School Teacher’s Name Term Year

two
WE LESS STRAND S- SPECIAL KEY LEARNING LEARNING ASSESMENT REF
EK ON THEME STRAND LEARNING INQUIRY EXPERIENCE RESOURCES METHOD
OUTCOMES QUESTIONS
1 1 NUMBER Sorting By the end of the lesson, the How do Learners are Books Oral
CONCEPT learner should be able to: you sort guided to sort Crayons, flowers, questions
and
a. sort and group objects out different pictures Written
groupin and group exercise
according to colour. Mathematics pupil’s
g b. Play digital games involving objects? objects in the book 1 pg.65 observation
sorting and grouping classroom. Mathematics teachers
c. Appreciate the importance of guide grade 1 pg. 77
sorting and grouping
2 Pairing By the end of the lesson, How do Learners are Paper cut-outs of Oral
the learner should be to: you pair guided to pair triangles and questions
and
and match rectangular cut-outs Written
matchin a. Pair and match objects and match
of different sizes. exercise
g according to shape. objects? different objects Mathematics pupil’s observation
b. Play digital games in the immediate book 1 pg.66
involving pairing and environment Mathematics teachers
matching guide grade 1 pg. 78
c. Appreciate the
importance of pairing
and matching in real life
3 Pairing By the end of the lesson, How do Learners are Beads Oral
and the learner should be to you pair guided to pair Bottles, pieces of questions
a. Pair and match objects and match cloth. Written
matchin and match exercise
according to colour. Mathematics pupil’s
g objects? different objects book 1 pg.67 observation
b. Play digital games involving in the immediate
pairing and matching Mathematics teachers
environment guide grade 1 pg. 79

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 c. Appreciate the importance of
pairing and matching in real
life
4 Orderin By the end of the lesson, How do Learners are Paper cut- outs Oral
g the learner should be to you order guided to order Bottles questions
a. Order and sequence objects and sequence Mathematics pupil’s Written
and exercise
in ascending order. book 1 pg.68
sequence various objects Mathematics teachers observation
b. Practice ordering various in the immediate
objects? guide grade 1 pg. 80
objects in the immediate
environment
environment
c. Appreciate the importance of
ordering in real life situations
5 Number By the end of the sub-strand, the How do you Learners to recite Videos, audios oral questions,
learner should be able to: recite number number names up to Maths act. Pupils bk. 1 written
names a. recite number names in order names in 40. pg. 70 exercise,
up to 40 order? observation.
b. write numbers up to 40
c. desire to tell the
importance of numbers
in real life
2 1 Number By the end of the sub-strand, the How do you Learners to represent Books, pencils, bottles, oral questions,
learner should be able to: represent numbers 1-30 using spoons, pencils, written
using a. represent numbers 1up to 20 numbers using concrete objects as well buttons, beads. exercise,
objects using objects objects? as their body parts. Maths act. Pupils bk. 1 observation.
b. appreciate use of pg. 71
numbers in daily
activities
2 countin By the end of the sub-strand, the How do you Learners to Books, pencils, paper oral questions,
learner should be able to: demonstrate demonstrate that any cut-outs written
g a. demonstrate through counting that a group in given group has only Maths act. Pupils bk. 1 exercise,
that a group in all situations all situations one count. pg. 72-73 observation.
has only one count has only one
b. count various objects in the count?
immediate environment
c. tell the importance of

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 counting in daily activities
3 WHOLE Countin By the end of the sub-strand, the How do you Learners to Counters oral questions,
NUMBERS learner should be able to: count numbers demonstrate that any Maths act. Pupils bk. 1 written
g a. count in 5’s up to 25 forward forward and given group has only pg. 74 exercise,
and backward backward? one count. observation.
b. count various objects in the
immediate environment
c. tell the importance of
counting in daily activities
4 Countin By the end of the sub-strand, the How do you Learners to Counters oral questions,
learner should be able to: count numbers demonstrate that any Maths act. Pupils bk. 1 written
g a. count in 5’s up to 50 forward forward and given group has only pg. 75 exercise,
and backward backward? one count. observation.
b. count various objects in the
immediate environment
c. Appreciate counting in real life
situation
5 Number By the end of the sub-strand, the How do you Learners to represent Bottles, stones, straws, oral questions,
learner should be able to: represent numbers 1-30 using number cards written
s using a. represent numbers up to 40 numbers using concrete objects as well Maths act. Pupils bk. 1 exercise,
objects using objects objects? as their body parts. pg. 76 observation.
b. work out examples in their
books
c. appreciate use of numbers in
real life situations
3 1 Tens By the end of the sub-strand, the How do you Learners to identify Number tins, sticks, oral questions,
learner should be able to: identify the place value of ones and straws written
and a. identify place value of digits place if a digit tens. Maths act. Pupils bk. 1 exercise,
Ones in numbers up to tens in a number? pg. 77-78 observation.
b. appreciate place value In
real life situation
c. work out examples in their
books

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 2 Reading By the end of the sub-strand, the How do you Learners in pairs to Number chart, number oral questions,
learner should be able to: read and write recite and write cards, video clips written
and a. read and write number number numbers 1- Maths act. Pupils bk. 1 exercise,
Writing symbols up to 40 symbols? 50 in symbols. pg. 79 observation.
number b. work out examples in their
books
s c. appreciate use of numbers in
real life situations
3 Number By the end of the sub-strand, the How many Learners to practice Number card with oral questions,
learner should be able to: ways can we writing numbers 1-10 in numerals written
s in a. Write numbers up to 5 in count from 1- words. Maths act. Pupils bk. 1 exercise,
words words 20? pg. 80 observation.
b. work out examples in their
books
c. Appreciate writing numbers in
words in real life situation
4 Number By the end of the sub-strand, the How do you Learners to identify Number card with oral questions,
learner should be able to: work out missing numbers in numerals written
s in a. Work out missing numbers in missing number patterns up to Maths act. Pupils bk. 1 exercise,
pattern patterns up to 10 numbers in 20. pg. 81 observation.
s b. Identify missing patterns patterns up to
c. Tell the importance of 10?
patterns in daily life
5 Number By the end of the sub-strand, the How do you Learners to identify Number card with oral questions,
learner should be able to: create and missing numbers in numerals written
pattern a. Create and extend number extend number number patterns up to Maths act. Pupils bk. 1 exercise,
s patterns up to 20 patterns? 20. pg. 82 observation.
b. Identify a pattern to extend
c. Tell the importance of
patterns in daily life
4 1 Add By the end of the sub-strand, the How can you Learners to add 3- Counters oral questions,
learner should be able to: add 3-single single digit numbers Maths act. Pupils bk. 1 written
a. add 3- single digit numbers up digit numbers? using a number line. pg. 83 exercise,
to a sum of 10 horizontally  Learners to add 3- observation.
b. Work out addition examples single digit numbers by
in their books counting on.
c. Appreciate addition of  Learners to add 3-
numbers in real life single digit numbers

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 situation using the family
of 10

2 Add By the end of the sub-strand, the How do you add Learners to add 3- Counters oral questions,
learner should be able to: 3-single digit single digit numbers Maths act. Pupils bk. 1 written
a. add 3- single digit numbers up numbers? using a number line. pg. 84 exercise,
to a sum of 10 vertically  Learners to add 3- observation.
b. Work out addition examples single digit numbers by
in their books counting on.
c. Appreciate addition of  Learners to add 3-
numbers in real life single digit numbers
situation using the family of 10
3 Add By the end of the sub-strand, the How do you Learners to use ' + ' and Counters, number oral questions,
learner should be able to: add a 2-digit ' = ' signs in writing cards, number line written
a. add a 2- digit number to a 1- number to a 1- addition sentences. Maths act. Pupils bk. 1 exercise,
digit number up to a sum of 20 digit number?  Learners to add 2- pg. 85 observation.
horizontally single digit-numbers by
b. Work out addition examples skipping on
in their books a number line.
c. Appreciate addition of  Learners to add 2-
numbers in real life single digit numbers
situation using the
family of 10
4 Add By the end of the sub-strand, the How do you Learners to use ' + ' and Counters, number oral questions,
learner should be able to: add a 2-digit ' = ' signs in writing cards written
a. add a 2- digit number to a 1- number to a 1- addition sentences. Maths act. Pupils bk. 1 exercise,
digit number up to a sum of 20 digit number?  Learners to add 2- pg. 86 observation.
horizontally single digit-numbers by
b. Work out addition examples skipping on
in their books a number line.
c. Appreciate addition of  Learners to add 2-
numbers in real life situation single digit numbers
using the family of 10
5 Add By the end of the sub-strand, the How do you Learners to use ' + ' and Counters, number oral questions,
learner should be able to: add a 2-digit ' = ' signs in writing cards written
a. add a 2- digit number to a 1- number to a 1- addition sentences. Maths act. Pupils bk. 1 exercise,
digit number up to a sum of 50 digit number?  Learners to add 2- pg. 87 observation.
horizontally single digit-numbers by

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 b. Work out addition examples skipping on
in their books a number line.
c. Appreciate addition of  Learners to add 2-
numbers in real life situation single digit numbers
using the family of 10
5 1 Add By the end of the sub-strand, the How can you Learners to use ' + ' and Counters, number oral questions,
learner should be able to: add a 2- digit ' = ' signs in writing cards, number line written
a. add a 2- digit number to a 1- number to a addition sentences. Maths act. Pupils bk. 1 exercise,
digit number up to a sum of 50 1- digit  Learners to add 2- pg. 88 observation.
vertically. number? single digit-numbers by
b. Work out addition examples skipping on
in their books a number line.
c. Appreciate addition of  Learners to add 2-
numbers in real life situation single digit numbers
using the family of 10.
2 Add By the end of the sub-strand, the How do you add Learners to add Bundles of sticks or oral questions,
learner should be able to: multiples of ten? multiples of 10 up to a straws, tens frame? written
a. add multiples of 10 up to 50 100 vertically. Maths act. Pupils bk. 1 exercise,
horizontally  Learners to play pg. 89 observation.
b. Work out addition examples digital games involving
in their books addition.
c. Appreciate addition of
numbers in real life
situation
3 Number By the end of the sub-strand, the How do you Learners to make Counters, number oral questions,
learner should be able to: work out patterns involving cards, number line written
pattern a. How do you work out missing missing numbers addition with numbers Maths act. Pupils bk. exercise,
s numbers in patterns involving in number up to 100. 1 pg. 90 observation.
addition up to 50. patterns?
b. Appreciate addition of
numbers in real life
situation
4 Subtract By the end of the sub-strand, the How do you Learners to solve Counters written
learner should be able to: subtract 2 routine and non routine Maths act. Pupils bk. 1 exercise,
a. subtract 2-single digit numbers single digit problems involving pg. 91 observation,
vertically numbers? subtraction of a 1-digit oral
b. work out sample addition in number from a 2- digit questions.

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 their books number based on basic
c. Appreciate the importance of addition facts.
subtraction in real life
situation
5 Subtract By the end of the sub-strand, the How do you Learners to solve Counters written
learner should be able to: subtract numbers routine and non routine Maths act. Pupils bk. 1 exercise,
a. Subtract single digit numbers from 10? problems involving pg. 92 observation,
from 10 subtraction of a 1-digit oral
b. work out sample addition in number from a 2- digit questions.
their books number based on basic
c. Appreciate the importance of addition facts.
subtraction in real life
situation
6 1 Subtract By the end of the sub-strand, the How do you Learners to solve Counters, basic written
learner should be able to: subtract a 1-digit routine and non routine addition tables exercise,
a. subtract a 1- digit number number from problems involving Maths act. Pupils bk. 1 observation,
from a 2- digit number a 2-digit subtraction of a 1-digit pg. 93 oral
horizontally using basic number? number from a 2- digit questions.
addition facts number based on basic
b. work out sample addition in addition facts.
their books
c. Appreciate the importance
of subtraction in real life
situation
2 Subtract By the end of the sub-strand, the How do you Learners to solve Counters, basic written
learner should be able to: subtract a 1-digit routine and non routine addition tables exercise,
a. subtract a 1- digit number number from problems involving Maths act. Pupils bk. 1 observation,
from a 2- digit number a 2-digit subtraction of a 1-digit pg. 94 oral
vertically using basic addition number? number from a 2- digit questions.
facts number based on basic
b. work out sample addition in addition facts.
their books
c. Appreciate the importance
of subtraction in real life
situation

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 3 Subtract By the end of the sub-strand, the What is the Learners to create Counters, basic written
learner should be able to: relationship subtraction sentences addition tables exercise,
and add a. Write subtraction sentences between addition related to basic Maths act. Pupils bk. 1 observation,
from a given addition sentences and subtraction? addition facts. pg. 95 oral
up to 10 questions.
b. work out sample addition in
their books
c. Appreciate the importance of
subtraction in real life
situation
4 Subtract By the end of the sub-strand, the How do you Learners to use tablets Bundles of sticks, tens written
learner should be able to: subtract tens? to workout subtraction frame exercise,
a. subtract multiples of 10 up to of multiples of 10 up to Maths act. Pupils bk. 1 observation,
90 90. pg. 96 oral
b. work out sample addition in questions.
their books
c. Appreciate the importance
of subtraction in real life
situation
5 Subtract By the end of the sub-strand, the How do you Learners to use tablets Bundles of sticks, tens written
learner should be able to: subtract tens? to workout subtraction frame exercise,
a. subtract multiples of 10 up to of multiples of 10 up to Maths act. Pupils bk. 1 observation,
90 90. pg. 97 oral
b. work out sample addition in questions.
their books
c. Appreciate the importance
of subtraction in real life
situation
7 1 Number By the end of the sub-strand, the How do you Learners in pairs Counters, number cards written
learner should be able to: subtract a single /groups to create Maths act. Pupils bk. 1 exercise,
pattern a. work out missing numbers in digit? patterns involving pg. 98 observation,
s patterns involving subtraction number from a subtraction. oral
up to 50. 2-digit questions.
b. Tell the importance of number?
patterns in real life

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2 MEASUREMENT Length By the end of the sub-strand, the How do you Learners to place Biro pens, pencils, written
learner should be able to: compare objects of equal length textbooks, sticks, rulers exercise,
a. compare length of objects length of two in different orientations Maths act. Pupils bk. 1 observation,
directly objects? and describe them pg. 99 oral questions
b. play digital games using words such as
involving length longer than, shorter
c. appreciate use of length in than and same as
real life situation
3 Length By the end of the sub-strand, the What Learners to place Biro pens, pencils, written
learner should be able to: happened to objects of equal length textbooks, sticks, rulers exercise,
a. Conserve length through the length of in different orientations Maths act. Pupils bk. 1 observation,
manipulation an object and describe them pg. 100 oral questions
b. play digital games when it lies at using words such as
involving length an angle? longer than, shorter
c. appreciate use of length in than and same as
real life situation
4 MEASUREMENT Measuri By the end of the sub-strand, the How can you Learners to place Books, pencils, sticks, written
learner should be able to: measure the objects of equal length bottles, rulers exercise,
ng a. Measure length using arbitrary length of the in different orientations and others observation,
length units teachers and describe them Maths act. Pupils bk. 1 oral questions
b. play digital games table? using words such as pg. 101
involving length longer than, shorter
c. appreciate use of length in than and same as
real life situation
5 Mass By the end of the sub-strand, the How do you Learners in Chairs, balls, bottle written
learner should be able to: compare the pairs/groups to use an tops, pencils exercise,
a. compare mass of objects mass of two identified mass to Maths act. Pupils bk. 1 observation,
directly different compare the mass pg. 102 oral questions
b. play digital games objects of other objects using
involving mass directly? the words heavier than,
c. appreciate use mass in real lighter than or
life situation same as.

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8 1 Mass By the end of the sub-strand, the What happens Learners in Sticks, beam balance, written
learner should be able to: to the mass of pairs/groups to use an plastic bottles exercise,
a. Conserve mass through an object when identified mass to Maths act. Pupils bk. 1 observation,
manipulation it’s form compare the mass pg. 103 oral questions
b. play digital games changes? of other objects using
involving mass the words heavier than,
c. Appreciate use mass in real lighter than or
life situation same as.
2 Measuri By the end of the sub-strand, How do you Learners in Bottle tops, pebbles, written
the learner should be able to: find mass of an pairs/groups to use an pencils, duster, beam exercise,
ng mass a. Measure mass using objects? identified mass to balance observation,
arbitrary units compare the mass Maths act. Pupils bk. 1 oral questions
b. play digital games of other objects using pg. 104
involving mass the words heavier than,
lighter than or
c. Appreciate use mass in real
same as.
life situation
3 Measuri By the end of the sub-strand, How do you Learners in pairs/groups Bottle tops, pebbles, written
the learner should be able to: find mass of an to use an pencils, duster, beam exercise,
ng mass a. Measure mass using arbitrary objects? identified mass to balance observation,
units compare the Maths act. Pupils bk. 1 oral questions
b. play digital games involving mass of other objects pg. 104
mass using the words heavier
than, lighter than or
c. Appreciate use mass in real
same as.
life situation
4-5
HALF TERM
9 1 Capacit By the end of the sub-strand, How do you Learners to identify and Containers of different written
the learner should be able to: compare compare containers sizes, water, sand, soil exercises,
y capacity of two which holds more, less and others observation,
a. compare capacity in
containers by direct containers? or same as. Maths act. Pupils bk. 1 oral. questions
comparison pg. 105-106
b. demonstrate use of
capacity in real life
situation
c. Appreciate capacity in real
life situations

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2 Capacit By the end of the sub-strand, What happens Learners to identify and Containers of different written
the learner should be able to: to the amount of compare containers sizes, water, sand, soil exercises,
y water in a which holds more, less and others observation,
a. Conserve capacity through
manipulation. container if it is or same as. Maths act. Pupils bk. 1 oral. questions
poured into a pg. 107
b. demonstrate use of capacity
larger
in real life situation container?
c. Appreciate capacity in real
life situations
3 Measuri By the end of the sub-strand, How can you Learners to identify and Containers of different written
the learner should be able to: measure the compare containers sizes, water, sand, soil exercises,
ng amount of water which holds more, less and others observation,
a. Measure the capacity of
capacity given containers using a given or same as. Maths act. Pupils bk. 1 oral. questions
container can pg. 108
arbitrary units
hold?
b. demonstrate use of capacity
in real life situation
c. Appreciate capacity in real
life situations
4 Measuri By the end of the sub-strand, How can you Learners to identify and Containers of different written
the learner should be able to: measure the compare containers sizes, water, sand, soil exercises,
ng amount of water which holds more, less and others observation,
a. Measure capacity of
capacity containers using arbitrary a given container or same as. Maths act. Pupils bk. 1 oral. questions
can hold? pg. 109
units
b. demonstrate use of capacity
in real life situation
c. Appreciate capacity in real
life situations
5 Activitie By the end of the sub-strand, What do you do Learners in Picture of a homestead oral questions,
the learner should be able to: at different times pairs/groups to identify Maths act. Pupils bk. 1 written
s at of the day at activities they do in the pg. 110 exercises,
a. relate daily activities at
home home to time home? morning, afternoon observation
b. Play games involving time and evening both at
home and school
c. Appreciate the importance
of activities at home in
daily life

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10 1 Activitie By the end of the sub-strand, What do you Learners in Timetable, school oral questions,
the learner should be able to: do at different pairs/groups to identify routine written
s at times of the day activities they do in the Maths act. Pupils bk. 1 exercises,
a. Relate daily activities at
school school to time at school? morning, afternoon pg. 111 observation
and evening both
b. Play games involving time
c. Appreciate the importance
of activities at school in
daily life
2 Days of By the end of the sub-strand, How do you Learners in Calendar, digital oral questions,
the learner should be able to: identify the pairs/groups to identify devices, flash cards written
the days of the activities they do in the Maths act. Pupils bk. 1 exercises,
a. Identify the days of the
week week week? morning, afternoon and pg. 112 observation
b. Play games involving days of evening both at home
and school
the week
c. Appreciate the importance
of activities at home and
school in daily life
3 Notes By the end of the sub-strand, How do you Learners in pairs/groups One shilling coins oral questions,
the learner should be able to: identify to sort out different (copper, silver, small written
and Kenyan Kenyan and big coins) sh.10, exercises,
a. Identify and sort Kenya
coins currency coins and notes by currency? currency coins and sh.20, sh.40 coins, observation
notes according to their sh.50 notes and
value up to sh. 100 classroom shop
value up to
b. Play games involving money
sh.100. Maths act. Pupils bk. 1
c. Appreciate the importance pg. 113
of money in daily life
4 Buying By the end of the sub-strand, What do you Learners to role play One shilling coins oral questions,
the learner should be able to: consider when buying and selling from (copper, silver, small written
and shopping? the and big coins) sh.10, exercises,
a. Carry out shopping
selling activities involving up to sh. classroom shop sh.20, sh.40 coins, observation
sh.50 notes and
100 classroom shop
b. Role play buying and Maths act. Pupils bk. 1
selling in class pg. 114
c. Demonstrate the
importance of buying and
selling in real life situation

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 5 Needs By the end of the sub-strand, How do you Learners in pairs/groups Pictures of toys, oral questions,
the learner should be able to: choose between to identify needs and bicycle, loaf of bread, written
and what to buy wants. sweets, biscuits exercises,
a. Should be able to
wants differentiate needs and and what not  Learners to play Maths act. Pupils bk. 1 observation
wants to? digital games involving pg. 115
b. Play digital games needs and wants.
involving needs and wants
c. Demonstrate the importance
of needs and wants in real
life
11 1 GEOMETRY Straight By the end of the sub-strand, How can you Learners to practice Sticks, strings, written
the learner should be able to: model straight drawing straight lines plasticine, chalk, exercises, oral
lines lines? on the ground and in crayons, chalk questions,
a. Model straight lines
their books. Maths act. Pupils bk. 1 observation
b. Draw straight line
pg. 116
c. Appreciate the importance
of straight line
2 Straight By the end of the sub-strand, How can Learners to practice Sticks, strings, written
the learner should be able to: you draw drawing straight lines plasticine, chalk, exercises, oral
line straight on the ground and in crayons, chalk questions,
a. draw straight lines
lines? their books. Maths act. Pupils bk. 1 observation
b. Draw straight line
pg. 117
c. Appreciate the importance
of straight line
3 curved By the end of the sub-strand, the How can Learners to Sticks, strings, written
line learner should be able to: you practice drawing plasticine, chalk, exercises,
a. Model curved lines model straight lines on crayons, chalk oral
b. Draw curved lines curved Maths act. Pupils bk.
c. Appreciate the importance
the ground and in 1 pg. 118
questions,
of straight line
lines? their books. observatio
n
4 Curved By the end of the sub-strand, the How can Learners to Sticks, strings, written
lines learner should be able to: you draw practice drawing plasticine, chalk, exercises,
a. Model curved lines curved curved lines on crayons, chalk oral
b. Draw curved lines lines? Maths act. Pupils bk.
c. Appreciate the importance
the ground and in 1 pg. 119
questions,
of straight line their books. observatio

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 n
5 Circles By the end of the sub-strand, the How do Learners to Circular cut-outs, written
in the learner should be able to: circles practice drawing circular objects exercises,
environ a. Identify circles within the look curved lines on within the oral
environment like? environment
ment b. Draw circles in the
the ground and in Maths act. Pupils bk.
questions,
immediate environment their books. 1 pg. 119 observatio
c. Appreciate shapes in the n
immediate environment
12 1 Shapes By the end of the lesson, the How do Learners are Circular cut-outs written
in the learner should be to: you guided to observe Rectangular cut-outs exercises,
environ a. Make patterns using two make a various shapes in Triangular cut-outs oral
shapes from rectangles, pattern Mathematics pupil’s
ment triangles and circles.
the immediate questions,
book 1 pg.121
b. Identify the various shapes
using environment and observatio
Mathematics teachers
in the immediate two use them to make guide grade 1 pg. 147 n
environment shapes? patterns
c. Appreciate the importance
of shapes
4-5 REVISION EXCERCISE
13 ENDTERM ASSESSMENT/CLOSING

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 FLff

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