WEEK SUCCESS CRITERIA PLANNED ACTIVITIES TEACHING,

& LEARNING &

DATES ASSESSMENT
METHODS

1 Learners should be CORE ELEMENT: Question and

able to: NUMBER, OPERATIONS AND Answer
06th RELATIONSHIPS Group work
January TOPIC1: PLACE VALUE WITHIN Pair work
2025  say the sequence 10. Peer
number names 6, 7 assessment
and 8 in order LESSON 1: COUNT 6, 7, 8 Demonstration
 link the spoken word  Saying the sequence of Illustrations
“six”, “seven”, ‘eight” number names from 0-8 Individual work
with the correct  Matching numbers with Think-pair
number of objects objects share
 Count 6, 7, 8 objects  Counting numbers Whole class
 explain that the discussion
number name tells LESSON 2: MODEL 6, 7, 8 Quick write
the quantity of objects  Showing 6, 7, 8 in different Self-
 model 6,7,8 ways assessment
 write 6,7,8  Modelling 6, 7, 8 (including
 match a quantity to using fingers and objects)
the correct numeral  Writing 6, 7, 8
 show that a number
can be made up of LESSON 3: UNDERSTAND 6, 7, 8
smaller numbers  Model 6, 7, 8 using smaller
 show that a number numbers
can be of 2 or more  Writing numbers 6, 7, 8
To
parts
 show that a number LESSON 4: COUNT 9 AND 10
can be made of equal  Saying the sequence of
or unequal parts numbers from 0-10
 explain why a larger  Matching numbers to objects
can be made of more  Writing numbers
parts LESSON 5: MODEL 9 AND 10
 compare amounts of  Model 9 and 10 in different
objects using the ways
language “more”  Recognize the numbers 9 and
“fewer” and “same” 10
 show that a set can  Write numbers 9 and 10 to
have more items than match quantity
another set
 show that a set can
have the same
amount of items as
another set

10th
January
2025
WEEK SUCCESS CRITERIA PLANNED ACTIVITIES TEACHING,
& LEARNING &
DATES ASSESSMENT
METHODS

2 Learners should be CORE ELEMENT: Question and

able to: NUMBER, OPERATIONS AND Answer
13th RELATIONSHIPS Group work
January TOPIC1: PLACE VALUE WITHIN Pair work
2025  Show that 9 and 10 10. Peer
can be made from assessment
smaller numbers LESSON 6: UNDERSTANDING 9 Demonstration
 Write numerals 9 and AND 10 Illustrations
10  Saying the number names 9 Individual work
 Show the larger the and 10 in order Think-pair
number, the more  Writing numerals 9 and 10 share
parts it could be made Whole class
of LESSON 7: BONDS TO 10 discussion
 Find all the bonds to  Finding all bonds to 10 using Quick write
10 using two parts two parts Self-
 Identify sets with assessment
more/fewer/equal LESSON 8: COMPARE NUMBERS
 Compare numerals 0-10
using the language,  Identify sets with
less than, greater more/fewer/equal
than or equal to  Compare numerals using the
 Use the signs <, > language smaller than,
and = to make greater than or equal to
comparisons  Using the signs <, > and = to
To
 Identify the numbers make comparisons.
are ordered from
smallest to greatest LESSON 9: ORDER NUMBERS 0-
and vise vesa 10
 Identify the position of  Identifying ordered numbers in
a number on a increasing and decreasing
number line sequence
 Complete number LESSON 10: THE NUMBER LINE
lines  Identify the position of a number
 Show that numbers on a number line
increase in size from  Showing that numbers increase
left to right on a in size from left to right on a
number line number line
 Complete number lines

17th
January
2025
WEEK SUCCESS CRITERIA PLANNED ACTIVITIES TEACHING,
& LEARNING &
DATES ASSESSMENT
METHODS

3 Learners should be CORE ELEMENT: Question and

able to: NUMBER, OPERATIONS AND Answer
20th RELATIONSHIPS Group work
January TOPIC1: PLACE VALUE WITHIN Pair work
2025  Find 1 more and 1 10. Peer
less than a given assessment
number within the LESSON 11: 1 MORE, 1 LESS Demonstration
range of 0-10  finding 1 more and 1 less than Illustrations
 Explain that 1 more a given number within the Individual work
number is the same range of 0-10 Think-pair
as the next number  explaining that 1 more number share
 Explain that 1 less is the same as saying next Whole class
number is the same number discussion
as the number before  explaining that when one finds Quick write
 Explain that when one 1 more or 1 less the number Self-
finds 1 more or 1 less, increase or decrease in value assessment
the number increases
or decreases in value LESSON 12: RECOGNISE ODD
 Recognize odd and AND EVEN NUMBERS
even numbers  recognizing odd and even
 Explore odd and even representations
numbers  exploring odd and even
 Show that a number numbers
is odd or even using  explaining how they know that
To structures a number is odd or even
 Sort numbers into odd
and even LESSON 13: ODD AND EVEN
 Say the number is  Showing that a number is odd
odd or even or even using structures
 Identify examples and  Sorting numbers into odd and
non-examples of even
doubles  Saying the number is odd or
 Explain what doubling even
means
 Find doubles of up to LESSON 14: DOUBLES TO 10
5 objects by adding  Identifying examples and non-
two identical examples of doubles
quantities  Explaining what doubling
 Explain what halves means
means  Finding doubles of up to 5
 Identifying examples objects by adding the two
and non-examples of identical quantities
halves LESSON 15: HALVES TO 10
 Find halves up to 10  Identifying examples and non-
objects examples of halves
24th  Explain what halving means
January  Finding halves of up to 10
2025 objects
WEEK SUCCESS CRITERIA PLANNED ACTIVITIES TEACHING,
& LEARNING &
DATES ASSESSMENT
METHODS

4 Learners should be CORE ELEMENT: Question and

able to: NUMBER, OPERATIONS AND Answer
27th RELATIONSHIPS Group work
January  Identify the whole TOPIC 2: ADDITION AND Pair work
2025  Show parts making a SUBTRACTION (WITHIN 10). Peer
whole LESSON 16: PART-WHOLE assessment
 Show the whole splitting MODEL Demonstration
into two parts  Identifying the whole Illustrations
 Write number sentence  Showing parts making a whole Individual work
to represent part –  Showing the whole splitting into two Think-pair
whole models parts share
 Identify the whole and  Writing number sentences to Whole class
parts represent part-whole models discussion
 Show that addition can LESSON 17: ADD IN ANY ORDER Quick write
be done in any order  Identifying the whole and parts Self-
 Write addition number  Showing that addition can be done assessment
sentences to match in any order
contexts and part-whole  Writing addition number sentences
models to match contexts and part-whole
 Add amounts to 10 models
 Write a number LESSON 18: ADDITION - ADD
sentence to represent TOGETHER
to an image, context or  Adding amounts to 10
model  Writing a number sentence to
 Identify the parts that represent an image, context or
make a whole model
 Model increasing a  Identifying the parts that make a
given quantity by an whole
amount LESSON 19: ADDITION – ADD
 Create a first then now MORE
story  Modelling increasing a given
 Say first then now story quantity by an amount
 Write a number  Creating a first then now story
sentence to match a  Saying first then now story
first then now story.  Writing a number sentence to
 Find a missing part match a first then now story.
using number bonds LESSON 20: FIND A PART
 Identify how many more  Finding a missing part using
are needed to make the number bonds
total  Identifying how many more are
 Represent number needed to make the total
sentence using objects  Representing number sentence
using objects

31st
January
2025
WEEK SUCCESS CRITERIA PLANNED ACTIVITIES TEACHING,
& LEARNING &
DATES ASSESSMENT
METHODS

5 Learners should be CORE ELEMENT Question and

able to: NUMBERS, OPERATIONS AND Answer
03rd RELATIONSHIPS Group work
February  Identify the parts within TOPIC 2: ADDITION AND Pair work
2025 a whole SUBTRACTION (WITHIN 10). Peer
 Represent subtraction LESSON 21: SUBTRACTION – assessment
contexts using objects FIND A PART Demonstration
 Write the subtraction  Identifying the parts within a whole Illustrations
sign to represent real-  Representing subtraction contexts Individual work
life contexts using objects Think-pair
 Represent subtraction  Writing the subtraction sign to share
using first then now story represent real-life contexts Whole class
 Show first then now story LESSON 22: SUBTRACTION – discussion
 Describe “first” then HOW MANY LEFT? Quick write
“now” stories using minus  Representing subtraction using first Self-
 Represent first then now then now story assessment
stories using number  Show first then now story
sentences  Describing first then now stories
 Explain what number to using minus
start at on a number line  Representing first then now stories
 Show that the jumps on using number sentences
a number line move LESSON 23: SUBTRACTION ON A
from right to left when NUMBER LINE
counting back  Explaining what number to start at
 Say how many jumps on a number line
to back are needed to find  Showing that the jumps on a
the answer number line move from right to left
 Complete number when counting back
sentences  Saying how many jumps back are
 Write a number needed to find the answer
sentence to represent  Completing number sentences
real life contexts LESSON 24: SUBTRACTION
 Represent subtraction CONTEXTS
contexts using models  Writing a number sentence to
 Use first then now represent real life contexts
stories to support  Representing subtraction contexts
subtraction using models
 Add 1 to a given  Using first then now stories to
number within the range support subtraction
of 0-10 LESSON 25: ADD AND
 Subtract 1 from a given SUBTRACT 1
number within the range  Adding 1 to a given number within
of 0-10 the range of 0-10
 Explain that 1 more is  Subtracting 1 from a given number
the same as the next within the range of 0-10
number and 1 less is  Explaining that 1 more is the same
07th the previous number as the next number and 1 less is
February the previous number
2025
WEEK SUCCESS CRITERIA PLANNED ACTIVITIES TEACHING,
& LEARNING &
DATES ASSESSMENT
METHODS

6 Learners should be CORE ELEMENT Question and

able to: NUMBERS, OPERATIONS AND Answer
10th RELATIONSHIPS Group work
February  Add 2 to a given number TOPIC 2: ADDITION AND Pair work
2025 within the range of 0-10 SUBTRACTION (WITHIN 10). Peer
 Subtract 2 to a given LESSON 26: ADD AND assessment
number within the range SUBTRACT 2 Demonstration
of 0-10  Adding 2 to a given number within Illustrations
 Show adding 2 using a the range of 0-10 Individual work
number line  Subtracting 2 to a given number Think-pair
 Show subtracting 2 within the range of 0-10 share
using a number line  Showing adding 2 using a number Whole class
 Link adding/subtracting line discussion
2 to odd/even number  Showing subtracting 2 using a Quick write
patterns number line Self-
 Find different number for  Linking adding/subtracting 2 to assessment
numbers bonds within odd/even number patterns
10 LESSON 27: NUMBER BONDS
 Write number sentences WITHIN 10
for number bonds  Finding different number for
 Find and showing the numbers bonds within 10
five and a bit structure of  Writing number sentences for
numbers within 10 number bonds
 Find different number for  Finding and showing the five and a
to numbers bonds within bit structure of numbers within 10
10 LESSON 28: NUMBER BONDS TO
 Add 0 to a given number 10
within the range of 0-10  Finding different number for
 Subtract 0 to a given numbers bonds within 10
number within the range  Writing number sentences for
of 0-10 number bonds
 Explain what they notice LESSON 29: ADD AND
when they add/subtract SUBTRACT 0
0  Adding 0 to a given number within
 Find doubles of up to 5 the range of 0-10
objects by adding the  Subtracting 0 to a given number
two quantities within the range of 0-10
 Write doubles as an  Explaining what they notice when
addition number they add/subtract 0
sentence LESSON 30: DOUBLES TO 10
 Work out near doubles  Finding doubles of up to 5 objects
using knowledge of by adding the two quantities
doubles  Writing doubles as an addition
number sentence
 Working out near doubles using
knowledge of doubles
14th
February
2025
WEEK SUCCESS CRITERIA PLANNED ACTIVITIES TEACHING,
& LEARNING &
DATES ASSESSMENT
METHODS

7 Learners should be CORE ELEMENT Question and

able to: NUMBERS, OPERATIONS AND Answer
17th RELATIONSHIPS Group work
February  Show the value of pre- TOPIC 3: MONEY Pair work
2025 money counter LESSON 31: UNITISING Peer
 Explain how many ones  Showing the value of pre-money assessment
a pre-money counter is counter Demonstration
equal to  Explaining how many ones a pre- Illustrations
 Match different pre- money counter is equal to Individual work
money representations  Matching different pre-money Think-pair
to their value representations to their value share
 Match the value of a LESSON 32: UNITISING WITH Whole class
coin to pre-money COINS discussion
counters  Matching the value of a coin to pre- Quick write
 Show how different money counters Self-
combinations of pre-  Showing how different combinations assessment
money counters can be of pre-money counters can be equal
equal in value to a coin in value to a coin
 Name 1t, 2t, 5t, 50t, K1, LESSON 33: RECOGNISE COINS
K5 and K10 coins.  Naming 1t, 2t, 5t, 50t, K1, K5 and
 Recognize 1t, 2t, 5t, 50t, K10 coins.
K1, K5 and K10 coins.  Recognizing 1t, 2t, 5t, 50t, K1, K5
to  Order coins according to and K10 coins.
value and size  Ordering coins according to value
 Name K20, K50, K100, and size
K200, K500, K1000, LESSON 34: RECOGNISE NOTES
K2000 and K5000 notes  Naming K20, K50, K100, K200,
 Recognize K20, K50, K500, K1000, K2000 and K5000
K100, K200, K500, notes
K1000, K2000 and  Recognizing K20, K50, K100, K200,
K5000 notes K500, K1000, K2000 and K5000
 Compare different notes
values of notes  Comparing different values of notes
 Match notes and their  Matching notes and their values
values LESSON 35: SIMPLE MONEY
 Add amounts to 10 in PROBLEMS
the contexts of money  Adding amounts to 10 in the
 Subtract amounts to 10 contexts of money
in the contexts of money  Subtracting amounts to 10 in the
 Write a number contexts of money
sentence to match a  Writing a number sentence to match
context of money a context of money

21st
February
2025
WEEK SUCCESS CRITERIA PLANNED ACTIVITIES TEACHING,
& LEARNING &
DATES ASSESSMENT
METHODS

8 Learners should be CORE ELEMENT Question and

able to: PATTERNS, FUNCTIONS AND Answer
ALGEBRA Group work
24th  Copy an AABB pattern TOPIC 4: GEOMETRY AND Pair work
February  Extend an AABB pattern PATTERN Peer
2025  Identify the unit of LESSON 36: COPY, EXTEND AND assessment
repeat in an AABB CREATE AABB Demonstration
pattern  Copying an AABB pattern Illustrations
 Create an AABB pattern  Extending an AABB pattern Individual work
using three units of  Identifying the unit of repeat in an Think-pair
repeat AABB pattern share
 Copy an ABB and AAB  Creating an AABB pattern using Whole class
pattern three units of repeat discussion
 Extend an ABB and LESSON 37: COPY, EXTEND AND Quick write
AAB pattern CREATE ABB or AAB Self-
 Identify the unit of  Copying an ABB and AAB pattern assessment
repeat in an ABB and  Extending an ABB and AAB pattern
AAB pattern  Identifying the unit of repeat in an
 Create an ABB and AAB ABB and AAB pattern
pattern using three units  Create an ABB and AAB pattern
of repeat using three units of repeat
 Recognize 2-D shapes LESSON 38: BUILD AND MAKE
 Name 2-D shapes PATTERNS USING 2-D SHAPES
 Copy simple patterns  Recognizing 2-D shapes
using 2-D shapes  Name 2-D shapes
 Create patterns with  Copying simple patterns using 2-D
to same structure in shapes
different contexts  Creating patterns with same
 Recognize and name 3- structure in different contexts
D shapes (cube, cuboid, LESSON 39: RECOGNISE AND
cylinder and sphere) NAME 3-D SHAPES
 Identify 3-D shapes in  Recognizing and name 3-D shapes
everyday objects (cube, cuboid, cylinder and sphere)
 Name simple 3-D  Identifying 3-D shapes in everyday
shapes (cube, cuboid, objects
cylinder and sphere) LESSON 40: SORT 3-D SHAPES
 Sort simple 3-D shapes  Naming simple 3-D shapes (cube,
(cube, cuboid, cylinder cuboid, cylinder and sphere)
and sphere)  Sorting simple 3-D shapes (cube,
 Identify the properties of cuboid, cylinder and sphere)
simple 3-D shapes  Identifying the properties of simple
(cube, cuboid, cylinder 3-D shapes (cube, cuboid, cylinder
and sphere) and sphere)
 Explain how 3-D shapes  Explaining how 3-D shapes have
have been sorted. been sorted.

28th
February
2025
WEEK SUCCESS CRITERIA PLANNED ACTIVITIES TEACHING,
& LEARNING &
DATES ASSESSMENT
METHODS

9 Learners should be CORE ELEMENT Question and

able to: MEASUREMENT, RECORDING Answer
03rd AND MODELLING Group work
March  Compare lengths and TOPIC 5: MEASUREMENTS Pair work
2025 heights of objects LESSON 41: COMPARE Peer
accurately LENGTHS AND HEIGHTS assessment
 Describe the lengths  Comparing lengths and heights of Demonstration
and heights of objects in objects accurately Illustrations
comparison to other  Describing the lengths and heights Individual work
objects of objects in comparison to other Think-pair
 Explain with specific objects share
reasons why an object is  Explaining with specific reasons Whole class
taller/shorter/longer than why an object is taller/shorter/longer discussion
another. than another. Quick write
 Measure lengths and LESSON 42: MEASURE Self-
heights of objects LENGTHS AND HEIGHTS assessment
accurately using non-  Measuring lengths and heights of
standard units objects accurately using non-
 Use the key vocabulary standard units
before and after LESSON 43: BEFORE AND AFTER
correctly  Using the key vocabulary before
 Describe their daily and after correctly
routine using  Describing their daily routine using
appropriate language appropriate language
To  Describe events that LESSON 44: SEQUENCE EVENTS
take place during  Describing events that take place
different parts of the day during different parts of the day
 Sequence daily events  Sequencing daily events logically
logically  Assessment
 Assessment

07th
March
2025
WEEK SUCCESS CRITERIA PLANNED ACTIVITIES TEACHING,
& LEARNING &
DATES ASSESSMENT
METHODS

10 Learners should be  Revising learners work Question and

able to Answer
10th Group work
March  Revise their work Pair work
2025 Peer
assessment
Demonstration
Illustrations
Individual work
Think-pair
share
Whole class
discussion
Quick write
To Self-
assessment

14th
March
2025
11 Learners should be  Revising learners work Question and
able to Answer
17th Group work
March  Revise their work Pair work
2025 Peer
assessment
Demonstration
Illustrations
Individual work
Think-pair
share
To Whole class
discussion
Quick write
Self-
assessment

21st
March
2025
WEEK SUCCESS CRITERIA PLANNED ACTIVITIES TEACHING,
& LEARNING &
DATES ASSESSMENT
METHODS

12 Learners should be  Revising learners work Question and

able to Answer
24th Group work
March  Revise their work Pair work
2025 Peer
assessment
Demonstration
Illustrations
Individual work
Think-pair
To share
Whole class
discussion
Quick write
28th Self-
March assessment
2025
13 Learners should be  Assessing learners Question and
able to Answer
31st Group work
March Pair work
2025 Peer
 Take on their assessment
assessment Demonstration
Illustrations
To Individual work
Think-pair
share
Whole class
04th discussion
April Quick write
2025 Self-
assessment
14 Learners should be  Assessing learners Question and
able to Answer
07th Group work
April Pair work
2025 Peer
 Take on their assessment
assessment Demonstration
To Illustrations
Self-
assessment

11th
April
2025