CBE · Pre-Primary
PP2 Number Activities Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Number Activities scheme of work for PP2 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
- PP2
- Subject
- Number Activities
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — PP2 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 · Counting Concrete Objects
| 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 play objects in the immediate neighbourhood. | The learner is guided to: collect play objects from the school neighbourhood as they observe safety. | Which objects do you play with at school?; How can you group objects you play with at school? | 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. | The learner is guided to: look at and talk about play objects from the school neighborhood with different colour, size, shape, use or texture (toys, wood blocks, bottle tops, plastic bottles). | Which objects do you play with at school?; How can you group objects you play with at school? | 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: state differences among play objects. | The learner is guided to: in pairs or groups, identify similarities of play objects by colour size, shape, use or texture. | Which objects do you play with at school?; How can you group objects you play with at school? | 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 pairs or groups, identify the differences among play objects by colour, size, shape, use or texture. | Which objects do you play with at school?; How can you group objects you play with at school? | 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: appreciate play objects in the immediate neighborhood. | The learner is guided to: in groups or pairs, share play objects and, sort and group them according to colour, size, shape, texture or use. | Which objects do you play with at school?; How can you group objects you play with at school? | 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 play objects in the immediate neighbourhood. | The learner is guided to: relate given attributes to other objects in the school environment. | Which objects do you play with at school?; How can you group objects you play with at school? | 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. | The learner is guided to: sing songs related to sorting and grouping play objects. | Which objects do you play with at school?; How can you group objects you play with at school? | 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: state differences among play objects. | The learner is guided to: sort and group pictures of objects according to a given using digital devices or other resources. | Which objects do you play with at school?; How can you group objects you play with at school? | 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: identify similarities among play objects. | The learner is guided to: collect a variety of play objects from the school neighborhood carefully. | How can you match play objects from the school neighbourhood?; How can you pair play objects from school neighbourhood? | 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: list differences among play objects. | The learner is guided to: talk about similarities and differences among play objects from the school neighbourhood. | How can you match play objects from the school neighbourhood?; How can you pair play objects from school neighbourhood? | 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: match play objects according to a given attribute. | The learner is guided to: demonstrate how to match and pair play objects from the school neighborhood according to likeness/ sameness or use. | How can you match play objects from the school neighbourhood?; How can you pair play objects from school neighbourhood? | 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: appreciate the use of play objects from the immediate neighborhood. | The learner is guided to: in groups, match and pair play objects according likeness/ sameness or use as they observe safety. | How can you match play objects from the school neighbourhood?; How can you pair play objects from school neighbourhood? | 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: identify similarities among play objects. | The learner is guided to: talk about the use of play objects matched or paired. | How can you match play objects from the school neighbourhood?; How can you pair play objects from school neighbourhood? | 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 differences among play objects. | The learner is guided to: sing songs/recite poems on use of play objects from the school neighborhood. | How can you match play objects from the school neighbourhood?; How can you pair play objects from school neighbourhood? | 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: match play objects according to a given attribute. | The learner is guided to: match and pair play pictures of objects according to a given using digital devices or other resources. | How can you match play objects from the school neighbourhood?; How can you pair play objects from school neighbourhood? | 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: appreciate the use of play objects from the immediate neighborhood. | The learner is guided to: collect a variety of play objects from the school neighborhood carefully. | How can you match play objects from the school neighbourhood?; How can you pair play objects from school neighbourhood? | 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 in the immediate neighbourhood. | The learner is guided to: collect play objects in the school neighborhood and observe safety. | How do you order play objects in the school neighbourhood? | 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: talk about different play objects in the school neigborhood in relation to size. | How do you order play objects in the school neighbourhood? | 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 group, arrange play objects according to size in ascending order. | How do you order play objects in the school neighbourhood? | 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 neighborhood. | The learner is guided to: in group, arrange play according to size in descending order. | How do you order play objects in the school neighbourhood? | 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 in the immediate neighbourhood. | The learner is guided to: arrange picture of objects according to size in ascending and descending order using digital devices or other resources. | How do you order play objects in the school neighbourhood? | 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: collect play objects in the school neighborhood and observe safety. | How do you order play objects in the school neighbourhood? | 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: talk about different play objects in the school neigborhood in relation to size. | How do you order play objects in the school neighbourhood? | 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 neighborhood. | The learner is guided to: in group, arrange play objects according to size in ascending order. | How do you order play objects in the school neighbourhood? | 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 neighbourhood. | The learner is guided to: observe and talk about different play objects in the school neighbourhood. | How can you arrange these play objects to make patterns? | 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 — PP2 Number Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Numbers
Counting Concrete Objects · Number Value · Number Writing · Putting Together · Taking Away
Measurement
Sides of Objects
| 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 in school. | The learner is guided to: collect, observe and talk about concrete objects found in school; count concrete objects found in school 1-20. | How many objects are these?; Which number matches these objects? Inquiry Questions; Which number is written on the card/chart/board?; Which number comes before 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 | |
| 1 | 2 | Numbers | Counting Concrete Objects | By the end of the lesson, the learner should be able to: count concrete objects found in school 1-20 for developing numeracy skills. | The learner is guided to: in groups or pairs, learners count concrete objects in their class up to 20; play counting games involving counting objects found in school 1-20; match number symbols with concrete objects found in school for numbers 1- 20. | How many objects are these?; Which number matches these objects? Inquiry Questions; Which number is written on the card/chart/board?; Which number comes before 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 | |
| 1 | 3 | Numbers | Counting Concrete Objects | By the end of the lesson, the learner should be able to: match number symbols 1-20 with concrete objects; appreciate the use of one to one correspondence in real life. Outcomes By the end of the sub strand, the learner should be able to:. | The learner is guided to: count concrete pictures of objects from 1-20 using digital devices or other resources; play video games on counting concrete objects. The learner is guided to:. | How many objects are these?; Which number matches these objects? Inquiry Questions; Which number is written on the card/chart/board?; Which number comes before 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 | |
| 1 | 4 | Numbers | Counting Concrete Objects | By the end of the lesson, the learner should be able to: identify number symbols 1-20 for ordering numbers. | The learner is guided to: randomly pick number cut outs or number cards from a pile and identify the number 1-20; arrange numbers 1-20 in sequence by placing the appropriate number cards or cut outs. | How many objects are these?; Which number matches these objects? Inquiry Questions; Which number is written on the card/chart/board?; Which number comes before 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 | |
| 1 | 5 | Numbers | Counting Concrete Objects | By the end of the lesson, the learner should be able to: arrange number cards in sequence 1-20 for appreciation of increase in value. | The learner is guided to: in pairs or groups learners, share number cards/cut-outs and complete missing numbers in sequence by placing the appropriate number cards or cut – outs; sing songs on number sequence comprising numbers 1-20; complete number puzzles using digital devices or other resources. | How many objects are these?; Which number matches these objects? Inquiry Questions; Which number is written on the card/chart/board?; Which number comes before 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 | |
| 2 | 1 | Numbers | Counting Concrete Objects | 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 1-20 using digital devices or other resources; find the missing number in given pattern of numbers using digital devices or other resources. | How many objects are these?; Which number matches these objects? Inquiry Questions; Which number is written on the card/chart/board?; Which number comes before 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 | |
| 2 | 2 | Numbers | Number Value | By the end of the lesson, the learner should be able to: identify play objects in the school environment. | The learner is guided to: The learner to be guided to:. | Which group has 3,4,5,...20 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 Value | By the end of the lesson, the learner should be able to: relate the number symbols with groups of play objects in the school environment. | The learner is guided to: collect play objects in the school environment carefully and talk about them. | Which group has 3,4,5,...20 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 | Number Value | By the end of the lesson, the learner should be able to: appreciate the value of numbers in their daily life experiences. | The learner is guided to: relate number symbols and their values up to 20. | Which group has 3,4,5,...20 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 | Number Value | By the end of the lesson, the learner should be able to: identify play objects in the school environment. | The learner is guided to: in groups or pairs, count play objects and relate them to the number symbol up to 20. | Which group has 3,4,5,...20 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 Value | By the end of the lesson, the learner should be able to: relate the number symbols with groups of play objects in the school environment. | The learner is guided to: in groups or pairs, complete number value puzzles up to 20. | Which group has 3,4,5,...20 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 | Number Value | By the end of the lesson, the learner should be able to: appreciate the value of numbers in their daily life experiences. | The learner is guided to: match and pair number symbols with corresponding quantity of objects using digital devices or other resources. | Which group has 3,4,5,...20 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 | Number Value | By the end of the lesson, the learner should be able to: identify play objects in the school environment. | The learner is guided to: The learner to be guided to:. | Which group has 3,4,5,...20 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 | Number Value | By the end of the lesson, the learner should be able to: relate the number symbols with groups of play objects in the school environment. | The learner is guided to: collect play objects in the school environment carefully and talk about them. | Which group has 3,4,5,...20 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 | Number Writing | By the end of the lesson, the learner should be able to: identify number symbols up to 20 for symbolic representation. | The learner is guided to: identify number symbols 1-20 on flash cards, number cut-outs. | Which number symbol is this?; How do we form these number symbols (1, 2, 3, 4, 5, 6, 7, 8, 9,10……20) | 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 Writing | By the end of the lesson, the learner should be able to: form numbers symbols 1-20 on a surface for representing quantities of objects. | The learner is guided to: in groups, or pairs, form number symbols 1- 20 carefully by tracing, modeling, threading, joining dots and colourirng. | Which number symbol is this?; How do we form these number symbols (1, 2, 3, 4, 5, 6, 7, 8, 9,10……20) | 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 Writing | By the end of the lesson, the learner should be able to: write number symbols 1-20 on a surface for enjoyment. | The learner is guided to: write number symbols 1-20 on a surface. | Which number symbol is this?; How do we form these number symbols (1, 2, 3, 4, 5, 6, 7, 8, 9,10……20) | 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 Writing | By the end of the lesson, the learner should be able to: appreciate the use of numbers within their school environment. | The learner is guided to: use digital or other resources to form number symbols 1-20. | Which number symbol is this?; How do we form these number symbols (1, 2, 3, 4, 5, 6, 7, 8, 9,10……20) | 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 Writing | By the end of the lesson, the learner should be able to: identify number symbols up to 20 for symbolic representation. | The learner is guided to: type number symbols from 1-20 using digital devices. | Which number symbol is this?; How do we form these number symbols (1, 2, 3, 4, 5, 6, 7, 8, 9,10……20) | 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 Writing | By the end of the lesson, the learner should be able to: form numbers symbols 1-20 on a surface for representing quantities of objects. | The learner is guided to: use number symbols found on materials in their school environment such as calendar to tell date and clock to tell time. | Which number symbol is this?; How do we form these number symbols (1, 2, 3, 4, 5, 6, 7, 8, 9,10……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 | 1 | Numbers | Number Writing | By the end of the lesson, the learner should be able to: write number symbols 1-20 on a surface for enjoyment. | The learner is guided to: identify number symbols 1-20 on flash cards, number cut-outs. | Which number symbol is this?; How do we form these number symbols (1, 2, 3, 4, 5, 6, 7, 8, 9,10……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 | Number Writing | By the end of the lesson, the learner should be able to: appreciate the use of numbers within their school environment. | The learner is guided to: in groups, or pairs, form number symbols 1- 20 carefully by tracing, modeling, threading, joining dots and colourirng. | Which number symbol is this?; How do we form these number symbols (1, 2, 3, 4, 5, 6, 7, 8, 9,10……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 | Putting Together | By the end of the lesson, the learner should be able to: identify groups of similar play objects in the school environment for counting. | The learner is guided to: collect different groups of similar play objects in school for counting carefully. | How many play objects are in the basket? | 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 | Putting Together | By the end of the lesson, the learner should be able to: put similar play objects together with a sum not exceeding 9. | The learner is guided to: observe and talk about similar play objects within the school environment. | How many play objects are in the basket? | 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 | Putting Together | By the end of the lesson, the learner should be able to: enjoy the activities of putting together play objects in everyday life experiences. | The learner is guided to: in small groups or pairs, put similar play objects together with a sum not exceeding 9 and count. | How many play objects are in the basket? | 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 — PP2 Number Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Measurement
Mass (Heavy and Light) · Capacity (how much a container can hold) · Time (Daily routine) · Money (Kenyan currency)- coins. · Area (Surfaces 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 | Mass (Heavy and Light) | By the end of the lesson, the learner should be able to: identify concrete objects found in the market. | The learner is guided to: collect carefully, observe and talk about concrete objects found in the market. | Which object is heavy or light?; How can you tell the object is heavy or light? | 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 (Heavy and Light) | By the end of the lesson, the learner should be able to: compare heavy and light concrete objects found in the market. | The learner is guided to: lift different heavy and light concrete objects carefully. | Which object is heavy or light?; How can you tell the object is heavy or light? | 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 (Heavy and Light) | By the end of the lesson, the learner should be able to: appreciate different mass of concrete objects found in the market. | The learner is guided to: in groups or pairs, compare heaviness of different concrete objects found in the market. | Which object is heavy or light?; How can you tell the object is heavy or light? | 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 (Heavy and Light) | By the end of the lesson, the learner should be able to: identify concrete objects found in the market. | The learner is guided to: in groups or pairs, play games involving lifting of heavy and light objects (play on a see saw; back to back lifting). | Which object is heavy or light?; How can you tell the object is heavy or light? | 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 (Heavy and Light) | By the end of the lesson, the learner should be able to: compare heavy and light concrete objects found in the market. | The learner is guided to: watch a video on comparison of heavy and light objects. | Which object is heavy or light?; How can you tell the object is heavy or light? | 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 (Heavy and Light) | By the end of the lesson, the learner should be able to: appreciate different mass of concrete objects found in the market. | The learner is guided to: collect carefully, observe and talk about concrete objects found in the market. | Which object is heavy or light?; How can you tell the object is heavy or light? | 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 (Heavy and Light) | By the end of the lesson, the learner should be able to: identify concrete objects found in the market. | The learner is guided to: lift different heavy and light concrete objects carefully. | Which object is heavy or light?; How can you tell the object is heavy or light? | 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 (Heavy and Light) | By the end of the lesson, the learner should be able to: compare heavy and light concrete objects found in the market. | The learner is guided to: in groups or pairs, compare heaviness of different concrete objects found in the market. | Which object is heavy or light?; How can you tell the object is heavy or light? | 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: identify containers of different sizes. | The learner is guided to: collect carefully, observe and talk about containers of different sizes. | How many small containers can fill a big container?; Which container holds more/less water/sand? | 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: compare containers of different sizes. | The learner is guided to: fill and empty small and large containers using sand or water. | How many small containers can fill a big container?; Which container holds more/less water/sand? | 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 (how much a container can hold) | By the end of the lesson, the learner should be able to: enjoy comparing containers of different sizes in the immediate environment. | The learner is guided to: compare big and small containers by telling how many small ones fill the big ones and vice versa as they observe hygiene. | How many small containers can fill a big container?; Which container holds more/less water/sand? | 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 (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 or pairs, tell how much a container can hold compared to another one of a different size. | How many small containers can fill a big container?; Which container holds more/less water/sand? | 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 (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 of different sizes. | How many small containers can fill a big container?; Which container holds more/less water/sand? | 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 (how much a container can hold) | By the end of the lesson, the learner should be able to: enjoy comparing containers of different sizes in the immediate environment. | The learner is guided to: collect carefully, observe and talk about containers of different sizes. | How many small containers can fill a big container?; Which container holds more/less water/sand? | 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 (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 large containers using sand or water. | How many small containers can fill a big container?; Which container holds more/less water/sand? | 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 (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: compare big and small containers by telling how many small ones fill the big ones and vice versa as they observe hygiene. | How many small containers can fill a big container?; Which container holds more/less water/sand? | 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 routine) | By the end of the lesson, the learner should be able to: name tools used for telling time. | The learner is guided to: talk about tools used to tell time such as clock, calendar, watches. | How do we tell time 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 | 3 | Measurement | Time (Daily routine) | By the end of the lesson, the learner should be able to: compare sizes of shadows at different times of the day. | The learner is guided to: talk about vocabulary related to time (morning, noon, evening), and daily activities done at different times of the day. | How do we tell time 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 | 4 | Measurement | Time (Daily routine) | By the end of the lesson, the learner should be able to: arrange flashcards of days of the week in a sequence. | The learner is guided to: compare sizes of shadows at different time s of the day (morning, noon, evening). | How do we tell time 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 | 5 | Measurement | Time (Daily routine) | By the end of the lesson, the learner should be able to: arrange flashcards of the months of the year in a sequence. | The learner is guided to: name days of the week and months of the year. | How do we tell time 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 | |
| 5 | 1 | Measurement | Time (Daily routine) | By the end of the lesson, the learner should be able to: appreciate the use of different tools for telling time. | The learner is guided to: in groups or pairs, arrange flashcards of days of the week and months of the year. | How do we tell time 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 | |
| 5 | 2 | Measurement | Time (Daily routine) | By the end of the lesson, the learner should be able to: name tools used for telling time. | The learner is guided to: watch a video on activities done at different times. | How do we tell time 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 | |
| 5 | 3 | Measurement | Time (Daily routine) | By the end of the lesson, the learner should be able to: compare sizes of shadows at different times of the day. | The learner is guided to: talk about tools used to tell time such as clock, calendar, watches. | How do we tell time 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 | |
| 5 | 4 | Measurement | Time (Daily routine) | By the end of the lesson, the learner should be able to: arrange flashcards of days of the week in a sequence. | The learner is guided to: talk about vocabulary related to time (morning, noon, evening), and daily activities done at different times of the day. | How do we tell time 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 | |
| 5 | 5 | Measurement | Money (Kenyan currency)- coins. | By the end of the lesson, the learner should be able to: identify different Kenyan currency coins used in the market. | The learner is guided to: look at and talk about different coins in Kenyan currency; Ksh.1, Ksh.5, Ksh.10 and Ksh.20. | 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.
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It carries Terms 1, 2 and 3 of 2026 — every term published for PP2 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.
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