KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

A skilled and Ethical Society

PRIMARY SCHOOL EDUCATION CURRICULUM DESIGN

MATHEMATICAL ACTIVITIES

GRADE 1, 2 & 3
 First Published in 2017

Revised 2024

All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher.

ISBN: 978-9914-43-079-0

Published and printed by Kenya Institute of Curriculum Development

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FOREWORD
The Government of Kenya (GoK) is committed to ensuring that policy objectives for Education, Training and Research meet the
aspirations of the Constitution of Kenya 2010, the Kenya Vision 2030, National Curriculum Policy 2018, the United Nations
Sustainable Development Goals (SDGs) and the regional and global conventions to which Kenya is a signatory. Towards achieving
the mission of Basic Education, the Ministry of Education (MoE) has successfully and progressively rolled out the implementation
of the Competency Based Curriculum (CBC) at Pre-Primary, Primary and Junior School levels.

The Kenya Institute of Curriculum Development (KICD) reviewed the curriculum and rationalised the number of learning areas in
2024. The review and rationalisation process was informed by several factors, among them, the recommendations of the Presidential
Working Party on Education Reforms (PWPER) and reports of the continuous curriculum monitoring and evaluation activities.

The reviewed curriculum designs build on competencies attained earlier by learners. The designs prepare the learner for smooth
transition to the next level. The designs will also afford the learner opportunities for developing requisite competencies and enable
them to interact with other people and the environment around them.

The key components of the curriculum designs include the National Goals of Education, the essence statement, general and specific
learning outcomes as well as the strands and sub strands. Suggested learning experiences, key inquiry questions, core competencies,
Pertinent and Contemporary Issues (PCIs), values and assessment rubrics are also outlined in the curriculum designs.

It is expected that all Government agencies and other stakeholders in Education will use the designs to plan for the effective and
efficient implementation of the Competency Based Curriculum.

Thank you.

HON. EZEKIEL OMBAKI MACHOGU, CBS

CABINET SECRETARY,
MINISTRY OF EDUCATION

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PREFACE
The Ministry of Education (MoE) rolled out the Competency Based Curriculum (CBC), nationally in 2019, following a national
convention in 2017 where the Basic Education Curriculum Framework (BECF) was adopted by stakeholders and a national pilot of
the curriculum in the Early Years of Education (EYE) in 2018. According to the UNESCO IBE requirements, a curriculum should be
reviewed every five years. So, the review of CBC was due from 2023. In view of this, the reviewed curriculum designs will enhance
the implementation of CBC since it corporates the lessons learnt from the implementation of CBC so far.
Consistent periodical review of the curriculum is also critical in the realisation of the Vision and Mission of the on-going curriculum
reforms as enshrined in the Sessional Paper No. I of 2019 whose title is: Towards Realizing Quality, Relevant and Inclusive Education
and Training for Sustainable Development in Kenya. The Sessional Paper explains the shift from a content-focused curriculum to a
focus on producing an engaged, empowered and ethical citizen.
Therefore, the reviewed curriculum designs will facilitate the inculcation of core competencies in CBC, which are identified as:
communication and collaboration, critical thinking and problem solving, creativity and imagination, citizenship, digital literacy,
learning to learn and self-efficacy.
The curriculum designs provide suggestions for interactive and differentiated learning experiences linked to the various strands and
sub strands and other aspects of the CBC. The designs also outline suggested learning resources and varied assessment techniques. It
is expected that the use of these designs will lead to enhanced learning outcomes at various levels, prepare the learner for smooth
transition to subsequent grades and make learning enjoyable.
The MoE requests all stakeholders to keep giving feedback on the curriculum designs to inform the review during the next cycle.
Thank you.

DR. BELIO R. KIPSANG, CBS

PRINCIPAL SECRETARY STATE DEPARTMENT FOR
EARLY LEARNING AND BASIC EDUCATION
MINISTRY OF EDUCATION

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ACKNOWLEDGEMENT
The Kenya Institute of Curriculum Development (KICD) Act Number 4 of 2013 (Revised 2019) mandates the Institute to develop and
review curricula and curriculum support materials for basic and tertiary education and training. The curriculum development process is
guided by research, international best practices as well as stakeholder engagement. The Institute conceptualised the Competency Based
Curriculum (CBC) in consultation with the Ministry of Education and other stakeholders. According to the Basic Education Curriculum
Framework (KICD, 2017) the conceptualisation of CBC was informed by 21st Century learning needs, the Constitution of Kenya 2010, the
Kenya Vision 2030, the East African Community Protocol, the International Bureau of Education (IBE) Guidelines and the United Nations
Sustainable Development Goals (SDGs).
KICD is funded by the Kenya Government to discharge its mandate. The institute also receives support from development partners targeting
specific programmes. The reviewed curriculum designs were developed with the support of the World Bank through the Kenya Primary
Education Equity in Learning Programme (KPEELP) - a project coordinated by MoE. KICD wishes to most sincerely thank the Government
of Kenya, through the MoE and other development partners. More specifically, KICD appreciates the Cabinet Secretary - MoE and the
Principal Secretary – State Department of Basic Education,
Additionally, the Institute expresses gratitude to all the KICD staff members, teachers, university lecturers, MoE staff, Semi-Autonomous
Government Agencies (SAGAs) and representatives of various stakeholders; among others, for their contributions to the development of
the reviewed curriculum designs. Finally, KICD acknowledges the Chief Executive Officers of the Teachers Service Commission (TSC)
and the Kenya National Examinations Council (KNEC) as well as the KICD Council for supporting the curriculum review process.
May God bless all the individuals and respective institutions who in one way or another supported the curriculum review process. Indeed,
these designs will effectively guide the implementation of the CBC at Primary level, thereby preparing the learner to transition to the Junior
School.

Best wishes to all learners and curriculum implementers.

PROF. CHARLES O. ONG’ONDO, PhD., MBS.

DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

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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.

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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.

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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
8. Pastoral/Religious Instruction Programme 1*
Total 31

LEVEL LEARNING OUTCOMES FOR PRIMARY SCHOOL EDUCATION

By the end of Primary Education, the learner should be able to:
a) Use verbal and or non-verbal cues to convey information in varied contexts.
b) Demonstrate mastery of number concepts to solve problems in day to day life.
c) Use appropriate social skills, moral and religious values to positively impact the society.
d) Develop individual talents and interests for self-efficacy.
e) Make informed decisions as local and global citizens of a diverse, democratic society in an interdependent world.
f) Devise innovative strategies for environmental conservation and sustainability.
g) Apply digital literacy skills for learning and enjoyment.
h) Appreciate the country’s rich and diverse cultural heritage for harmonious living.

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MATHEMATICAL ACTIVITIES
GRADE 3

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ESSENCE STATEMENT
Mathematics is a learning area that involves computation in numbers and arithmetic, working with shapes, understanding spatial
relationships, and processing information in the form of data. It plays a crucial role in driving a country’s economic development.
By learning mathematics, learners develop an understanding of numbers, logical thinking skills and problem-solving abilities.
These skills are essential not only in business but also in the social and political spheres. At this level, mathematics builds on the
competencies acquired by the learner in the early years of education. It also enhance strengthens their numeracy skills, which serve
as a foundation for STEM at higher levels of education. Importantly, mathematics can also a subject of enjoyment and excitement,
offering 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. analyse 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 interpersonal relationships

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SUMMARY OF STRANDS AND SUB-STRANDS
Strands Sub-Strands Suggested Number of Lessons
1.0 Numbers 1.1 Pre-Number Activities 20
1.2 Whole Numbers 25
1.3 Addition 25
1.4 Subtraction 20
2.0 Measurements 2.1 Length 10
2.2 Mass 10
2.3 Capacity 12
2.4 Time 8
2.5 Money 8
3.0 Geometry 3.1 Lines 6
3.2 Shapes 6
Total Number of Lessons 150

NOTE:
The suggested number of lessons per sub-strand may be less or more depending on the context.

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STRAND 1.0: NUMBERS
Strand Sub-Strand Specific Suggested Learning Experiences Suggested
Learning Key
Outcomes Inquiry
Question(s)
1.0 1.1 Number By the end of the The learner is to be guided to: How do we tell
Numbers Activities sub-strand, the ● discuss and arrange real objects collected our positions
(8 lessons) learner should be from the environment according to size in a
• Ordering able to: starting with the smallest to the largest competition?
objects a) order objects and from the largest to the smallest,
• Position according to size, ● name the position of an object from a
of b) identify the reference point using 1st, 2nd up to 20th,
objects position of ● race for a distance and assign each other
objects from 1st the correct position using the words first,
to 20th, second to twentieth position depending on
c) write the position when they finish the race. Write their
of objects in positions in the race in symbols and words,
numbers symbols ● relate numbers 1 to 20 to positions first,
and words, second up to 20th and relate to real-life
d) recognise the use situations. For example, birth order in a
of positions of family; 1st born, 2nd born,
items in real-life ● play games with peers involving positions 1
situations. to 20 using digital devices and other
resources.

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Core Competencies to be developed:
● Communication and Collaboration: the learner discusses and arranges real objects collected from the environment
according to size.
● Digital Literacy: learner plays games involving the position of items from 1 to 20 using digital devices.
Values:
● Integrity: learner displays honesty as they assign each other the rightful positions after a timed race.
● Unity: the learner plays games with peers involving the position of items from 1 to 20 using digital devices.
Pertinent and Contemporary Issues (PCIs):
● Sports and Games: learner participates in a race and assigns each other the correct position.
● Friendship formation: the learner plays games with peers involving positions 1 to 20 using digital devices and other
resources.
Link to other learning areas:
The learner can relate the skills used in writing the position of objects in number symbols and words to functional writing
in English Language Activities.

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
1.0 1.2 Whole By the end of the sub- The learner is guided to: 1. How would
Numbers Numbers strand, the learner should ● count forward in 1’s, 10’s, and you get the
(20 lessons) be able to: 100’s starting from any point up to total number
• Counting a) count numbers 1000 using a rope skipping game of people in a
forward and forward up to group?
in a safe environment,
backward 1000 starting 2. How do you
● practise through play using
• Place value from any point, tell the place
• Reading and b) count numbers number cards counting numbers value of a digit
writing backward in backward in multiples of 100 from in a number?
numbers multiples of 100 1000,
from 1000, ● discuss place value up to
c) identify the hundreds using place value
place value of apparatus in class,
numbers up to ● read numbers 1 to 1000 in
hundreds,
symbols starting from any
d) read numbers
1 to 1000 in point,
symbols, ● take turns, reading and writing
e) read and write numbers 1 to 100 in words using
numbers 1 to 100 in number cards,
words, ● team up to create number
f) identify missing patterns up to 1000 and share
numbers in with other groups,
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 number patterns ● play games involving whole
up to 1000, numbers up to 1000 using
g) play games digital devices and other
involving number resources with peers.
patterns up to 1000.
Core Competencies to be developed:
● Learning to Learn: the learner counts numbers backward in multiples of 100 from 1000.
● Creativity and Imagination: learners create patterns of numbers up to 1000.
Values:
● Respect: the learner gives peers equal opportunity as they take turns to read and write numbers.
● Unity: the learner plays games involving whole numbers up to 1000 using digital devices and other resources with peers.
Pertinent and Contemporary Issues (PCIs):
● Friendship formation: the learner plays games involving whole numbers up to 1000 using digital devices and other
resources with peers.
● Social Cohesion: learner discusses place value up to hundreds using place value apparatus in class.
Link to other learning areas:
The learner can relate discussion skills to speaking and listening skills in English and Kiswahili Language Activities.

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

1.0 1.3 By the end of the sub- The learner is guided to: 1. How do you
Numbers Addition strand, the learner ● add a 3-digit number to up to arrange
(25 lessons) should be able to: a 2-digit number without numbers when
a) add a 3-digit number regrouping with a sum not adding
• Addition to up to a 2-digit exceeding 1000 using place downwards?
of number without value apparatus, 2. How can you
numbers regrouping with a sum ● practise addition get the next
• Creating not exceeding 1000, horizontally and number in a
number b) add a 3-digit number to vertically using place given pattern?
patterns up to a 2-digit number value apparatus,
with single regrouping ● work with peers to
with a sum not practise adding a 3-
exceeding 1000, digit number to up to a
c) add two 3-digit 2-digit number with
numbers without single regrouping with
regrouping, a sum not exceeding
d) add two 3-digit 1000,
numbers with single ● practise adding two 3-
regrouping with a digit numbers without
sum not exceeding regrouping with a sum
1000, not exceeding 1000
using place value

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 e) create number patterns apparatus (abacus and
involving addition up place value tins),
to 1000, ● create and work out
f) practise the addition of missing numbers in
numbers using digital patterns involving
devices or other addition up to 1000,
resources. ● use digital devices or
other resources for
activities involving
additions.
Core Competencies to be developed:
● Imagination and Creativity: the learner creates patterns involving addition up to a sum of 1000.
● Learning to Learn: learner practises addition horizontally and vertically using place value apparatus.
Values:
Respect: learner portrays patience as he/she works with peers to practise addition horizontally and vertically using place
value apparatus.
Pertinent and Contemporary Issues (PCIs):
Sustainable consumption: the learner improvises place value apparatus such as an abacus, place value tins, or pockets using
locally available materials.
Link to other learning areas:
The learner can relate the skills used in creating patterns to the pattern-making skills in Creative Activities.

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Strand Sub-Strand Specific Learning Suggested Learning Suggested Key
Outcomes Experiences Inquiry Question(s)
1.0 1.4 Subtraction By the end of the The learner is guided to: 1. When do you
Numbers (20 lessons) sub-strand, the ● work out subtraction of regroup
• Subtraction of learner should be up to 3-digit numbers during
numbers able to: without regrouping subtraction?
• Missing numbers a) subtract a 2-digit using place value 2. How do you
number from a 3-digit apparatus and share identify the
number without findings with others, missing number
regrouping, ● jointly work out in a number
b) subtract a 2-digit subtraction of up to 3- pattern involving
number from a three- digit numbers with subtraction?
digit number with single single regrouping using
regrouping, a place value chart,
c) subtract a 3-digit ● work out missing
number from a 3-digit numbers in subtraction
number with single of up to 3-digit
regrouping, numbers with single
d) subtract up to 3-digit regrouping using a
numbers involving variety of strategies,
missing numbers with ● play games involving
single regrouping, subtraction using digital
e) work out missing devices and other
numbers in number resources with peers,

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 patterns involving ● work out missing
subtraction up to 1000, numbers in patterns
f) appreciate involving subtraction up
subtraction in to 1000.
real-life
situations.
Core Competencies to be developed:
• Digital Literacy: learner plays games involving subtraction using digital devices.
• Creativity and Imagination: the learner comes up with ideas to create number patterns involving subtraction.
Values:
• Unity: learner jointly works out subtraction of up to 3-digit numbers without regrouping using place value pockets.
• Respect: learner accommodates diverse opinions as they discuss how to work out missing numbers in patterns.
Pertinent and Contemporary Issues (PCIs):
Problem-solving skills: learner works out missing numbers in subtraction of up to 3-digit numbers with single regrouping
using a variety of strategies.
Link to other learning areas:
The learner can relate skills used in discussion to speaking and listening skills in English and Kiswahili Language Activities.

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
1.0 Numbers 1.5 By the end of the sub- The learner is guided to: 1. How can you
Multiplication strand, the learner should be ● model multiplication as work out
(10 lessons) able to: repeated addition of numbers multiplication
a) model multiplication 1, 2, 3, 4, and 5 by 4 and 5 using
Multiplication of as repeated addition using counters, repeated
numbers using numbers 1,2,3,4, ● multiply a single-digit number addition?
and 5 by 4 and 5, by a single-digit number 2. How do we
b) multiply a single-digit using a multiplication chart, model
number by a single- ● in turn, practise multiplication multiplication
digit number, of single digit numbers by 10 as repeated
c) multiply single-digit using multiplication tables, addition?
numbers by 10, ● play games involving
d) appreciate multiplication using digital or
multiplication of other resources with peers.
numbers as repeated
addition.
Core Competencies to be developed:
• Learning to Learn: the learner discovers the connection between repeated addition of numbers and multiplication.
• Creativity and Imagination: the learner models multiplication as repeated addition of numbers.

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 Values:
• Respect: learner appreciates others as they take turns to practise multiplication of a single-digit number by 10 using
multiplication tables.
• Social Justice: learner fosters fairness and justice among peers as they play games involving multiplication.
Pertinent and Contemporary Issues (PCIs):
Environmental Conservation: The learner re-uses improvised learning materials and objects such as charts and counters.
Link to other learning areas:
The learner can relate skills used in playing games to performance skills in Creative Activities.

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
1.0 1.6 Division By the end of the The learner is guided to: 1. How can
Numbers sub-strand, the ● take away from a group a you
(8 lessons) learner should be specific number of objects at a represent
able to: time until all are finished and division as
Division of a) represent the division then count the number of small repeated
numbers of numbers up to 50 groups formed and share their subtraction?
by 4 and 5 as findings with peers, 2. How can we
repeated subtraction ● discuss and model division use the
b) divide a 2-digit as repeated subtraction of multiplication
number by a single- numbers up to 50 by 4 and 5 table to work
digit number without using counters and share out division
a remainder, their findings with peers, questions?
c) divide a 2-digit ● in teams, practise division of
number by 10 without multiples of ten from 90 by 10
a remainder, using multiplication tables,
d) appreciate division as ● work out the division of a 2-digit
repeated subtraction number by a single-digit number
in real-life situations. without a remainder,
● carry out the division of a 2-digit
number by 10 without a
remainder.
● play video games involving
division with peers.

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Core Competencies to be developed:
• Communication and Collaboration: the learner discusses division as repeated subtraction of numbers.
• Learning to Learn: the learner discovers the connection between repeated subtraction and division.
Values:
• Social Justice: learner shares objects equitably by repeatedly taking away from a group a specific number of objects at
a time until all are finished.
• Unity: learner plays video games involving division with peers.
Pertinent and Contemporary Issues (PCIs):
Critical thinking: the learner models division as repeated subtraction of numbers up to 50 by 4 and 5 using counters.
Link to other learning areas:
The learner can relate skills used in discussion to listening and speaking skills in English and Kiswahili Language Activities.

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Strand Sub- Specific Suggested Learning Experiences Suggested Key
Strand Learning Inquiry
Outcomes Question(s)
1.0 1.7 Fractions By the end of the The learner is guided to: How can you
Numbers (10 lessons) sub-strand the ● safely make circular cut-outs from manila represent a half, a
learner should be paper, quarter, or an
Identifying able to: ● fold circular cut-outs into 2 equal parts and eighth of a group?
fractions 1 identify one part as the whole,
a) identity, and
1
4 ● make rectangular cut-outs and fold them into
8
as part of a 4 equal parts to get a quarter of a whole and
whole, identify each part as the whole,
1
b) identify and 8 ● make rectangular cut-outs and fold to get 8
as part of a equal parts and identify one part as the
group, whole,
c) appreciate ● work out the division of several objects into
fractions as 2 equal groups and identify each of the small
part of a groups as the whole group,
whole in daily ● work out the division of several objects into
activities. 4 equal groups and identify each of the small
groups as the whole group,
● work out the division of several objects into
8 equal groups and identify each of the small
groups as the whole group,
1 1
● play games involving 2, 4, and use digital
devices or other resources with peers.

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Core Competencies to be developed:
● Critical thinking and Problem-solving: the learner divides a number of objects into 8 equal groups and identifies each of
the small groups as an eighth of a whole.
1
● Learning to Learn: the learner folds circular cut-outs into 2 equal parts and identifies one part as 2 of the whole.
Values:
1 1 1
Unity: learner plays games involving 2, 4, and 8 using digital devices or other resources with peers.
Pertinent and Contemporary Issues (PCIs):
Safety issues: learner safely makes circular cut-outs from manila papers.
Link to other learning areas:
The learner can relate the folding and cutting of manilla papers to pattern making in Creative Activities.

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SUGGESTED ASSESSMENT RUBRIC
Level Exceeds Expectations Meets Expectations Approaches Below Expectations
Indicator Expectations
Ability to identify the The learner identifies The learner identifies The learner identifies The learner identifies
position of objects and writes the position and writes the and writes the and writes the
from 1st to 20th and of objects from 1st to position of objects position of objects position of objects
write the position in 20th in number symbols from 1st to 20th in between 1st to 15th in between 1st to 10th in
number symbols and and words correctly and number symbols and number symbols or number symbols or
words. fluently. words correctly. words correctly. words correctly.
Ability to count The learner counts The learner counts The learner counts The learner counts
numbers forward up to numbers forward up to numbers forward up numbers forward up numbers forward up
1000 starting from any 1000 starting from any to 1000 starting from to 700 starting from to 500 starting from
point and backward point and backward any point and any point or any point or
from 1000 in multiples from 1000 in multiples backward from 1000 backward from 700 backward from 500
of 100. of 100 correctly and in multiples of 100 in multiples of 100. in multiples of 100.
fluently. correctly.
Ability to identify The learner identifies The learner identifies The learner identifies The learner identifies
place value of numbers the place value of the place value of the place value of the place value of
up to hundreds. numbers up to hundreds most of the numbers numbers up to ten numbers up to one.
accurately and fluently. up to hundreds accurately.
accurately.

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Ability to read numbers The learner reads The learner reads The learner reads The learner reads
1 to 1000 in symbols numbers 1 to 1000 in numbers 1 to 1000 in numbers from 1 to numbers 1 to 500 in
and read and write symbols and reads and symbols and reads and 700 in symbols or symbols or reads and
numbers 1 to 100 in writes numbers 1 to 100 writes numbers 1 to reads and writes writes numbers 1 to
words. in words accurately and 100 in words some numbers from 1 50 in words.
fluently. accurately. to 70 in words.
Ability to add two 3- The learner adds two 3- The learner adds two The learner adds two The learner adds two
digit numbers with digit numbers with 3-digit numbers with 3-digit numbers with 3-digit numbers
single regrouping with single regrouping with a single regrouping single regrouping without regrouping
a sum not exceeding sum not exceeding 1000 with a sum not with a sum not with a sum not
1000. correctly and exceeding 1000 exceeding 700 exceeding 500.
proficiently. correctly. correctly.
Ability to subtract up The learner subtracts up The learner subtracts The learner subtracts The learner subtracts
to 3-digit numbers with to 3-digit numbers with up to 3-digit numbers up to 2-digit numbers up to 2-digit numbers
single regrouping. single regrouping with single regrouping with single without regrouping
correctly and correctly. regrouping correctly. correctly.
proficiently.
Ability to multiply a The learner multiplies a The learner multiplies The learner multiplies The learner multiplies
single-digit number by single-digit number by a single-digit number a single-digit number a single-digit number
a single-digit number a single-digit number by a single-digit by a single-digit by a single-digit
and by 10. and by 10 correctly and number and by 10 number or by 10 number correctly.
proficiently. correctly. correctly.

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Ability to divide a 2- The learner divides a 2- The learner divides a The learner divides a The learner divides a
digit number by a digit number by a 2-digit number by a 2-digit number by a 2-digit number by a
single-digit number single-digit number and single-digit number single-digit number or single-digit number
and by 10 without a by 10 without a and by 10 without a by 10 without a without a remainder
remainder. remainder correctly and remainder correctly. remainder correctly. correctly.
proficiently.
Ability to create The learner creates The learner creates The learner creates The learner creates
number patterns number patterns number patterns number patterns number patterns
involving addition, involving addition, involving addition, involving any 3 of; involving any 2 of;
subtraction, subtraction, subtraction, addition, subtraction, addition, subtraction,
multiplication, and multiplication, and multiplication, and multiplication, or multiplication or
division of numbers up division of numbers up division of numbers division of numbers division of numbers
to 1000. to 1000 correctly and up to 1000 correctly. up to 700. up to 500.
creatively.
1 1 1
Ability to identify 2 , 4 , The learner identifies 2 , The learner identifies The learner identifies The learner identifies
1 1 1 1 1 1 1 1 1
1 1 1 , , and 8 as part of 2 of; 2 , 4 , and 8 as either 2 or 4 , or 8 as
and as part of a
8 4
, and 8
as part of a 2 4
whole and as part of a whole and as part of a a whole and as part of part of a whole and as part of a whole or part
group. group correctly and a group correctly. part of a group of a group correctly.
proficiently. 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 2.1 By the end of the The learner is guided to: 1) How can the
Measurement Length sub-strand, the ● jointly use metre sticks to measure length of a
(6 lessons) learner should be various distances and record their chalkboard be
• Measuring able to: results, measured using a
length a) measure length ● prepare 5 metre long strings with metre stick?
• Addition in metres, knots at intervals of one metre to 2) How can the
and b) add length measure long distances, distance
subtraction in metres, ● in teams, measure the lengths of the 4 between the
of length c) subtract walls in their classroom and add the flag post and
length in lengths, the staffroom
metres, ● measure the length of the chalkboard be measured
d) estimate and the teacher’s table in metres and using a 5 metres
length up work out the difference in length, long string?
to 10 ● work out questions involving the
metres, addition of length in real-life
e) appreciate situations,
measuring ● work out subtraction of length in
length in metres based on real-life situations,
metres in ● work with peers to estimate
real-life distances around the school
situations. compound up to 10 metres,
measure and compare results,

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 ● record videos of classmates measuring
length then play back the video and
share experiences.
Core Competencies to be developed:
• Digital Literacy: the learner uses digital devices to record videos of classmates measuring length.
• Critical thinking and Problem-solving: learner works out questions involving the addition of length in real-life
situations
Values:
Unity: the learner appreciates peers’ effort as they measure the lengths of various objects in and around the classroom.
Pertinent and Contemporary Issues (PCIs):
• Self-efficacy: the learner estimates distances around the school compound up to 10 metres, measures the actual distances,
and compares results.
• Social Cohesion: learner works harmoniously with peers to estimate distances around the school compound.
Link to other learning areas:
The learner can relate skills used in preparing 5-metres long strings with knots at intervals of one metre to weaving skills
in Creative Activities.

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
2.0 2.2 Mass By the end of the The learner is guided to: How can you
Measurement sub-strand, the ● collect safe materials to be used to measure make a 1kg
(6 lessons) learner should be mass in their immediate environment, mass using a
• Measuring able to: ● make masses of 1kg using sand or soil by beam balance?
mass a) measure mass measuring against the kilogram standard unit,
• Addition in kilograms, ● measure the mass of different objects in
and b) add mass in kilograms using a beam balance and share
subtraction kilograms, experiences,
of mass c) subtract mass in ● role play addition of mass in kilograms using
kilograms, items in the classroom model shop,
d) estimate mass ● work out the differences between the masses
up to 5 of items in the classroom model shop,
kilograms, ● compare the masses of items in the classroom
e) appreciate model shop with a 5kg mass,
measuring the ● estimate the mass of items up to 5kg,
mass of objects ● measure the masses of items to confirm their
in kilograms. actual mass,
● play digital games involving mass.

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Core competencies to be developed:
● Self-efficacy: the learner role plays the addition of mass in kilograms using items in the classroom model shop.
● Critical thinking and Problem-solving: learner makes masses of 1kg using sand or soil by measuring against the kilogram
standard unit.
Values:
● Respect: the learner shares experiences on measuring the mass of different objects.
● Unity: learner shares resources amicably as they make masses of objects to use in learning.
Pertinent and Contemporary Issues (PCIs):
Safety: learner safely collects materials needed for learning from their immediate environment.
Link to other learning areas:
The learner can relate skills used in preparing a mass of different objects to moulding in Creative Activities.

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
2.0 2.3 Capacity By the end of the sub- The learner is guided to: How can the
Measurement (8 lessons) strand, the learner ● collect safe materials in their capacity of a
• Measuring should be able to: immediate environment to be used to container be
capacity a) measure capacity in measure capacity, measured?
• Addition litres, ● discuss and measure the capacity of
and b) add capacity in different containers using 1-litre
subtraction litres, containers,
of capacity c) subtract capacity in ● in turn, practise the addition of
litres, capacity in litres in real-life
d) estimate capacity up situations,
to 5 litres, ● in turn, practise subtraction of
e) appreciate capacity in litres in real-life
measuring the situations,
capacity of ● estimate capacity of containers up to
containers in litres. 5 litres,
● measure the actual capacity of the
containers to confirm their capacity
in litres,
● play digital games involving capacity
in real-life situations with peers.

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 Core Competencies to be developed:
● Self-efficacy: the learner estimates the capacity of containers up to 5 litres, measures the actual capacities of the
containers, and compares the measurements.
● Communication and Collaboration: learner discusses and measures the capacity of different containers using 1-litre
containers.
Values:
● Unity: learner in turn, practises the addition of capacity in litres in real-life situations.
● Responsibility: learner cares for the items for measuring capacity.
Pertinent and Contemporary Issues (PCIs):
Social Cohesion: learner plays digital games involving capacity in real-life situations with peers.
Link to other learning areas:
The learner can relate the collection of safe materials in their immediate environment for learning to waste management in
Environmental Activities.

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question(s)
2.0 2.4 Time By the end of the The learner is guided to: How do we read
Measurement (10 lessons) sub-strand, the ● draw a clock face on a and tell time using
• Minute as a learner should be manila paper or any other digital and
unit of time able to: resource, divide the clock analogue clocks?
• Reading a) identify the face into two equal parts
and writing minute as a unit of using a line passing through
time measuring time, the centre, and discuss what
• Adding and b) read and tell time each division represents,
subtracting using ‘past’ and ‘to’ ● discuss the divisions on the
time the hour using the clock face,
clock face, ● locate a minute on the clock
c) read and tell face and discuss it as a unit
time using the of measuring time,
digital clock or ● discuss how to tell time on the
analogue clock face using “past” and
clock, “to” the hour,
d) write time using ● in turns, read and tell time on an
‘past’ and ‘to’ analogue clock,
the hour, ● discuss how the digital clock
e) estimate time in operates and share their findings
hours, with others,
f) add time involving
hours and minutes
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 without conversion in ● in turns, read and tell time on a
real-life situations, digital clock,
g) subtract time ● team up to estimate time in
involving hours and hours,
minutes without ● add time in hours and minutes
conversion in real-life without conversion,
situations, ● subtract time in hours and
h) appreciate reading minutes without conversion,
and telling time using ● discuss the importance of
digital and analogue keeping time in real-life
clocks. situations.
Core Competencies to be developed:
● Communication and Collaboration: the learner discusses how to tell time on the clock face using “past” and “to” the
hour.
● Learning to Learn: the learner reads and tells time on analogue and digital clocks.
Values:
● Respect: learner accommodates diverse opinions as they discuss the importance of keeping time in real-life situations.
● Peace: learner displays tolerance as they in turn read and tell time on a digital clock.
Pertinent and Contemporary Issues (PCIs):
Social Cohesion: learner takes turns in activities and conversations as they read and tell time on analogue and digital clocks.
Link to other learning areas:
The learner can relate the skills used in drawing the clock face to drawing skills in Creative Activities.

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
2.0 2.5 Money By the end of the sub- The learner is guided to: How can money
Measurement strand, the learner should ● use locally available materials to be represented
(10 lessons) be able to: model Kenyan currency in different
a) identify Kenyan denominations for use in learning, denominations?
• Kenyan currency notes up to ● sort Kenyan currency notes
currency sh.1000, according to their value up to
• Adding and b) count money in different sh.1000,
subtracting denominations up to ● count Kenyan currency notes in
money sh.1000, different denominations up to
• Converting c) add money involving sh1000,
money different denominations ● subtract money up to sh.1000 in
up to a sh.1000, real-life situations,
d) subtract money ● add money up to sh.1000 in real-
involving different life situations,
denominations up to a ● role play changing money into
sh.1000, different denominations up to
e) represent the same sh. 1000 in the classroom model
amount of money in shop,
different denominations, ● role play buying up to 3 items
f) convert money into involving balance using the
different denominations, money models up to sh.1000 in
the classroom model shop,

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 g) use the money to buy up ●share their own experiences
to 3 items involving with shopping activities,
balance, ● play digital games involving
h) appreciate spending and money with peers.
saving money in real-
life situations.
Core Competencies to be developed:
● Citizenship: learner counts Kenyan currency notes in different denominations up to sh. 1000.
● Digital Literacy: learner uses digital devices to play games involving money.
Values:
● Patriotism: learner exhibit honesty as they sort out Kenyan currency notes according to their value up to sh.1000.
● Responsibility: learner engages in assigned roles and duties as they role play buying and selling in the classroom model
shop.
Pertinent and Contemporary Issues (PCIs):
Financial Literacy: learner role plays buying and selling items in the classroom model shop.
Sustainable consumption: the learner uses locally available materials from the environment to model Kenyan currency.
Link to other learning areas:
The learner can relate the skills used in modelling the Kenyan currency denominations to modelling skills in Creative
Activities.

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SUGGESTED ASSESSMENT RUBRIC
LEVEL Exceeds Expectations Meets Expectations Approaches Below
INDICATOR Expectations Expectations
Ability to add and The learner adds and The learner adds and The learner adds or The learner adds or
subtract length in subtracts length in metres subtracts length in subtracts length in subtracts length in
metres. accurately and metres accurately. metres accurately. metres partially
proficiently. accurately.
Ability to add and The learner adds and The learner adds and The learner adds or The learner adds or
subtract mass in subtracts mass in subtracts mass in subtracts mass in subtracts mass in
kilograms. kilograms accurately and kilograms accurately. kilograms kilograms partially
proficiently. accurately. accurately
Ability to add and The learner adds and The learner adds and The learner adds or The learner adds or
subtract capacity in subtracts capacity in litres subtracts capacity in subtracts capacity in subtracts capacity in
litres. accurately and litres accurately. litres accurately. litres partially
proficiently. accurately.
Ability to read and The learner reads and The learner reads and The learner reads or The learner reads or
write time using writes time using ‘past’ writes time using writes time using writes time using
‘past’ and ‘to’ and ‘to’ accurately and ‘past’ and ‘to’ ‘past’ and ‘to’ ‘past’ or ‘to’
fluently. accurately. accurately. partially accurately.
Ability to add and The learner adds and The learner adds and The learner adds or The learner adds or
subtract time subtracts time involving subtracts time subtracts time subtracts time
involving hours and hours and minutes without involving hours and involving hours and involving hours or
minutes without conversion accurately and minutes without minutes without minutes without
conversion proficiently. conversion conversion conversion partially
accurately. accurately. accurately.

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Ability to identify The learner identifies The learner identifies The learner The learner
Kenyan currency Kenyan currency notes up Kenyan currency identifies Kenyan identifies Kenyan
notes up to sh.1000 to sh.1000 correctly and notes up to sh.1000 currency notes up to currency notes up to
consistently. correctly. sh.500 correctly sh.200 correctly.
Ability to count The learner counts money The learner counts The learner counts The learner counts
money in different in different denominations money in different money in different money in different
denominations up to up to sh.1000 correctly denominations up to denominations up to denominations up to
sh.1000. and consistently. sh.1000 correctly. sh.700 correctly. sh.500 correctly.
Ability to add and The learner adds and The learner adds and The learner adds or The learner adds or
subtract money subtracts money involving subtracts money subtracts money subtracts money
involving different different denominations up involving different involving different involving different
denominations up to to sh.1000 correctly and denominations up to denominations up to denominations up to
sh.1000. consistently. sh.1000 correctly. sh.700 correctly. sh.500 correctly.
Ability to represent The learner represents The learner The learner The learner
money in different sh.1000 in different represents sh. 500 in represents sh. 200 in represents sh. 100 in
denominations. denominations correctly. different different different
denominations denominations denominations
correctly. correctly. correctly.

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STRAND 3.0: GEOMETRY
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
3.0 3.1 Position By the end of the sub- The learner is guided to: What is the
Geometry and strand, the learner should • team up to move along a straight line importance of
Direction be able to: from a given point outside the directions in real-
(5 lessons) a) move along a classroom, life situations?
• Moving straight line from a • play a game of moving to the right and
along a point, left sides from a point with peers,
straight b) identify the right • team up to move straight outside the
line and left side from a classroom then turn to the right,
• Right and point, • team up to move straight outside the
left turn c) turn to the right classroom then turn to the left,
from a point, • role play games with peers involving
d) turn to the left
moving objects such as toy cars or
from a point,
models on a road,
e) appreciate the use
• play digital games with peers involving
of directions in
real-life situations. movement on straight lines and turning
to the left and right.

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Core Competencies to be developed:
● Digital Literacy: the learner uses digital devices to play games involving movement on straight lines, to the right and left.
● Collaboration: the learner teams up with others to move along a straight line from a given point outside the classroom.
Values:
● Unity: the learner plays games involving moving along a straight line and then turning left or right peers.
● Respect: the learner takes turns in activities as they move straight outside the classroom and then turn to the left.
Pertinent and Contemporary Issues (PCIs):
● Positive discipline: learner follows laid down procedures to carry out activities as they move along a straight line from a
given point outside the classroom.
● Social Cohesion: the learner gives others equal opportunities to share responsibilities as they play games.
Link to other learning areas:
The learner can relate the concept of position and direction to the concept of location in Environmental Activities.

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
3.0 3.2 Shapes By the end of the sub- The learner is guided to: What shapes can
Geometry (4 lessons) strand, the learner should ● make paper cut-outs of different shapes, you identify in
be able to: ● sort out the paper cut-outs according to your school?
Identifying, a) identify the shapes in their shapes,
modelling, a combined shape ● name the different shapes made from the
and drawing made of two different paper cut-outs,
shapes shapes, ● name and discuss shapes in their
b) draw a combined immediate environment,
shape made of 2 ● draw combined shapes found in the
shapes, environment that are made of 2 different
c) model a combined
shapes, e.g. the hut,
shape made of two ● use locally available materials to model a
shapes, combined shape made of 2 different
d) appreciate the use of
shapes,
combined shapes in ● play digital games involving shapes with
the environment. peers.

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Core Competencies to be developed:
● Creativity: the learner draws combined shapes found in the environment that are made of 2 different shapes.
● Digital Literacy: learner plays digital games involving shapes with peers.
Values:
● Social Justice: the learner accommodates peers' opinion as they name the different shapes made from the paper cut-outs.
● Responsibility: learner uses locally available resources sparingly as they model a combined shape made of 2 different
shapes.
Link to PCIs:
Creative thinking: the learner uses locally available materials to model combined shapes.
Link to other learning areas:
The learner can relate the skills used in drawing combined shapes to drawing skills in Creative Activities.

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SUGGESTED ASSESSMENT RUBRIC
Level Exceeds Expectations Meets Expectations Approaches Below Expectations
Indicator Expectations
Ability to identify the The learner identifies the The learner identifies The learner identifies The learner identifies
right and left side from right and left sides from a the right and left the right and left the right or left side
a point. point accurately and sides from a point sides from a point from a point partially
consistently. accurately. partially accurately. accurately.
Ability to turn to the The learner turns to the The learner turns to The learner turns to The learner turns to
right and the left from a right and the left from a the right and the left the right and the left the right or the left
point. point accurately and from a point from a point partially from a point partially
consistently. accurately. accurately. accurately.
Ability to identify The learner identifies The learner identifies The learner identifies The learner identifies
shapes from a figure shapes from a figure made shapes from a figure shapes from a figure one shape from a
made of two different of two different shapes made of two different made of two different figure made of two
shapes accurately and proficiently. shapes accurately. shapes partially different shapes
accurately. partially accurately.
Ability to draw and The learner draws and The learner draws The learner draws The learner draws or
model a combined models a combined shape and models a and models a models a combined
shape made of 2 shapes. made of 2 shapes combined shape combined shape shape made of 2
accurately and creatively. made of 2 shapes made of 2 shapes shapes partially
accurately. partially accurately. accurately.

110
APPENDIX 1: COMMUNITY SERVICE LEARNING AT LOWER PRIMARY
At this sub-level, the goal of the CSL activity is to provide links between concepts learnt in the various Learning Activities and
real-life experiences. Learners begin to make connections between what they learn and the relevance to their daily lives. 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 activities within the school, and
• consider learner safety when selecting the 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 (focusing on locally available materials).
• Stagger the activities across the term (set dates and times).
• Communicate with 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 conducted annually. The thematic areas for this activity will be derived from the broader
categories of the PCIs and concepts from the various Learning Areas. Teachers are expected to vary the themes yearly to allow
learners to address different PCIs within their contexts. There should be a link between the skills from the learning areas and the
chosen themes.

The integrated CSL activity utilises a Whole School Approach (WSA), involving the entire school community (learners,
parents/caregivers/guardians, school administration, teachers). Parents/caregivers/guardians are crucial stakeholders in the
planning and execution of the CSL activity. While the teacher leads the planning and integration, learners will be expected to
actively participate throughout the process.

112
The CSL activity provides an opportunity to develop of core competencies and nurture various values. The teacher will vary the
emphasised core competencies and values each year.

Assessment of the CSL Activity

Assessment of the integrated CSL activity will focus on three components namely:
• skills from various learning areas applied in carrying out the activity,
• core competencies developed, and
• values nurtured.

Assessment should focus on both the process and the 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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APPENDIX 2: SUGGESTED LEARNING RESOURCES, ASSESSMENT METHODS, AND NON-FORMAL
ACTIVITIES
Suggested Learning Resources Suggested Assessment Methods

● Approved curriculum support materials, ● Observation,

● Resources found in a home; bedding, water, cleaning, utensils, ● Written test,
cutlery, laundry equipment, food items. ● Oral questions,
● Digital devices, ● Aural questions,
● Journals, magazines, pictures, charts, flashcards ● Peer assessment,
● Paints and painting brushes, drawing materials ● Self-assessment
● Seeds, tree seedlings, soil samples
● Assorted farm tools,
● Charcoal, firewood,
● Plastic containers
● Resource persons
● Waste paper, clothing materials, knitting yarn, scissors,
● Personal protective equipment-gloves, aprons, gumboots, masks,

Non-formal Activities that Support Learning

● School routine activities
● Games and sports
● Clubs and societies

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SUGGESTED LEARNING RESOURCES
STRANDS SUB -STRANDS RESOURCES
NUMBERS NUMBER CONCEPT Counters such as marbles, sticks, stones, grains
WHOLE NUMBERS A number line drawn on the ground/floor, place value chart
ADDITION Place value chart, abacus, basic addition facts table
SUBTRACTION Basic addition facts table, place value chart
MULTIPLICATION Bottle tops, marbles, stones, grains, number lines drawn on the
ground/floor, multiplication tables
DIVISION Bottle tops, marbles, stones, sticks, grains, multiplication tables
FRACTIONS Circular and rectangular cut-outs, marbles, bottle tops, sticks, grains, stones
MEASUREMENT LENGTH Books, pencils, rulers, sticks, bottles, metre rule, metre sticks
MASS Masses of 1kg, soil, sand, beam balance
CAPACITY Containers of different sizes, 1litre containers, sand soil water, 5-litre
containers
TIME Clock faces both analogue and digital
MONEY Kenyan currency coins and notes/imitations up to sh.1000, classroom shop
GEOMETRY POSITION AND Charts showing a straight line, a turn to the left, and a turn to the right
DIRECTION
SHAPES Cut-outs of rectangles, circles, triangles, ovals, and squares of different
sizes

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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,
• Scanners,
• Internet among others.

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SUGGESTED ASSESSMENT METHODS AND TOOLS
1. Written tests and quizzes
2. Rating scales
3. Projects
4. Observation Schedules
5. Portfolio
6. Assessment Rubric
7. Questionnaire

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