CBE · Pre-Primary
PP1 Number Activities Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Number Activities scheme of work for PP1 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
- PP1
- Subject
- Number Activities
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — PP1 Number Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Pre-Number Activities
Sorting and Grouping · Matching and Pairing · Ordering · Patterns
Numbers
Rote Counting · Number Recognition
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Pre-Number Activities | Sorting and Grouping | By the end of the lesson, the learner should be able to: identify different play objects in the immediate environment. | The learner is guided to: collect play objects from the immediate environment as they observe safety. | Which objects do you play with at home?; How can we group objects we play with at home? | 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 | Pre-Number Activities | Sorting and Grouping | By the end of the lesson, the learner should be able to: list similarities among play objects in the immediate environment. | The learner is guided to: talk about play objects of different colours sizes or shapes (wood blocks. balls, toys, bottle tops). | Which objects do you play with at home?; How can we group objects we play with at home? | 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 | Pre-Number Activities | Sorting and Grouping | By the end of the lesson, the learner should be able to: tell differences among play objects in the immediate environment. | The learner is guided to: in groups, identify similarities of play objects by colour, size or shape. | Which objects do you play with at home?; How can we group objects we play with at home? | 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 | Pre-Number Activities | Sorting and Grouping | By the end of the lesson, the learner should be able to: group play objects according to a given attribute. | The learner is guided to: in groups, identify differences among play objects by colour or size. | Which objects do you play with at home?; How can we group objects we play with at home? | 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 | Pre-Number Activities | Sorting and Grouping | By the end of the lesson, the learner should be able to: enjoy grouping play objects in the immediate environment. | The learner is guided to: in groups, share play objects and, sort and group them according to a given attribute – colour, size or shape; relate a given attribute to other objects in the immediate environment. | Which objects do you play with at home?; How can we group objects we play with at home? | 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 | Pre-Number Activities | Sorting and Grouping | By the end of the lesson, the learner should be able to: identify different play objects in the immediate environment. | The learner is guided to: sing songs related to sorting and grouping objects. | Which objects do you play with at home?; How can we group objects we play with at home? | 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 | Pre-Number Activities | Sorting and Grouping | By the end of the lesson, the learner should be able to: list similarities among play objects in the immediate environment. | The learner is guided to: collect and store play objects used in sorting and grouping in their respective learning corners as they observe safety. | Which objects do you play with at home?; How can we group objects we play with at home? | 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 | Pre-Number Activities | Sorting and Grouping | By the end of the lesson, the learner should be able to: tell differences among play objects in the immediate environment. | The learner is guided to: group pictures of objects according to one attribute using digital devices or other resources. | Which objects do you play with at home?; How can we group objects we play with at home? | 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 | Pre-Number Activities | Matching and Pairing | By the end of the lesson, the learner should be able to: list different clothes worn every day. | The learner is guided to: collect clothes/picture cut outs of clothes worn every day and talk about the similarities. | How can you match clothes worn every day?; How can you pair clothes worn every day? | 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 | Pre-Number Activities | Matching and Pairing | By the end of the lesson, the learner should be able to: identify similarities among clothes worn every day. | The learner is guided to: in groups, talk about the differences of clothes worn every day. | How can you match clothes worn every day?; How can you pair clothes worn every day? | 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 | Pre-Number Activities | Matching and Pairing | By the end of the lesson, the learner should be able to: state differences among clothes worn every day. | The learner is guided to: in groups, match and pair clothes according to a given attribute (sameness, likeness or use). | How can you match clothes worn every day?; How can you pair clothes worn every day? | 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 | Pre-Number Activities | Matching and Pairing | By the end of the lesson, the learner should be able to: match clothes worn every day. | The learner is guided to: relate clothes to their everyday use. | How can you match clothes worn every day?; How can you pair clothes worn every day? | 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 | Pre-Number Activities | Matching and Pairing | By the end of the lesson, the learner should be able to: appreciate the use of different clothes worn every day. | The learner is guided to: sing songs or recite poems on use of clothes worn every day. | How can you match clothes worn every day?; How can you pair clothes worn every day? | 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 | Pre-Number Activities | Matching and Pairing | By the end of the lesson, the learner should be able to: list different clothes worn every day. | The learner is guided to: match and pair pictures of clothes according to a given attribute using digital devices or other resources. | How can you match clothes worn every day?; How can you pair clothes worn every day? | 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 | Pre-Number Activities | Matching and Pairing | By the end of the lesson, the learner should be able to: identify similarities among clothes worn every day. | The learner is guided to: collect clothes/picture cut outs of clothes worn every day and talk about the similarities. | How can you match clothes worn every day?; How can you pair clothes worn every day? | 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 | Pre-Number Activities | Matching and Pairing | By the end of the lesson, the learner should be able to: state differences among clothes worn every day. | The learner is guided to: in groups, talk about the differences of clothes worn every day. | How can you match clothes worn every day?; How can you pair clothes worn every day? | 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 | Pre-Number Activities | Ordering | By the end of the lesson, the learner should be able to: identify play objects of different sizes. | The learner is guided to: talk about different play objects in the immediate environment. | How can we order play objects in the immediate environment? | 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 | Pre-Number Activities | Ordering | By the end of the lesson, the learner should be able to: arrange play objects according to size in ascending order. | The learner is guided to: arrange play objects according to size (small, big, short, long, tall) up to five objects. | How can we order play objects in the immediate environment? | 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 | Pre-Number Activities | Ordering | By the end of the lesson, the learner should be able to: arrange play objects according to size in descending order. | The learner is guided to: in groups, arrange play objects according to size in ascending order. | How can we order play objects in the immediate environment? | 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 | Pre-Number Activities | Ordering | By the end of the lesson, the learner should be able to: appreciate different play objects in the immediate environment. | The learner is guided to: in groups, arrange play objects according to size in descending order. | How can we order play objects in the immediate environment? | 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 | Pre-Number Activities | Ordering | By the end of the lesson, the learner should be able to: identify play objects of different sizes. | The learner is guided to: arrange pictures of play objects in ascending and descending order using digital devices or other resources. | How can we order play objects in the immediate environment? | 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 | Pre-Number Activities | Ordering | By the end of the lesson, the learner should be able to: arrange play objects according to size in ascending order. | The learner is guided to: talk about different play objects in the immediate environment. | How can we order play objects in the immediate environment? | 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 | Pre-Number Activities | Ordering | By the end of the lesson, the learner should be able to: arrange play objects according to size in descending order. | The learner is guided to: arrange play objects according to size (small, big, short, long, tall) up to five objects. | How can we order play objects in the immediate environment? | 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 | Pre-Number Activities | Ordering | By the end of the lesson, the learner should be able to: appreciate different play objects in the immediate environment. | The learner is guided to: in groups, arrange play objects according to size in ascending order. | How can we order play objects in the immediate environment? | 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 | Pre-Number Activities | Patterns | By the end of the lesson, the learner should be able to: identify similarities among play objects in the immediate environment. | The learner is guided to: collect play objects from the immediate environment. | How can you arrange play objects to make a 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 — PP1 Number Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Numbers
Counting Concrete Objects · Number Sequencing · Number Writing
Measurement
Sides of Objects · Mass (Heavy and Light)
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Numbers | Counting Concrete Objects | By the end of the lesson, the learner should be able to: identify concrete objects found at home. | The learner is guided to: Collect concrete objects found at home. | How many objects are these?; Which number matches these 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 | Counting Concrete Objects | By the end of the lesson, the learner should be able to: count concrete objects 1-9. | The learner is guided to: talk about concrete objects used by family members. | How many objects are these?; Which number matches these 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 | Counting Concrete Objects | By the end of the lesson, the learner should be able to: match number symbols 1-9 with a group of concrete objects. | The learner is guided to: count concrete objects (1 to 9) used by family members (Plates, spoons, cups/mugs, sufuria, jugs, dishes, basins). | How many objects are these?; Which number matches these 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 | Counting Concrete Objects | By the end of the lesson, the learner should be able to: enjoy counting concrete objects in everyday life. | The learner is guided to: play counting games involving counting objects used by family members for numbers 1 to 9. | How many objects are these?; Which number matches these 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 | Counting Concrete Objects | By the end of the lesson, the learner should be able to: identify concrete objects found at home. | The learner is guided to: in groups, match numerals with concrete objects used by family members for numbers 1 to 9. | How many objects are these?; Which number matches these 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 | Counting Concrete Objects | By the end of the lesson, the learner should be able to: count concrete objects 1-9. | The learner is guided to: count family members at home and report the number. | How many objects are these?; Which number matches these 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 | Counting Concrete Objects | By the end of the lesson, the learner should be able to: match number symbols 1-9 with a group of concrete objects. | The learner is guided to: count pictures of concrete objects from 1 to 9 using digital devices or other resources. | How many objects are these?; Which number matches these 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 | Counting Concrete Objects | By the end of the lesson, the learner should be able to: enjoy counting concrete objects in everyday life. | The learner is guided to: play video games on counting. | How many objects are these?; Which number matches these 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 | Counting Concrete Objects | By the end of the lesson, the learner should be able to: identify concrete objects found at home. | The learner is guided to: Collect concrete objects found at home. | How many objects are these?; Which number matches these 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 | Counting Concrete Objects | By the end of the lesson, the learner should be able to: count concrete objects 1-9. | The learner is guided to: talk about concrete objects used by family members. | How many objects are these?; Which number matches these 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 | Number Sequencing | By the end of the lesson, the learner should be able to: identify number symbols 1-9 for number ordering. | The learner is guided to: randomly pick number cut outs/number cards in turns from a pile and identify the number. | Which number can you see on this card I am holding?; Which number comes after this 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 | Number Sequencing | By the end of the lesson, the learner should be able to: arrange number cards in sequence 1-9. | The learner is guided to: arrange numbers in sequence 1-9. | Which number can you see on this card I am holding?; Which number comes after this 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 | Number Sequencing | By the end of the lesson, the learner should be able to: enjoy arranging numbers in sequence in day to day life experiences. | The learner is guided to: In groups, complete missing numbers in sequence by placing the appropriate number cards or cut outs. | Which number can you see on this card I am holding?; Which number comes after this 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 | Number Sequencing | By the end of the lesson, the learner should be able to: identify number symbols 1-9 for number ordering. | The learner is guided to: sing songs on number sequence comprising numbers 1-9 as they mention their family members. | Which number can you see on this card I am holding?; Which number comes after this 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 | Number Sequencing | By the end of the lesson, the learner should be able to: arrange number cards in sequence 1-9. | The learner is guided to: complete, number sequencing puzzles. | Which number can you see on this card I am holding?; Which number comes after this 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 | Number Sequencing | By the end of the lesson, the learner should be able to: enjoy arranging numbers in sequence in day to day life experiences. | The learner is guided to: arrange numbers in sequence from 1-9 using digital devices or other resources. | Which number can you see on this card I am holding?; Which number comes after this 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 | Number Sequencing | By the end of the lesson, the learner should be able to: identify number symbols 1-9 for number ordering. | The learner is guided to: randomly pick number cut outs/number cards in turns from a pile and identify the number. | Which number can you see on this card I am holding?; Which number comes after this 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 | Number Sequencing | By the end of the lesson, the learner should be able to: arrange number cards in sequence 1-9. | The learner is guided to: arrange numbers in sequence 1-9. | Which number can you see on this card I am holding?; Which number comes after this 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 | Number Sequencing | By the end of the lesson, the learner should be able to: enjoy arranging numbers in sequence in day to day life experiences. | The learner is guided to: In groups, complete missing numbers in sequence by placing the appropriate number cards or cut outs. | Which number can you see on this card I am holding?; Which number comes after this 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 | Number Sequencing | By the end of the lesson, the learner should be able to: identify number symbols 1-9 for number ordering. | The learner is guided to: sing songs on number sequence comprising numbers 1-9 as they mention their family members. | Which number can you see on this card I am holding?; Which number comes after this 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 | Number Writing | By the end of the lesson, the learner should be able to: identify number symbols 1- 9 for symbolic representation. | The learner is guided to: observe number cut-outs and talk about number formation. | How do we form these number symbols (1, 2, 3, 4, 5, 6, 7, 8, 9)? | 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 | Number Writing | By the end of the lesson, the learner should be able to: form number symbols 1- 9 on a surface. | The learner is guided to: in groups, learners trace number cut-outs 1- 9. | How do we form these number symbols (1, 2, 3, 4, 5, 6, 7, 8, 9)? | 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 | Number Writing | By the end of the lesson, the learner should be able to: write number symbols 1-9 on a surface. | The learner is guided to: join dots to form number symbols 1- 9. | How do we form these number symbols (1, 2, 3, 4, 5, 6, 7, 8, 9)? | 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 | Number Writing | By the end of the lesson, the learner should be able to: appreciate the use of numbers in the family. | The learner is guided to: in groups, model number symbols 1-9. | How do we form these number symbols (1, 2, 3, 4, 5, 6, 7, 8, 9)? | 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 | Number Writing | By the end of the lesson, the learner should be able to: identify number symbols 1- 9 for symbolic representation. | The learner is guided to: write number symbols 1-9 on a surface. | How do we form these number symbols (1, 2, 3, 4, 5, 6, 7, 8, 9)? | 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 — PP1 Number Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Measurement
Capacity (how much a container can hold) · Time (Daily Routines) · Money (Kenyan currency) - Ksh.1 coins · Area (Surface of Objects)
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 | Capacity (how much a container can hold) | By the end of the lesson, the learner should be able to: identify containers of different sizes. | The learner is guided to: observe and talk about container of different sizes. | How many small containers can fill the big container? | 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 | Capacity (how much a container can hold) | By the end of the lesson, the learner should be able to: compare containers of different sizes. | The learner is guided to: fill and empty small and big containers using sand or water. | How many small containers can fill the big container? | 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 | Capacity (how much a container can hold) | By the end of the lesson, the learner should be able to: appreciate sizes of different containers in the immediate environment. | The learner is guided to: fill and empty big and small containers and tell how many small ones can fill a big one (up to 9 counts). | How many small containers can fill the big container? | 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 | Capacity (how much a container can hold) | By the end of the lesson, the learner should be able to: identify containers of different sizes. | The learner is guided to: in groups, learners fill and empty big and small containers and tell how many small containers fill a big one. | How many small containers can fill the big container? | 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 | Capacity (how much a container can hold) | By the end of the lesson, the learner should be able to: compare containers of different sizes. | The learner is guided to: watch a video on filling and emptying containers. | How many small containers can fill the big container? | 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 | Capacity (how much a container can hold) | By the end of the lesson, the learner should be able to: appreciate sizes of different containers in the immediate environment. | The learner is guided to: observe and talk about container of different sizes. | How many small containers can fill the big container? | 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 | Capacity (how much a container can hold) | By the end of the lesson, the learner should be able to: identify containers of different sizes. | The learner is guided to: fill and empty small and big containers using sand or water. | How many small containers can fill the big container? | 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 | Capacity (how much a container can hold) | By the end of the lesson, the learner should be able to: compare containers of different sizes. | The learner is guided to: fill and empty big and small containers and tell how many small ones can fill a big one (up to 9 counts). | How many small containers can fill the big container? | 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 | Capacity (how much a container can hold) | By the end of the lesson, the learner should be able to: appreciate sizes of different containers in the immediate environment. | The learner is guided to: in groups, learners fill and empty big and small containers and tell how many small containers fill a big one. | How many small containers can fill the big container? | 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 | Capacity (how much a container can hold) | By the end of the lesson, the learner should be able to: identify containers of different sizes. | The learner is guided to: watch a video on filling and emptying containers. | How many small containers can fill the big container? | 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 | Time (Daily Routines) | By the end of the lesson, the learner should be able to: identify daily routine activities done before going to school. | The learner is guided to: talk about daily routine activities done at home before going to school. | What do you do in the morning before you go to school? | 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 | Time (Daily Routines) | By the end of the lesson, the learner should be able to: arrange pictures of daily activities in order. | The learner is guided to: talk about activities related to time (morning, noon, evening). | What do you do in the morning before you go to school? | 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 | Time (Daily Routines) | By the end of the lesson, the learner should be able to: enjoy arranging pictures of daily activities in order. | The learner is guided to: arrange pictures of activities done every day. | What do you do in the morning before you go to school? | 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 | Time (Daily Routines) | By the end of the lesson, the learner should be able to: identify daily routine activities done before going to school. | The learner is guided to: in groups, arrange pictures of activities done every day. | What do you do in the morning before you go to school? | 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 | Time (Daily Routines) | By the end of the lesson, the learner should be able to: arrange pictures of daily activities in order. | The learner is guided to: sing songs on activities done every day, and the need not to be late for home. | What do you do in the morning before you go to school? | 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 | Time (Daily Routines) | By the end of the lesson, the learner should be able to: enjoy arranging pictures of daily activities in order. | The learner is guided to: watch a video on activities of the daily routine. | What do you do in the morning before you go to school? | 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 | Time (Daily Routines) | By the end of the lesson, the learner should be able to: identify daily routine activities done before going to school. | The learner is guided to: talk about daily routine activities done at home before going to school. | What do you do in the morning before you go to school? | 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 | Time (Daily Routines) | By the end of the lesson, the learner should be able to: arrange pictures of daily activities in order. | The learner is guided to: talk about activities related to time (morning, noon, evening). | What do you do in the morning before you go to school? | 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 | Time (Daily Routines) | By the end of the lesson, the learner should be able to: enjoy arranging pictures of daily activities in order. | The learner is guided to: arrange pictures of activities done every day. | What do you do in the morning before you go to school? | 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 | Time (Daily Routines) | By the end of the lesson, the learner should be able to: identify daily routine activities done before going to school. | The learner is guided to: in groups, arrange pictures of activities done every day. | What do you do in the morning before you go to school? | 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 | Money (Kenyan currency) - Ksh.1 coins | By the end of the lesson, the learner should be able to: identify Kenyan currency in one-shilling coin used at home. | The learner is guided to: look at and talk about the Kenyan sh.1 coin. | What can you see on the coin? | 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 | Money (Kenyan currency) - Ksh.1 coins | By the end of the lesson, the learner should be able to: count money in one-shilling coin up to 9. | The learner is guided to: identify Kenyan sh.1 coins from a variety of Kenyan sh. coins. | What can you see on the coin? | 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 | Money (Kenyan currency) - Ksh.1 coins | By the end of the lesson, the learner should be able to: enjoy counting money in sh.1-coin up to 9. | The learner is guided to: in groups, count money in 1- shilling coin up to 9 in turns. | What can you see on the coin? | 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 | Money (Kenyan currency) - Ksh.1 coins | By the end of the lesson, the learner should be able to: identify Kenyan currency in one-shilling coin used at home. | The learner is guided to: trace Kenyan sh.1 coin. | What can you see on the coin? | 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 | Money (Kenyan currency) - Ksh.1 coins | By the end of the lesson, the learner should be able to: count money in one-shilling coin up to 9. | The learner is guided to: watch a video on pictures of Kenyan sh. Coins. | What can you see on the coin? | 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.
More PP1 schemes of work
Questions about this scheme of work
Does this page cover all the terms?
It carries Terms 1, 2 and 3 of 2026 — every term published for PP1 Number Activities 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.
How do I download a whole term as a PDF?
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.
Can I adapt it for my own school calendar?
Every scheme is generated from the curriculum taxonomy, so you can rebuild it with your own week count, strands and pacing on the Generate screen and keep the result as your own document.