KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

A Skilled and Ethical Society

PRIMARY SCHOOL CURRICULUM DESIGN

MATHEMATICAL ACTIVITIES

GRADE 1
 First Published in 2017

Revised 2024

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electronic, mechanical, photocopy, recording or otherwise, without the prior written permission of the publisher.

ISBN:

Published and printed by Kenya Institute of Curriculum Development

TABLE OF CONTENTS
NATIONAL GOALS OF EDUCATION....................................................................................................................................................................... 4

LESSON ALLOCATION AT LOWER PRIMARY ......................................................................................................................................................... 6

GENERAL LEARNING OUTCOMES FOR PRIMARY EDUCATION............................................................................................................................. 7

ESSENCE STATEMENT .......................................................................................................................................................................................... 7

SUBJECT GENERAL LEARNING OUTCOMES.......................................................................................................................................................... 8

STRAND 1.0: NUMBERS........................................................................................................................................................................................ 9

STRAND 2.0 MEASUREMENT ............................................................................................................................................................................. 17

STRAND 3.0 GEOMETRY..................................................................................................................................................................................... 26

APPENDICES ....................................................................................................................................................................................................... 29

Appendix 1: Suggested Learning Resources ................................................................................................................................................. 29

Appendix 2: Suggested Assessment Methods and Tools............................................................................................................................... 32

Appendix 3: CSL Guidelines for Early Years Education (PP1&2 and Grade 1-3) ....................................................................................... 33
NATIONAL GOALS OF EDUCATION

1. Foster nationalism, patriotism, and promote national unity

Kenya’s people belong to different communities, races and religions and should be able to live and interact as one people. Education
should enable the learner acquire a sense of nationhood and patriotism. It should also promote peace and mutual respect for
harmonious co-existence.

2. Promote social, economic, technological and industrial needs for national development
Education should prepare the learner to play an effective and productive role in the nation.

a) Social Needs
Education should instil social and adaptive skills in the learner for effective participation in community and national development.

b) Economic Needs
Education should prepare a learner with requisite competences that support a modern and independent growing economy. This
should translate into high standards of living for every individual.

c) Technological and Industrial Needs

Education should provide the learner with necessary competences for technological and industrial development in tandem with
changing global trends.

3. Promote individual development and self-fulfilment

Education should provide opportunities for the learner to develop to the fullest potential. This includes development of one’s
interests, talents and character for positive contribution to the society.
4 Promote sound moral and religious values
Education should promote acquisition of national values as enshrined in the Constitution. It should be geared towards developing a
self-disciplined and ethical citizen with sound moral and religious values.

5. Promote social equity and responsibility

Education should promote social equity and responsibility. It should provide inclusive and equitable access to quality and
differentiated education; including learners with special educational needs and disabilities. Education should also provide the
learner with opportunities for shared responsibility and accountability through service learning.

6. Promote respect for and development of Kenya’s rich and varied cultures
Education should instil in the learner appreciation of Kenya’s rich and diverse cultural heritage. The learner should value own and
respect other people’s culture as well as embrace positive cultural practices in a dynamic society.

7. Promote international consciousness and foster positive attitudes towards other nations
Kenya is part of the interdependent network of diverse peoples and nations. Education should therefore enable the learner to respect,
appreciate and participate in the opportunities within the international community. Education should also facilitate the learner to
operate within the international community with full knowledge of the obligations, responsibilities, rights and benefits that this
membership entails.

8. Good health and environmental protection

Education should inculcate in the learner the value of physical and psychological well-being for self and others. It should promote
environmental preservation and conservation, including animal welfare for sustainable development.
LESSON ALLOCATION AT LOWER PRIMARY
S/No Learning Area Number of Lessons
per week
1. Indigenous Language Activities 2
2. Kiswahili Language Activities / Kenya Sign Language Activities 4
3. English Language Activities 5
4. Mathematical Activities 5
5. Religious Education Activities 3
6. Environmental Activities 4
7. Creative Activities 7
Pastoral Instruction Programme 1
Total 31
GENERAL LEARNING OUTCOMES FOR PRIMARY EDUCATION
By the end of the Primary Education, the learner should be able to:
a) Communicate appropriately using verbal and or non-verbal modes in a variety of contexts.
b) Demonstrate mastery of number concepts to solve problems in day-to-day life
c) Demonstrate social skills, moral and religious values for positive contribution to society
d) Develop one’s interests and talents for personal fulfilment
e) Make informed decisions as local and global citizens of a diverse, democratic society in an interdependent world.
f) Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development
g) Acquire digital literacy skills for learning and enjoyment.
h) Appreciate the country’s rich, diverse cultural heritage for harmonious living

ESSENCE STATEMENT
Mathematics is a learning area that involves computation in numbers and arithmetic, shapes, spatial relations and information
processing in the form of data. It is a vehicle of development and improvement of a country’s economic development. By
learning mathematics, learners develop a understanding of numbers, logical thinking skills and problem solving skills.
Mathematics is applied in business, social and political worlds. At this level mathematics will build on the competencies
acquired by the learner in the early years of education. Learning mathematics will also enhance the learner’ competencies in
numeracy as a foundation of STEM at the higher levels of Education cycle. Mathematics is also a subject of enjoyment and
excitement as it gives learners opportunities for creative work and fun.
SUBJECT GENERAL LEARNING OUTCOMES
By the end of Primary Education, the learner should be able to:
1. Demonstrate mastery of number concepts by working out problems in day-to-day life.
2. Apply measurement skills to find solutions to problems in a variety of contexts.
3. Apply properties of geometrical shapes and spatial relationships in real life experiences.
4. Apply data handling skills to solve problems in day-to-day life.
5. Analyze information using algebraic expressions in real life situations.
6. Apply mathematical ideas and concepts to other learning areas or subjects and in real life contexts.
7. Develop confidence and interest in mathematics for further learning and enjoyment.
8. Develop values and competencies for a cohesive harmonious living in the society.
9. Manage pertinent and contemporary issues for enhanced inter-personal relationships.
STRAND 1.0: NUMBERS
Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry Question(s)
1.0 Numbers 1.1 Pre-Number By the end of the sub The learner is guided to: 1. How can we group
Activities strand, the learner should ● in pairs/groups, collect different objects?
be able to: types of safe objects from the 2. How can we
(20 lessons) immediate environment, arrange
a) sort objects according to
● group objects according to attributes objects?
similar attributes in
such as size, colour, use, shape and
different situations,
texture,
b) match objects with similar
● pair objects with similar attributes
attributes in the such as size, colour, use, shape and
environment, texture,
c) order objects according ● arrange objects according to size
to given criteria in
from smallest to biggest and
different situations,
from biggest to smallest,
d) create patterns of different
● make patterns of different shapes and
sizes and shapes using real
objects, sizes using real objects,
e) appreciate the use of ● in pairs/groups, assist in arranging
sorting and grouping items like fruits, cereals, for
items in day-to-day example beans, maize and rice
activities. according to size, colour, shape
and storage at home.
Core Competencies to be developed:
● Critical thinking and problem solving: learners complete tasks by following instructions as they sort objects according to size, colour,
use, shape and texture and make patterns of different shapes and sizes using real objects.
● Self-efficacy: learners make use of opportunities to assist in arranging items according to size, colour, shape and storage at home.
Values:
● Unity: learners collaborate with others as they pair and match objects according to size, colour and shape.
● Responsibility: learners engage in assigned roles as they assist in arranging items according to size, colour, shape and storage at home.
Pertinent and Contemporary Issues (PCIs):
Learners observe safety as they collect different objects from the immediate environment to enhance safety issues.
Link to other learning areas:
Learners utilise creative skills acquired from Creative Activities to create patterns of different sizes and shapes using real objects.

Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
1.0 Numbers 1.2 Whole By the end of the sub strand, The learner is guided to: In what ways
Numbers the learner should be able to: ● in pairs/groups, collect concrete objects can we count
a) count numbers forward up to from the immediate environment to use from 1 to 20?
(25 lessons) 50, in counting activities,
b) count numbers backwards ● in pairs/groups, count by 1’s and 2’s up
from 30, to 20 starting from any point using
c) represent numbers 1 to concrete objects such as number cards,
30 using concrete objects, as well as body parts,
d) read and write numbers 1 ● take turns in counting numbers forward up
to 50 in symbols, to 50,
e) read and write numbers ● in pairs/groups, count numbers backwards
1 to 10 in words, from 30,
f) identify missing numbers ● in pairs/groups, play games that involve
 in number patterns up to representing numbers 1 to 30 using
20, concrete objects,
g) appreciate number patterns ● in pairs/groups, read and write numbers 1
by creating and extending to 50 in symbols,
patterns during play ● practice writing numbers 1 to 10 in
activities. words,
● fill in missing numbers in number
patterns up to 20,
● in pairs/groups, create patterns with
numbers up to 20 and share with other
groups,
● play games involving whole numbers
using digital devices or other
resources.
Core Competencies to be developed:
● Digital literacy: learners use digital devices to play games involving numbers 1 to 50.
● Creativity and imagination: learners generate new ideas to create patterns with numbers up to 20.
Values:
● Respect: learners understand and appreciate peers as they take turns in counting numbers forward up to 50.
● Unity: learners take turns in activities as they take turns in counting numbers forward up to 50.
Pertinent and Contemporary Issues (PCIs):
● Learners count by 1’s and 2’s up to 20 starting from any point using concrete objects such as number cards, in groups to enhance social
cohesion.
● Learners observe safety when collecting concrete objects from the immediate environment to enhance environmental safety.
Link to other learning areas:
 Learners apply environmental safety rules learned from Environmental Activities to safely collect concrete objects from the immediate
environment to use in counting activities.
 Learners apply creative skills acquired from Creative Activities to create patterns with numbers up to 20.
 Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
1.0 Numbers 1.3 Addition By the end of the sub strand, The learner is guided to: How can you add
the learner should be able to: a 2 digit number
(25 lessons) ● in pairs/groups, safely put two
to a 1 digit
a) model addition as groups of objects together and
number?
putting objects together, count to get the total,
b) use ' +' and ' =' signs in ● use ' + ' and ' = ' signs in writing
writing addition addition statements,
statements, ● add 2 single digit numbers by
c) add 2 single digit numbers counting on,
in different situations, ● add 3 single digit numbers using
d) add 3 single digit numbers concrete objects,
in different contexts, ● add 3 single digit numbers by
e) add a 2 digit number to a counting on,
1 digit number without ● add a 2 digit number to a 1 digit
regrouping with sum not number without regrouping
exceeding 50, horizontally and vertically with
f) work out missing sum not exceeding 50,
numbers in patterns ● in pairs/groups, make number
involving addition of patterns involving addition
whole numbers up to 50, with numbers up to 50,
g) play games involving ● play games involving addition
addition using digital using digital devices and other
devices or other resources. resources.
Core competencies to be developed:
● Creativity and imagination: learners generate different ideas to make number patterns involving addition.

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● Communication and collaboration: learners use appropriate language and behave appropriately as they play games involving addition
with peers.
Values:
Responsibility: learners engage in assigned roles and duties as they in pairs/groups, make number patterns involving addition with numbers
up to 50.
Pertinent and Contemporary Issues (PCIs):
● Learners safely put two groups of objects together and count to get the total to enhance safety in the learning environment.
● Learners creatively make number patterns involving addition with numbers up to 50 to enhance creative thinking.
Link to other learning areas:
Learners apply speaking and listening skills from Language Activities to effectively communicate to peers as they play games involving
addition.

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Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry Question(s)
1.0 Numbers 1.4 Subtraction By the end of the sub The learner is guided to: How do you
strand, the learner should be ● in pairs/groups, model subtract a one digit
(20 lessons) able to: subtraction using concrete number from a two
a) model subtraction as objects, digit number?
'taking away' using ● use ' - ' and '=' signs in
concrete objects, writing subtraction sentences,
b) use the ' - ' and '='signs in ● in pairs/groups, subtract by
writing subtraction counting backwards,
sentences, ● in pairs/groups, subtract using
c) subtract single digit numbers, concrete objects,
d) subtract a 1 digit number from ● create subtraction sentences related
a 2 digit number without to basic addition facts,
regrouping, ● use number cards or charts safely
e) work out missing numbers to workout subtraction of a 1 digit
in patterns involving number from a 2 digit number,
subtraction of whole ● in pairs /groups, create
numbers up to 50, patterns involving
f) play games involving subtraction.
subtraction using digital
devices and other resources.
Core Competencies to be developed:
● Learning to learn: learners learn different ways of doing subtraction as they subtract numbers by counting backwards and use
number cards or charts to work out subtraction.
● Creativity and imagination: learners imagine and create patterns involving subtraction.
Values:
● Responsibility: learners take care of concrete objects used in subtraction.

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 ● Social justice: learners share resources equitably in groups as they use number cards or charts to work out subtraction.
Pertinent and Contemporary Issues (PCIs):
● Learners work harmoniously in groups to create patterns involving subtraction to enhance social cohesion.
● Learners work out subtraction by counting backwards to enhance critical thinking.
Link to other learning areas:
● Learners utilise creative skills acquired in Creative Activities to create patterns involving subtraction.
● Learners apply speaking and listening skills from Language Activities to communicate to peers as they model subtraction using concrete
objects.

Assessment Rubrics

Level Exceeds Expectations Meets Expectations Approaches Below Expectations

Indicator Expectations
Ability to sort, group and Sorts, groups and matches Correctly sorts, groups Sorts, groups or Sorts or groups and matches
match objects according to objects according to and matches objects matches objects objects according to similar
similar attributes. similar attributes correctly according to similar according to similar attributes with difficulties.
and consistently. attributes. attributes.
Ability to create patterns Creates patterns by Creates patterns by Creates patterns by Creates patterns by ordering
by ordering objects and ordering objects and ordering objects and ordering objects or objects or numbers
numbers according to numbers according to numbers according to numbers according to according to different
different criteria. different criteria correctly different criteria different criteria criteria with difficulties.
and creatively. correctly. correctly.
Ability to count numbers Counts numbers forward Counts numbers Counts numbers Counts numbers forward up
forward up to 50 and up to 50 and backwards forward up to 50 and forward up to 40 or to 30 and backwards from
backwards from 30. from 30, correctly and backwards from 30 backwards from 20 10 correctly.
consistently. correctly. correctly.

15
Ability to read and write Reads and writes numbers Reads and writes Reads or writes Reads or writes numbers 1
numbers 1 to 50 in 1 to 50 in symbols and 1 to numbers 1 to 50 in numbers 1 to 40 in to 30 in symbols or 1 to 5 in
symbols and numbers 1 to 10 in words correctly and symbols and 1 to 10 in symbols or 1 to 10 in words correctly.
10 in words. consistently. words correctly. words correctly.
Ability to identify missing Identifies missing numbers Identifies missing Identifies missing Identifies missing numbers
numbers in number in number patterns up to numbers in number numbers in number in number patterns up to 10
patterns up to 20. 20 correctly and patterns up to 20 patterns up to 15 correctly.
consistently. correctly. correctly.
Ability to add a 2 digit Adds a 2 digit number to a Adds a 2 digit number Adds a 2 digit number Adds a 2 digit number to a
number to a 1 digit number 1 digit number without to a 1 digit number to a 1 digit number 1 digit number without
without regrouping with regrouping with sum not without regrouping without regrouping regrouping with sum not
sum not exceeding 50. exceeding 50 accurately with sum not exceeding with sum not exceeding exceeding 20 accurately.
and systematically. 50 accurately. 30 accurately.
Ability to subtract a 1 digit Subtracts a 1 digit number Subtracts a 1 digit Subtracts a 1 digit Subtracts a 1 digit number
number from a 2 digit from a 2 digit number number from a 2 digit number from a 2 digit from a 2 digit number
number without without regrouping number without number without without regrouping in a few
regrouping. accurately and regrouping accurately. regrouping in many instances.
systematically. instances.
Ability to work out Works out missing Works out missing Works out missing Works out missing numbers
missing numbers in numbers in patterns numbers in patterns numbers in patterns in patterns involving
patterns involving addition involving addition and involving addition and involving addition or addition or subtraction of
and subtraction of whole subtraction of whole subtraction of whole subtraction of whole whole numbers up to 30
numbers up to 50. numbers up to 50 correctly numbers up to 50 numbers up to 40 correctly.
and systematically. correctly. correctly.

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STRAND 2.0 MEASUREMENT
Strand Sub strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
2.0 Measurement 2.1 Length By the end of the sub strand, the The learner is guided to: 1. How do you
learner should be able to: ● in pairs/ groups, collect objects compare the
(10 lessons) a) collect objects of different of different lengths from the length of two
lengths from the immediate immediate environment, objects?
environment, ● in pairs/ groups, compare objects 2. What can be
b) compare length of objects directly to identify objects which used to
using longer than, shorter are longer than, shorter than or measure the
than and same as, same as other objects, length of the
c) measure length using ● in pairs/ groups, measure lengths teacher’s
arbitrary units, using arbitrary units such as hand table?
d) appreciate measuring length spans or walking steps and discuss
using arbitrary units. the measurements from the
various groups,
● in pairs/ groups, use arbitrary units
to measure lengths of different
objects in their immediate
environment.
Core competencies to be developed:
 Self-efficacy: learners portray self-confidence as they use arbitrary units to measure lengths of different objects in their immediate
environment.
 Communication and collaboration: learners speak clearly, listen keenly and support peers as they measure and discuss lengths using
arbitrary units.
Values:
● Responsibility: learners take care of objects collected from the environment for use in measuring length.
● Peace: learners display tolerance as they measure lengths using arbitrary units such as hand spans or walking steps in groups.

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Pertinent and Contemporary Issues (PCIs):
● Learners display tolerance as they measure lengths using arbitrary units such as hand spans or walking steps in groups to enhance
positive discipline.
● Learners work harmoniously in groups as they measure lengths using arbitrary units to enhance social cohesion.
Link to other learning areas:
Learners utilise speaking and listening skills acquired from Language Activities to effectively communicate to peers as they discuss lengths
using arbitrary units.

Strand Sub strand Specific Learning Outcomes Suggested learning experiences Suggested Key Inquiry
Question(s)
2.0 Measurements 2.2 Mass By the end of the sub strand, the The learner is guided to: 1. How can you
learner should be able to: ● collect safe objects of compare the mass
(10 lessons) different mass from their of two or more
a) collect objects with different
mass from the immediate immediate environment, objects?
environment, ● in groups, discuss and use 2. How can you
b) compare mass of two objects safe objects to identify show that an
using heavier than, lighter than those heavier than, lighter object is heavier
or same as, than or same as, than, lighter than
c) measure mass using arbitrary ● in groups, use an identified or same as your
units, empty container of known mathematics
d) appreciate measuring mass mass to measure the mass of textbook?
using arbitrary units in the other objects such as mass of
environment. beans, maize or flour as
accurately as possible,
● play games involving mass
using digital devices.

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Core Competencies to be developed:
 Communication and collaboration: learners listen and contribute in discussing how to identify objects that are heavier, lighter or
have the same mass.
 Digital literacy: learners use digital devices to play games involving mass.
Values:
 Unity: learners appreciate the effort of others as they work in groups to measure the mass of different items.
 Respect: learner is open minded as they discuss and use safe objects to identify those heavier than, lighter than or same as.
Pertinent and Contemporary Issues (PCIs):
 Learners observe safety as they collect objects of different mass from their immediate environment to enhance safety in the
environment.
 Learners listen and contribute in discussing how to identify objects that are heavier, lighter or have the same mass to enhance
effective communication.
Links to other learning areas:
 Learners apply environmental safety skills from Environmental Activities to safely collect objects from their immediate
environment.
 Learners apply listening and speaking skills from Language Activities to discuss how to identify objects that are heavier, lighter or
have the same mass.

Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)

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2.0 Measurement 2.3 Capacity By the end of the sub strand, The learner is guided to: How can we find
the learner should be able to: ● in pairs/groups, collect safe out which of two
(12 lessons) a) collect containers of containers of different sizes from containers hold
different capacities from the environment, more, less or same
the immediate ● in pairs/groups, empty and fill as?
environment, water in different containers to
b) compare capacity of two establish which holds more,
containers using more which holds less and which holds
than, less than and same the same,
as, ● in pairs/groups, fill basins with
c) measure capacity water using different small
using arbitrary containers. The learners to
units, count the number of small
d) re-use empty containers they use to fill the
containers of basin,
different capacities ● in pairs/groups, discuss and re-use
to keep items. containers of different capacity at
home and school to keep items.
Core Competencies to be developed:
● Learning to learn: learners discover ways of determining capacity of containers as they fill basins with water using different small
containers.
● Critical thinking and problem solving: learners explore solutions as they reuse containers of different capacities at home and at
school.
Values:
Responsibility: learners take care of containers they use to measure capacity and re-use containers to keep items at home and school.
Pertinent and Contemporary Issues (PCIs):
● Learners reuse containers of different capacity at home and school to keep items to enhance environmental safety.

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● Learners discuss reusing of containers of different capacity at home and school to enhance sustainable consumption.

Link to other learning areas:

Learners relate environmental safety in Environmental Activities to reuse of containers of different capacity at home and school.

Strand Sub Specific Learning Outcomes Suggested Learning Experiences Suggested Key
strand Inquiry Question(s)
2.0 Measurement 2.4 Time By the end of the sub strand, The learner is guided to: 1. Which day of
the learner should be able to: ● sing songs/ rhymes related to the week do you
(8 lessons) a) identify days of the days of the week, raise the school
week, ● tell and write days of the week flag?
b) relate days of the week the way they follow each other, 2. Which day of
to various activities, ● in pairs/groups, identify activities the week do
c) identify months of the that take place during the days of you worship?
year, the week such as raising flag on
d) appreciate activities Monday and Friday,
that are done on ● in groups, sing songs/rhymes
different days of the related to the months of the year,
week. ● discuss and tell their birth month.
Core competencies to be developed:
● Self-efficacy: learners persist and show interest in singing songs/ rhymes related to days of the week.
● Communication and collaboration: learners speak clearly, listens and understand peers as they discuss and tell their birth month

Values:
● Peace: learners harmoniously sing songs/ rhymes related to days of the week together.
● Patriotism: learners are aware of their own culture as they identify activities that take place during the days of the week.

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Pertinent and Contemporary Issues (PCIs):
● Learners identify activities that take place during the days of the week such as raising flags on Monday and Friday to enhance
citizenship.
● Learners harmoniously sing songs/ rhymes related to days of the week together to enhance social cohesion.
Link to other learning areas:
Learners relate singing songs/rhymes related to days of the week and months of the year to performance in Creative Activities.

Strand Sub strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
2.0 Measurement 2.5 Money By the end of the sub strand, The learner is guided to: How can you
(8 lessons) the learner should be able to: ● in pairs/groups, recognise and identify
a) identify Kenyan sort out different Kenyan Kenyan
currency coins, currency coins sh.1, sh.5, sh.10, currency
b) identify Kenyan sh.20 and sh.40 according to their coins and
currency note up to value, notes?
sh.50, ● in pairs/groups, recognise a sh.50
c) count Kenyan currency note and tell its value,
coins one at a time, ● in pairs/groups, tell how many
d) use money in buying up to 2 coins of sh.1, sh.5, sh.10, sh.20,
items without balance, sh. 40 by counting,
e) appreciate the use of money ● discuss the price of items in the
in buying items from shops. model classroom shop up to sh.50,
● in groups to role play buying up to
2 items from the model classroom
shop without balance.

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 Core competencies to be developed:
● Citizenship: learners recognize and sort out different Kenyan currency coins and notes according to their value.
● Self-efficacy: learners look for opportunities to learn as they role play buying up to 2 items from the model classroom shop.
Values:
● Integrity: learners display honesty as they role play buying up to 2 items from the model classroom shop and pay the correct money.
● Patriotism: learners aware of own culture as they recognise different Kenyan currency coins and notes.
Pertinent and Contemporary Issues (PCIs):
Learners recognize and sort out different Kenyan currency coins sh.1, sh.5, sh.10, sh.20 and sh.40 according to their value to enhance
financial literacy.
Link to other learning areas:
● Learners relate the value of honesty as they role play buying up to 2 items from the model classroom shop and pay the correct money to
the virtues taught in Religious Activities.
● Learners apply speaking and listening skills acquired in Language Activities to discuss the price of items in the model classroom.

Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Below Expectations

Expectations
Indicator
Ability to compare Compares lengths of objects Compares lengths of Compares lengths of Compares lengths of
lengths of objects using longer than, shorter objects using longer objects using any two of; objects using any one of;
using longer than, than and same as accurately than, shorter than and longer than, shorter than longer than, shorter than or
shorter than and same as. and comprehensively. same as accurately. or same as accurately. same as accurately.

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Ability to compare mass Compares mass of two Compares mass of two Compares mass of two Compares mass of two
of two objects using objects using heavier than, objects using heavier objects using any two of; objects using any one of;
heavier than, lighter than lighter than and same as than, lighter than and heavier than, lighter than heavier than, lighter than
and same as. accurately and consistently. same as accurately. or same as accurately. or same as accurately.
Ability to compare Compares capacity of two Compares capacity of Compares capacity of Compares capacity of two
capacity of two containers using more than, two containers using two containers using any containers using any one
containers using more less than and same as more than, less than of two; more than, less of; more than, less than
than, less than and same accurately and consistently. and same as accurately. than and same as and same as.
as. accurately.
Ability to identify and Identifies and relates days of Identifies and relates Identifies or relates days Identifies some days of the
relate days of the week the week to various activities days of the week to of the week to various week accurately.
to various activities. accurately and various activities activities accurately.
comprehensively. accurately.
Ability to identify Identifies months of the year Identifies months of the Identifies at most 7 Identifies at most 5 months
months of the year. correctly and in sequence. year accurately. months of the year of the year accurately.
accurately.
Ability to identify Identifies Kenyan currency Identifies Kenyan Identifies at least 4 of Identifies at least 2 of
Kenyan currency coins coins sh.1, sh.5, sh.10, sh.20 currency coins sh.1, Kenyan currency coins Kenyan currency coins
sh.1, sh. 5, sh.10, sh. 20 and sh.40 and sh.50 note sh.5, sh.10, sh.20 and sh.1, sh.5, sh.10, sh.20 sh.1, sh.5, sh.10, sh.20 or
and sh. 40 and sh. 50 accurately and consistently. sh.40 and sh.50 note or sh.40 or sh.50 note sh.40.
note. accurately. accurately.
Ability to count currency Counts currency coins of Counts currency coins Counts at least 4 Counts at least 2 currency
coins of sh.1, sh.5, sh.10, sh.1, sh.5, sh.10, sh.20, sh.40 of sh.1, sh.5, sh.10, currency coins of sh.1, coins of sh.1, sh.5, sh.10,
sh.20, sh.40 one at a one at a time accurately and sh.20, sh.40 one at a sh.5, sh.10, sh.20, sh.40 sh.20, sh.40 one at a time.
time. fluently. time correctly. one at a time correctly.

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STRAND 3.0 GEOMETRY
Strand Sub Specific Learning Outcomes Suggested Learning Experiences Suggested Key
strand Inquiry
Question(s)
3.0 Geometry 3.1 Lines By the end of the sub strand, The learner is guided to: How do you
the learner should be able to: ● stand behind one another facing the same make a line?
(6 lessons) a) identify straight lines side and identify what they have formed as a
in different straight line,
situations, ● in pairs/groups, mark two points on the
b) draw straight lines ground and use a stick to join the two points
on different surfaces, to make a straight line,
c) identify curved lines
● practise drawing straight lines on the
in different
ground and in their books,
situations,
d) draw curved lines on ● in groups, form a semicircle, draw a line
different surfaces, around it and identify the line drawn as a
e) recognise straight curved line,
and curved lines ● practise drawing curved lines on the
from real objects in ground and in their books,
the environment. ● in groups, observe and identify lines from
different objects in the environment.
Core-Competencies to be developed:
Learning to learn: learners discover ways of identifying straight lines as they mark two points on the ground and using a stick to join the
two points to make a straight line.
Values:
● Unity: learners appreciate the effort of peers as they in groups, observe and identify lines from different objects in the environment.
● Peace: learners follow instructions as they stand behind one another facing the same side to form a straight line.

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Pertinent and Contemporary Issues (PCIs):
Learners work harmoniously in groups as they mark two points on the ground and use a stick to join the two points to make a straight
line to enhance social cohesion.
Link to other learning areas:
Learners apply drawing skills from Creative Activities to draw straight and curved lines.

Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry Question(s)
3.0 Geometry 3.2 Shapes By the end of the sub strand, the The learners are guided to: What shapes can
learner should be able to: ● in pairs/groups, use safe objects you identify in
(6 lessons) a) identify rectangles, triangles from the environment to your class?
and circles in objects from recognize different shapes such
the environment, as rectangles, triangles and
b) make patterns involving circles,
rectangles, triangles, and ● work individually to make patterns
circles, of their choice using the three
c) appreciate the beauty of shapes,
patterns in different
● in groups make patterns, colour
fabrics.
them and share with other groups.
Core-Competencies to be developed:
● Creativity and imagination: learners generate pattern making ideas as they independently make patterns of their choice using rectangles,
triangles and circles.
● Critical thinking and problem solving: learners complete tasks by following instructions as they use safe objects from the environment
to recognize different shapes such as rectangles, triangles and circles.

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Values:
● Peace: learners display tolerance as they work in groups to make and colour patterns.
● Integrity: learners are committed to duty as they work individually to make patterns of their choice using the three shapes.
Pertinent and Contemporary Issues (PCIs):
● Learners observe safety as they use objects from the environment to recognize different shapes such as rectangles, triangles and
circles to enhance safety.
● Learners work harmoniously in groups to make and colour patterns to enhance social cohesion.
Link to other learning areas:
● Learners apply drawing and colouring skills from Creative Activities to draw and colour patterns
● Learners apply environmental safety rules from Environmental Activities to safely use objects from the environment to recognize
different shapes such as rectangles, triangles and circles.

Assessment Rubrics

Level Exceeds Expectations Meets Expectations Approaches Below Expectations

Indicator
Expectations

Ability to identify Accurately and consistently Accurately identifies Accurately identifies Partly identifies
rectangles, triangles and identifies rectangles, triangles rectangles, triangles and rectangles or triangles rectangles or triangles
circles in objects. and circles in objects. circles in objects. or circles in objects. or circles in objects.

Ability to make patterns Accurately and consistently Accurately makes Accurately makes Partly makes patterns
involving rectangles, makes patterns involving patterns involving patterns involving involving rectangles or
triangles, and circles. rectangles, triangles, and rectangles, triangles, rectangles or triangles triangles or circles.
circles. and circles. or circles.

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APPENDICES

Appendix 1: Suggested Learning Resources

STRANDS SUB- RESOURCES
STRANDS
NUMBERS NUMBER Counters such as sticks, stones and grains
CONCEPT
WHOLE Sticks, marbles, stones, grains, a number line drawn on the ground/floor
NUMBERS
ADDITION Place value chart, abacus basic addition facts, number line drawn on the
ground/floor, table,
sticks, marbles, stones, grains and many more
SUBTRACTION Sticks, marbles, stones, grains, basic addition facts table, number line drawn on
the ground/floor
MEASUREMENTS LENGTH Books, pencils, sticks, bottles, rulers and others
MASS Items of different mass such as books, stones, pieces of wood, items of same
mass
CAPACITY Containers of different sizes, water, sand, soil and others

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 TIME Charts with days of the week and months of the year in order
MONEY Kenya currency coins (sh. 1, sh. 5, sh.10, sh.20, sh.40), notes (sh.50) and
classroom shop
CAPACITY Containers of different sizes, water, sand, soil and others
GEOMETRY LINES Sticks, strings and objects in the classroom
SHAPES Cut- outs of rectangles, circles, and triangles of different sizes

NOTE:
The following ICT devices may be used in the teaching/learning of mathematics at this level:
 Learner digital devices (LDD),
 Teacher digital devices (TDD),
 Mobile phones,
 Digital clocks,
 Television sets,
 Videos,
 Cameras,
 Projectors,
 Radios,
 DVD players,
 CD’s,

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 Scanners,
 Internet among others

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Appendix 2: Suggested Assessment Methods and Tools
1. Written tests and quizzes
2. Rating scales
3. Projects
4. Observation Schedules
5. Portfolio
6. Assessment Rubric

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Appendix 3: CSL Guidelines for Early Years Education (PP1&2 and Grade 1-3)
At this level, the goal of the CSL activity is to provide linkages between concepts learnt in the various Learning Activities and
the real life experiences. Learners begin to make connections between what they learn and the relevance to their daily life. CSL
is hosted in the Environmental Activities learning area. The class teacher is expected to identify and guide learners to undertake
age-appropriate whole-class integrated CSL activity within the school. The safety of the learners should also be taken into
account when selecting the CSL activity. The following steps for the integrated CSL activity should be staggered across the
school terms:

Steps in carrying out the integrated CSL activity

1) Preparation
● Determine the activity for the learners
● Map out the targeted core competencies, values and specific learning areas skills for the CSL activity
● Identify resources required for the activity (locally available materials)
● Stagger the activities across the term (Set dates and time for the activities)
● Communicate to learners, parents/caregivers/guardians, school administration, teachers and other relevant stakeholders in
the school community
● Identify and develop assessment tools

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2) Implementation of CSL Activity
● Assigning roles to learners.
● Ensure every learner actively participates in the activity
● Observe learners as they carry out the CSL activity and record feedback.
● Use an appropriate assessment tool to assess both the process and the product (Assess learner’s work from the
beginning to the end product)
● Assess the targeted core competencies, values and subject skills.

3) Reflection on the CSL Activity

Conduct a self-evaluation session with learners on the integrated CSL activity undertaken by discussing the following:
● what went well and why
● what did not go well and why,
● what can be done differently next time
● what they have learnt.

There will be one integrated CSL activity that will be conducted annually. The thematic areas for the integrated CSL activity
will be derived from the broader categories of the PCIs and concepts from the various Learning Areas. The teachers are expected
to vary the themes yearly to allow learners to address different PCIs within their contexts. There should be a linkage between the
skills from the learning areas and the themes.

The integrated CSL activity will take a Whole School Approach (WSA) where the entire school community is involved
(learners, parents/caregivers/guardians, school administration, teachers). Parents/caregivers/guardians are key stakeholders in the

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planning and execution of the CSL activity. Although the teacher takes the lead role in the planning and integration of the CSL
activity, learners will be expected to participate actively in the whole process.

The CSL activity provides an opportunity for the development of core competencies and the nurturing of various values. The
teacher is expected to vary the core competencies and values emphasised in the activity yearly.
Assessment of the CSL Activity

Assessment of the integrated CSL activity will focus on 3 components namely: skills from various learning areas applied in
carrying out the activity, and core competencies developed and values nurtured. Assessment should focus on both the process
and end product of the CSL activity. The teacher will assess learners in groups using various tools such as an observation
schedule, checklist, rating scale or any other appropriate assessment tool.

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