identify numbers 1 to 100 in symbols in different situations. | The learner is guided to: in pairs or groups, recognize and read numbers 1 to 100 from number cards or charts. | How can we represent numbers using 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 | Number Concept | By the end of the lesson, the learner should be able to: represent numbers 1 to 100 using concrete objects from the environment. | The learner is guided to: in groups, collect safe concrete objects from the environment. | How can we represent numbers using 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 | Number Concept | By the end of the lesson, the learner should be able to: play number games using number cards or digital devices. | The learner is guided to: in groups, count concrete objects of given numbers in symbols. | How can we represent numbers using 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 | Number Concept | By the end of the lesson, the learner should be able to: appreciate the use of numbers in real life situations. | The learner is guided to: match a group of objects to their number value. | How can we represent numbers using 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 | Number Concept | By the end of the lesson, the learner should be able to: identify numbers 1 to 100 in symbols in different situations. | The learner is guided to: in groups, discuss, choose and play number games in turns using number cards or digital devices. | How can we represent numbers using 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 | Number Concept | By the end of the lesson, the learner should be able to: represent numbers 1 to 100 using concrete objects from the environment. | The learner is guided to: in pairs or groups, recognize and read numbers 1 to 100 from number cards or charts. | How can we represent numbers using 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 | Number Concept | By the end of the lesson, the learner should be able to: play number games using number cards or digital devices. | The learner is guided to: in groups, collect safe concrete objects from the environment. | How can we represent numbers using 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 | Number Concept | By the end of the lesson, the learner should be able to: appreciate the use of numbers in real life situations. | The learner is guided to: in groups, count concrete objects of given numbers in symbols. | How can we represent numbers using 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 | Whole Numbers | By the end of the lesson, the learner should be able to: count numbers forward up to 100 in different situations. | The learner is guided to: in pairs/groups, count numbers forward up to 100 starting from any point. | How do we get the next number in a number pattern? | 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 | Whole Numbers | By the end of the lesson, the learner should be able to: count numbers backward from number 50. | The learner is guided to: in pairs/groups, count numbers backward from 50 starting from any point. | How do we get the next number in a number pattern? | 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 | Whole Numbers | By the end of the lesson, the learner should be able to: read and write numbers 1 to 100 in symbols in different situations. | The learner is guided to: in pairs, recognize and read numbers 1 to 100 in symbols from number cards or charts. | How do we get the next number in a number pattern? | 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 | Whole Numbers | By the end of the lesson, the learner should be able to: identify the place value of numbers in ones and tens. | The learner is guided to: in groups, name and write the numbers in the place value of ones and tens. | How do we get the next number in a number pattern? | 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 | Whole Numbers | By the end of the lesson, the learner should be able to: read and write numbers 1 to 20 in words. | The learner is guided to: in groups, discuss the place value of digits written on the number cards. | How do we get the next number in a number pattern? | 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 | Whole Numbers | By the end of the lesson, the learner should be able to: work out missing numbers in number patterns up to 100. | The learner is guided to: read and write numbers 1 to 20 in words. | How do we get the next number in a number pattern? | 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 | Whole Numbers | By the end of the lesson, the learner should be able to: appreciate number patterns in playing number games. | The learner is guided to: work out missing numbers in number patterns up to 100. | How do we get the next number in a number pattern? | 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 | Whole Numbers | By the end of the lesson, the learner should be able to: count numbers forward up to 100 in different situations. | The learner is guided to: in pairs or groups, make number patterns and share with other groups. | How do we get the next number in a number pattern? | 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 | Whole Numbers | By the end of the lesson, the learner should be able to: count numbers backward from number 50. | The learner is guided to: play games involving whole numbers using digital devices or other resources. | How do we get the next number in a number pattern? | 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 | Whole Numbers | By the end of the lesson, the learner should be able to: read and write numbers 1 to 100 in symbols in different situations. | The learner is guided to: improvise place value tins and pockets from locally available materials. | How do we get the next number in a number pattern? | 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 | Whole Numbers | By the end of the lesson, the learner should be able to: identify the place value of numbers in ones and tens. | The learner is guided to: play a game of putting number cards in place value tins or pockets (ones and tens) according to the place value of digits. | How do we get the next number in a number pattern? | 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 | Whole Numbers | By the end of the lesson, the learner should be able to: read and write numbers 1 to 20 in words. | The learner is guided to: in pairs/groups, count numbers forward up to 100 starting from any point. | How do we get the next number in a number pattern? | 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: work out missing numbers in number patterns up to 100. | The learner is guided to: in pairs/groups, count numbers backward from 50 starting from any point. | How do we get the next number in a number pattern? | 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: appreciate number patterns in playing number games. | The learner is guided to: in pairs, recognize and read numbers 1 to 100 in symbols from number cards or charts. | How do we get the next number in a number pattern? | 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: count numbers forward up to 100 in different situations. | The learner is guided to: in groups, name and write the numbers in the place value of ones and tens. | How do we get the next number in a number pattern? | 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: count numbers backward from number 50. | The learner is guided to: in groups, discuss the place value of digits written on the number cards. | How do we get the next number in a number pattern? | 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 100 in symbols in different situations. | The learner is guided to: read and write numbers 1 to 20 in words. | How do we get the next number in a number pattern? | 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 2 Mathematics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
NUMBERS
Subtraction · Multiplication · Division · Fractions
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | 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: individually or in groups, subtract a 1 digit number from a 2 digit number without regrouping. | How do you work out missing numbers in number patterns involving subtraction? | 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 | Subtraction | By the end of the lesson, the learner should be able to: subtract a 2 digit number from a 2 digit number without and with regrouping. | The learner is guided to: in pairs or groups, subtract a 2 digit number from a 2 digit number without regrouping using place value apparatus. | How do you work out missing numbers in number patterns involving subtraction? | 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 | Subtraction | By the end of the lesson, the learner should be able to: subtract a lower multiple of 10 from a higher multiple of 10. | The learner is guided to: in pairs or groups, subtract a 2 digit number from a 2 digit number with regrouping using place value apparatus. | How do you work out missing numbers in number patterns involving subtraction? | 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 | Subtraction | By the end of the lesson, the learner should be able to: work out missing numbers in patterns involving subtraction up to 100. | The learner is guided to: in pairs or groups, subtract lower multiples of 10 from higher multiples of 10. | How do you work out missing numbers in number patterns involving subtraction? | 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 | Subtraction | By the end of the lesson, the learner should be able to: appreciate subtraction of numbers in real life situations. | The learner is guided to: in groups, discuss and work out missing numbers in patterns involving subtraction up to 100. | How do you work out missing numbers in number patterns involving subtraction? | 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 | 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: individually or in groups, subtract a 1 digit number from a 2 digit number without regrouping. | How do you work out missing numbers in number patterns involving subtraction? | 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 | Subtraction | By the end of the lesson, the learner should be able to: subtract a 2 digit number from a 2 digit number without and with regrouping. | The learner is guided to: in pairs or groups, subtract a 2 digit number from a 2 digit number without regrouping using place value apparatus. | How do you work out missing numbers in number patterns involving subtraction? | 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 | Subtraction | By the end of the lesson, the learner should be able to: subtract a lower multiple of 10 from a higher multiple of 10. | The learner is guided to: in pairs or groups, subtract a 2 digit number from a 2 digit number with regrouping using place value apparatus. | How do you work out missing numbers in number patterns involving subtraction? | 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 | Subtraction | By the end of the lesson, the learner should be able to: work out missing numbers in patterns involving subtraction up to 100. | The learner is guided to: in pairs or groups, subtract lower multiples of 10 from higher multiples of 10. | How do you work out missing numbers in number patterns involving subtraction? | 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 | Subtraction | By the end of the lesson, the learner should be able to: appreciate subtraction of numbers in real life situations. | The learner is guided to: in groups, discuss and work out missing numbers in patterns involving subtraction up to 100. | How do you work out missing numbers in number patterns involving subtraction? | 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 | 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: individually or in groups, subtract a 1 digit number from a 2 digit number without regrouping. | How do you work out missing numbers in number patterns involving subtraction? | 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 | Subtraction | By the end of the lesson, the learner should be able to: subtract a 2 digit number from a 2 digit number without and with regrouping. | The learner is guided to: in pairs or groups, subtract a 2 digit number from a 2 digit number without regrouping using place value apparatus. | How do you work out missing numbers in number patterns involving subtraction? | 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 | Subtraction | By the end of the lesson, the learner should be able to: subtract a lower multiple of 10 from a higher multiple of 10. | The learner is guided to: in pairs or groups, subtract a 2 digit number from a 2 digit number with regrouping using place value apparatus. | How do you work out missing numbers in number patterns involving subtraction? | 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 | Subtraction | By the end of the lesson, the learner should be able to: work out missing numbers in patterns involving subtraction up to 100. | The learner is guided to: in pairs or groups, subtract lower multiples of 10 from higher multiples of 10. | How do you work out missing numbers in number patterns involving subtraction? | 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 | Subtraction | By the end of the lesson, the learner should be able to: appreciate subtraction of numbers in real life situations. | The learner is guided to: in groups, discuss and work out missing numbers in patterns involving subtraction up to 100. | How do you work out missing numbers in number patterns involving subtraction? | 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 | 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: individually or in groups, subtract a 1 digit number from a 2 digit number without regrouping. | How do you work out missing numbers in number patterns involving subtraction? | 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 | Subtraction | By the end of the lesson, the learner should be able to: subtract a 2 digit number from a 2 digit number without and with regrouping. | The learner is guided to: in pairs or groups, subtract a 2 digit number from a 2 digit number without regrouping using place value apparatus. | How do you work out missing numbers in number patterns involving subtraction? | 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 | Subtraction | By the end of the lesson, the learner should be able to: subtract a lower multiple of 10 from a higher multiple of 10. | The learner is guided to: in pairs or groups, subtract a 2 digit number from a 2 digit number with regrouping using place value apparatus. | How do you work out missing numbers in number patterns involving subtraction? | 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 | Multiplication | By the end of the lesson, the learner should be able to: represent multiplication as repeated addition using numbers 1, 2, 3, by 2 and 3. | The learner is guided to: in pairs or groups, use counters or other concrete objects to represent multiplication as repeated addition. | How is multiplication represented as repeated addition? | 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 | Multiplication | By the end of the lesson, the learner should be able to: write repeated addition sentences as multiplication using ‘ ’ sign. | The learner is guided to: in pairs, model multiplication as repeated addition using concrete objects. | How is multiplication represented as repeated addition? | 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 | Multiplication | By the end of the lesson, the learner should be able to: multiply 1 digit numbers by 1, 2, 3, 4 and 5. | The learner is guided to: use ‘ ’ sign in writing repeated addition sentences as multiplication. | How is multiplication represented as repeated addition? | 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 | Multiplication | By the end of the lesson, the learner should be able to: multiply 1 digit numbers by 10. | The learner is guided to: in groups, multiply 1 digit numbers by 1, 2, 3, 4. | How is multiplication represented as repeated addition? | 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 | Multiplication | By the end of the lesson, the learner should be able to: appreciate arranging objects in groups of 3’s, 4’s, 5’s and 10’s in real life situations. | The learner is guided to: use locally available materials to model a multiplication chart and display in the learning environment. | How is multiplication represented as repeated addition? | 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 | Multiplication | By the end of the lesson, the learner should be able to: represent multiplication as repeated addition using numbers 1, 2, 3, by 2 and 3. | The learner is guided to: in groups, multiply 1 digit numbers by 10 to form multiples of 10. | How is multiplication represented as repeated addition? | 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 | Multiplication | By the end of the lesson, the learner should be able to: write repeated addition sentences as multiplication using ‘ ’ sign. | The learner is guided to: play games involving multiplication using digital devices or other resources. | How is multiplication represented as repeated addition? | 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 2 Mathematics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
MEASUREMENT
Length · Mass · Capacity · Time · Money
GEOMERTY
Lines · Shapes
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | MEASUREMENT | Length | By the end of the lesson, the learner should be able to: measure length using fixed units. | The learner is guided to: in pairs or groups, use sticks of equal length to measure lengths of different objects and record the measurements. | How is the length of an object measured? | 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 | Length | By the end of the lesson, the learner should be able to: identify the metre as a unit of measuring length. | The learner is guided to: in pairs or groups, use sticks of different lengths to measure length, including a 1- metre sticks. | How is the length of an object measured? | 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 | Length | By the end of the lesson, the learner should be able to: measure length in metres. | The learner is guided to: use locally available materials to make 1- metre sticks and use them to measure the length of various objects within the classroom and record the measurements. | How is the length of an object measured? | 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 | Length | By the end of the lesson, the learner should be able to: appreciate measuring length using fixed units in real life situations. | The learner is guided to: measure the length of different objects at home, record the measurements and discuss with peers in school. | How is the length of an object measured? | 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 | Length | By the end of the lesson, the learner should be able to: measure length using fixed units. | The learner is guided to: in pairs or groups, use sticks of equal length to measure lengths of different objects and record the measurements. | How is the length of an object measured? | 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 | Length | By the end of the lesson, the learner should be able to: identify the metre as a unit of measuring length. | The learner is guided to: in pairs or groups, use sticks of different lengths to measure length, including a 1- metre sticks. | How is the length of an object measured? | 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 fixed units. | The learner is guided to: in pairs/groups, collect safe materials from the environment for measuring mass. | Why is it important to know the mass of an object? | 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: identify the kilogram as a unit of measuring mass. | The learner is guided to: in pairs/groups use locally available materials to improvise a beam balance. | Why is it important to know the mass of an object? | 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: measure mass of different objects in kilograms. | The learner is guided to: in pairs/groups, use items of the same mass and an improvised beam balance to measure different masses, record and discuss the results; in pairs/groups, use an item equivalent to a 1-kilogram mass and a beam balance to measure mass of different objects in kilogram accurately. | Why is it important to know the mass of an object? | 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: appreciate measuring mass using fixed units in real life situations. | The learner is guided to: visit a shop or market and assist vendors measure items such as beans, maize, rice, flour using fixed units, for example an empty 1-kilogram container. | Why is it important to know the mass of an object? | 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 | Mass | By the end of the lesson, the learner should be able to: measure mass using fixed units. | The learner is guided to: measure the mass of different items in kilograms using a 1 kilogram container. | Why is it important to know the mass of an object? | 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 | Mass | By the end of the lesson, the learner should be able to: identify the kilogram as a unit of measuring mass. | The learner is guided to: play digital games involving mass in kilograms. | Why is it important to know the mass of an object? | 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 fixed units. | The learner is guided to: in pairs/groups collect containers of different sizes for use in measuring capacity. | Why do containers have different capacities?; Which commodities can be measured in terms of litres? | 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: identify the litre as a unit of measuring capacity. | The learner is guided to: in pairs/groups, use small containers of equal capacity to fill bigger containers of same capacity but different shapes with water, count the number of small containers used to fill the big containers. | Why do containers have different capacities?; Which commodities can be measured in terms of litres? | 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: measure capacity in litres. | The learner is guided to: in pairs/groups, use 1 litre containers to fill bigger containers with. | Why do containers have different capacities?; Which commodities can be measured in terms of litres? | 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: appreciate measuring. | The learner is guided to: in pairs/groups collect containers of different sizes for use in measuring capacity. | Why do containers have different capacities?; Which commodities can be measured in terms of litres? | 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 fixed units. | The learner is guided to: in pairs/groups, use small containers of equal capacity to fill bigger containers of same capacity but different shapes with water, count the number of small containers used to fill the big containers. | Why do containers have different capacities?; Which commodities can be measured in terms of litres? | 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: identify the litre as a unit of measuring capacity. | The learner is guided to: in pairs/groups, use 1 litre containers to fill bigger containers with. | Why do containers have different capacities?; Which commodities can be measured in terms of litres? | 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: measure capacity in litres. | The learner is guided to: in pairs/groups collect containers of different sizes for use in measuring capacity. | Why do containers have different capacities?; Which commodities can be measured in terms of litres? | 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: appreciate measuring. | The learner is guided to: in pairs/groups, use small containers of equal capacity to fill bigger containers of same capacity but different shapes with water, count the number of small containers used to fill the big containers. | Why do containers have different capacities?; Which commodities can be measured in terms of litres? | 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 | Time | By the end of the lesson, the learner should be able to: relate the months of the year to special occasions. | The learner is guided to: in pairs/groups, discuss special occasions that take place in different months of the year. | How do we tell time? | 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 | Time | By the end of the lesson, the learner should be able to: recite the number of days in each month of the year. | The learner is guided to: in pairs/groups, sing songs and rhymes related to the number of days in the months of the year. | How do we tell time? | 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: read the calendar in terms of day and date. | The learner is guided to: in pairs/groups, discuss how to read, tell and write dates from the calendar. | How do we tell time? | 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: measure time using arbitrary units. | The learner is guided to: in pairs/groups, discuss and relate time by hour using the length of a shadow of an object such as a tree in the environment. | How do we tell time? | 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 the minute and hour hand in clock face. | The learner is guided to: discuss places where clocks are displayed and how they look. | How do we tell time? | 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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It carries Terms 1, 2 and 3 of 2026 — every term published for Grade 2 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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