REPUBLIC OF KENYA

MINISTRY OF EDUCATION

JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN

GRADE 7

MATHEMATICS

KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

2021
 First Published in 2021

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ISBN: …………………………………….

Published and printed by Kenya Institute of Curriculum Development

FOREWORD

Curriculum is a tool which a country employs to empower its citizens. The Kenya Institute of Curriculum Development in
meeting its core mandate ‘to develop curriculum and curriculum support materials’ has spearheaded curriculum reforms
in the education sector. The reforms are based on rigorous research, monitoring and evaluation activities conducted on the
8-4-4 system of education to inform the Competency-Based Curriculum through a phase-in phase-out model. The reforms
were informed by the Summative Evaluation Survey (2009), Needs Assessment Study (2016) and the Task Force Report
on Re-alignment of Education Sector (2012), 21st century learning and approaches, the East Africa Protocol on
harmonisation of education, among many others.
The curriculum reforms aim at meeting the needs of the Kenyan society by aligning the curriculum to the Constitution of
Kenya 2010, the Kenya Vision 2030 and the East African Protocol, among other policy requirements as documented by
the Sessional Paper No. 1 of 2019 on ‘Reforming Education and Training in Kenya for Sustainable Development’. The
reforms adopted the Competency-Based Curriculum (CBC) to achieve development of requisite knowledge, skills, values
and attitudes that will drive the country’s future generations as documented by the Basic Education Curriculum Framework
(BECF). Towards achieving the mission of the Basic Education, the Ministry of Education has successfully and
progressively rolled out curriculum implementation for Early Years Education, Grades 4 and 5. The roll out for Grade 6
and Junior Secondary (Grade 7-9) will subsequently follow.
It is my hope that the curriculum designs for Grade 7 will guide the teachers, among other educational stakeholders, for
progressive achievement of the curriculum vision which seeks to have engaged, empowered and ethical citizens.

PROF. GEORGE A. O. MAGOHA, MBS, EBS, CBS

CABINET SECRETARY
MINISTRY OF EDUCATION

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PREFACE

The Government of Kenya embarked on the national implementation of the Competency Based Curriculum in January,
2019 for Early Years Education (Pre-Primary 1 and 2, and Lower Primary Grade 1, 2 and 3). The implementation
progressed to Upper Primary (Grade 4, 5 and 6) based on the reorganization of the Basic Education structure. Grade 7
curriculum furthers implementation of the Competency-Based curriculum to Junior Secondary education level. This level
marks the zenith of Middle School education whose main feature is to offer a broad opportunity for the learner to explore
talents, interests and abilities before selection of pathways and tracks in Senior Secondary education level.

The Grade 7 curriculum designs for the respective learning areas will enable the development of twenty first century
competencies. Ultimately, this will lead to the realization of the vision and mission of the Competency-Based curriculum
as documented in the Basic Education Curriculum Framework (KICD, 2017).

It is my hope that all government agencies among other stakeholders in education will use the designs to guide effective
and efficient implementation of the learning activities as well as provide relevant feedback on various aspects of the
curriculum. Successful implementation of the Grade 7 curriculum will be a significant milestone towards realization of the
curriculum mission ‘Nurturing Every Learner’s Potential’.

JULIUS JWAN, MBS, (PhD)

PRINCIPAL SECRETARY
STATE DEPARTMENT OF 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 curricula and curriculum support materials for basic and tertiary education and training, below the university. The
curriculum development process for any level involves thorough research, international benchmarking, and robust
stakeholder engagement. Through this systematic and consultative process, KICD conceptualised the Competency Based
Curriculum (CBC) as captured in the Basic Education Curriculum Framework (BECF). The CBC responds to the demands
of the 21st Century and the aspirations captured in the Constitution of Kenya 2010, Kenya Vision 2030, East African
Commission Protocol and the United Nations Sustainable Development Goals.

The Kenya Institute of Curriculum Development has developed the Grade 7 curriculum designs taking cognisance of the
tenets of the CBC, key among them being the need to ensure that learners are provided with learning experiences that call
for higher order thinking, thereby ensuring they become engaged, empowered and ethical citizens as articulated in the
BECF Vision. The Grade 7 designs also provide opportunities for learners to develop the core competencies as well as
engage in Community Service Learning. The designs present assessment rubrics linked to sub strands in the individual
subjects. Teachers are encouraged to use varied assessment tools when assessing learners.

KICD obtains its funding from the Government of Kenya to enable the achievement of its mandate and implementation of
the Government and Sector (Ministry of Education (MoE) plans. The Institute also receives support from development
partners targeting specific programmes. The Grade 7 curriculum designs have been developed with the support of the World
Bank through the Kenya Secondary Education Quality Improvement Program (SEQIP) commissioned by the MoE. The
Institute is grateful for the support accorded to the process by the Government of Kenya, through the MoE and the
development partners for the policy, resource, and logistical support.

I acknowledge the KICD curriculum developers and other staff, teachers and all the educators who participated, as panelists,
in the development of the designs. I also appreciate the contribution of the Semi-Autonomous Government Agencies

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(SAGAs) and representatives of various stakeholders for their various roles in the development of the Grade 7 curriculum
designs.

My special thanks to the Cabinet Secretary, Ministry of Education; the Principal Secretary State Department of Early
Learning and Basic Education; the Secretary, Teachers’ Service Commission (TSC) and the Chief Executive Officer, Kenya
National Examinations Council (KNEC) for their support in the process. Finally, I am grateful to the KICD Governing
Council for their consistent guidance during the development of the curriculum designs. The Institute assures all curriculum
implementers, parents, and other stakeholders that the designs will ensure effective implementation of the CBC at Grade
7.

PROF. CHARLES O. ONG’ONDO

DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

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TABLE OF CONTENTS
FOREWORD ........................................................................................................................................................................................... iii
PREFACE ................................................................................................................................................................................................ iv
ACKNOWLEDGEMENT ........................................................................................................................................................................ v
TABLE OF CONTENTS .......................................................................................................................................................................... i
TIME ALLOCATION .............................................................................................................................................................................. ii
NATIONAL GOALS OF EDUCATION ................................................................................................................................................ iii
LEARNING OUTCOMES FOR MIDDLE SCHOOL............................................................................................................................ vi
ESSENCE STATEMENT ....................................................................................................................................................................... vi
SUBJECT GENERAL LEARNING OUTCOMES ............................................................................................................................... vii
STRAND1.0: NUMBERS ........................................................................................................................................................................ 1
STRAND 2.0: ALGEBRA .....................................................................................................................................................................18
STRAND 3.0: MEASUREMENTS........................................................................................................................................................25
STRAND 4.0: GEOMETRY ..................................................................................................................................................................48
STRAND 5.0: DATA HANDLING AND PROBABILITY ..................................................................................................................55
COMMUNITY SERVICE LEARNING (CSL) PROJECT ...................................................................................................................59
APPENDIX 1: LIST OF ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL ACTIVITIES ...............64
APPENDIX 2: USE OF ICT DEVICES ................................................................................................................................................68

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TIME ALLOCATION
No Subject Number of Lessons Per Week
(40 minutes per lesson)
1. English 5
2. Kiswahili/KSL 4
3. Mathematics 5
4. Integrated Science 4
5. Health Education 2
6. Pre-Technical and Pre-Career Education 5
7. Social Studies 3
8. Religious Education (CRE/IRE/HRE) 2
9. Business Studies 3
10. Agriculture 3
11. Life Skills Education 1
12. Physical Education and Sports 2
13. Optional Subject 3
14. Optional Subject 3
Total 45

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NATIONAL GOALS OF EDUCATION
Education in Kenya should:
i) Foster nationalism and patriotism and promote national unity.
Kenya’s people belong to different communities, races and religions, but these differences need not divide them.
They must be able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire
this sense of nationhood by removing conflicts and promoting positive attitudes of mutual respect which enable
them to live together in harmony and foster patriotism in order to make a positive contribution to the life of the
nation.

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ii) Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
a) Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the
smooth progress of a rapidly developing modern economy. There is bound to be a silent social revolution
following in the wake of rapid modernization. Education should assist our youth to adapt to this change.
b) Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are
required to support a growing economy. Kenya is building up a modern and independent economy which is in
need of an adequate and relevant domestic workforce.
c) Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development.
Kenya recognizes the rapid industrial and technological changes taking place, especially in the developed world.
We can only be part of this development if our education system is deliberately focused on the knowledge, skills
and attitudes that will prepare our young people for these changing global trends.

iii) Promote individual development and self-fulfilment

Education should provide opportunities for the fullest development of individual talents and personality. It should
help children to develop their potential interests and abilities. A vital aspect of individual development is the
building of character.

iv) Promote sound moral and religious values.

Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition
of sound moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens.

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v) Promote social equality and responsibility.
Education should promote social equality and foster a sense of social responsibility within an education system
which provides equal educational opportunities for all. It should give all children varied and challenging
opportunities for collective activities and corporate social service irrespective of gender, ability or geographical
environment.

vi) Promote respect for and development of Kenya’s rich and varied cultures.
Education should instill in the youth of Kenya an understanding of past and present cultures and their valid place
in contemporary society. Children should be able to blend the best of traditional values with the changing
requirements that must follow rapid development in order to build a stable and modern society.

vii) Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples
and nations. Education should therefore lead the youth of the country to accept membership of this international
community with all the obligations and responsibilities, rights and benefits that this membership entails.

viii. Promote positive attitudes towards good health and environmental protection.
Education should inculcate in young people the value of good health in order for them to avoid indulging in
activities that will lead to physical or mental ill health. It should foster positive attitudes towards environmental
development and conservation. It should lead the youth of Kenya to appreciate the need for a healthy
environment.

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LEARNING OUTCOMES FOR MIDDLE SCHOOL
By the end of Middle School, the learner should be able to:
1. Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
2. Communicate effectively, verbally and non-verbally, in diverse contexts.
3. Demonstrate social skills, spiritual and moral values for peaceful co-existence.
4. Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
5. Practise relevant hygiene, sanitation and nutrition skills to promote health.
6. Demonstrate ethical behaviour and exhibit good citizenship as a civic responsibility.
7. Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
8. Manage pertinent and contemporary issues in society effectively.
9. Apply digital literacy skills for communication and learning.

ESSENCE STATEMENT
We live in a world of Mathematics whereby we count, add, subtract, multiply or divide quantities and substances throughout
our daily interactions. Mathematics involves understanding numbers and the numerical operations used to develop
strategies for mental mathematical problem-solving skills, estimation and computational fluency. We live in a world of
space, shape and structures. It is impossible to think of a world without Mathematics. It is applied in the economic activities,
scientific, social, religious and political worlds. It is therefore imperative that children are taught Mathematics from early
years.
In Junior Secondary, Mathematics builds on the competencies acquired by the learner from primary school. It enhances the
learner's competencies in mathematical skills as a foundation for Science, Technology, Engineering and Mathematics
(STEM) and other pathways at Senior School. Mathematics also prepares the learner to have sufficient skills and
competencies for application in solving problems in real life situations. This is in line with vision 2030 and sessional paper
number 1 of 2019 which emphasizes on STEM areas.

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SUBJECT GENERAL LEARNING OUTCOMES
By the end of the Junior Secondary School, the learner should be able to:
1) Demonstrate mastery of number concepts by working out problems in day to day life
2) Represent and apply algebraic expressions in different ways
3) Apply measurement skills to find solutions to problems in a variety of contexts
4) Use money and carry out financial transactions in real life situations
5) Generate geometrical shapes and describe spatial relationships in different contexts
6) Collect and organize data to inform and solve problems in real life situations
7) Develop logical thinking, reasoning, communication and application skills through a mathematical approach to problem
solving
8) Apply mathematical ideas and concepts to other learning areas or subjects and in real life contexts.
9) Develop confidence and interest in mathematics for further training and enjoyment.

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STRAND1.0: NUMBERS
Sub Strand: Whole Numbers
Strand Sub Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Strand Questions
1.0 1.1 Whole By the end of the sub strand the The learner is guided to: 1. Why do we
Numbers Numbers learner should be able to: • identify and write place value write
(20 lessons) a) use place value and total and total value of digits using numbers in
value of digits up to place value apparatus words and/or
hundreds of millions in real • read and write numbers in symbols?
life symbols on number cards or 2. Where do we
b) read and write numbers in charts write
symbols up to hundreds of • read and write numbers in words numbers in
millions in real life on number cards or charts and words or
situations practice writing dummy cheques symbols?
c) read and write numbers in for different sums of money 3. Why do we
words up to millions for • prepare and use place value round off
efficiency charts to round off numbers numbers in
d) round off numbers up to the • play a number game, make real life
nearest hundreds of number cards, sort and classify situations?
millions in real life numbers according to those that
situations are even, odd or prime
e) classify natural numbers as • work out or perform 2, 3 or more
even, odd and prime in combined operations in the
different situations correct order using digital
devices

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 f) apply operations of whole • identify the number patterns to
numbers in real life work out number sequences
situations • play games of creating number
g) identify number sequence puzzles that involve number
in different situations sequences using IT devices or
h) create number sequence for other materials.
playing number games
i) use IT devices for learning
more on whole numbers
and for enjoyment
j) appreciate use of whole
numbers in real life
situations.
Core Competencies to be developed:
• Communication and collaboration: Speaking, listening and team work as learners work in pairs or groups to
prepare and use place value charts to round off numbers.
• Critical thinking and problem solving: Interpretation and inference as learners work together to identify number
patterns.
• Creativity and Imagination: Making observations as learners play games of creating number puzzles that involve
number sequences.
Values:
• Respect as learners work in pairs/groups and play number games.
• Unity as learners work towards achieving set goals of making number puzzles.
• Peace as learners work in groups and share different roles in playing games.
Pertinent and contemporary Issues (PCIs):
• Financial literacy as learners practice writing dummy cheques for different sums of money.

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• Self–esteem: as learners create number puzzles that involve number sequences.
Links to other subjects
• Business studies: writing numbers in words and in symbols as the learners practice writing dummy cheques at
home.
• Computer Studies: as learners use digital devices to play number games.
• Languages: writing numbers in words.

Assessment Rubric
Indicators Exceeds Expectations Meets Approaches Below
Expectations Expectations Expectations
Ability to use place Uses place value and Uses place value Uses place value or total Uses place value or
value and total total value of digits up and total value of value of digits up to total value of digits
value of digits up to hundreds of millions, digits up to hundreds of millions up to hundreds of
to hundreds of correctly and hundreds of correctly millions with
millions systematically millions correctly difficulties
Ability to read and Reads and writes Reads and writes Reads or writes numbers Reads or writes
write numbers in numbers in symbols numbers in symbols in symbols correctly numbers in
symbols up to correctly and correctly symbols with
hundreds of proficiently difficulties
millions
Ability to read and Reads and writes Reads and writes Reads or writes some Reads and writes
write numbers in numbers in words up to numbers in words numbers in words up to numbers in words
words up to millions correctly and up to millions millions correctly up to millions with
millions proficiently correctly difficulties

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Ability to round Rounds off numbers up Rounds off Rounds off some numbers Rounds off some
off numbers up to to the nearest hundreds numbers up to the up to the nearest hundreds numbers up to the
the nearest of millions accurately nearest hundreds of of millions accurately nearest hundreds of
hundreds of and systematically millions accurately millions with
millions difficulties
Ability to classify Classifies natural Classifies natural Classifies some natural Classifies some
natural numbers as numbers as even, odd numbers as even, numbers as even or odd natural numbers as
even, odd and and prime odd and prime or prime accurately even, odd and
prime systematically and accurately prime with
accurately difficulties

Ability to apply Applies operations of Applies operations Applies operations of Applies operations
operations of whole numbers of whole numbers some whole numbers of some whole
whole numbers accurately and accurately accurately numbers with
proficiently major errors
Ability to identify Identifies number Identifies number Identifies some number Identifies some
number sequence sequence correctly and sequence correctly sequences correctly number sequences
determines missing with difficulties
numbers
Ability to create Creates number Creates number Creates some number Attempts to create
number sequence sequence correctly and sequence correctly sequences correctly some number
systematically sequences with
difficulties

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Sub Strand: Factors
Strand Sub Strand Specific Learning Outcomes Suggested Learning Key Inquiry
Experiences Questions
1.0 1.2 Factors By the end of the sub strand, the The learner is guided to: 1. Where do we
Numbers (7 lessons) learner should be able to: • determine divisibility of use factors in
a) test divisibility of numbers by numbers using regrouping day to day
2, 3, 4, 5, 6, 8, 9,10 and 11 in and divisibility rule work activities?
different situations sheets 2. How do we use
b) express composite numbers as • write factors of composite factors in day to
a product of prime factors in numbers by factorization, day activities?
different situations factor tree, factor rainbow 3. How do we
c) work out the Greatest in charts, colour charts or apply the GCD
Common Divisor (GCD) and cards using locally and the LCM in
the Least Common Multiples available materials day to day
(LCM) of numbers by factor • use factors to determine the activities?
method in different situations LCM and the GCD using
d) apply the Greatest Common number cards or charts
Divisor (GCD) and the Least • use IT to access factors of
Common Multiples (LCM) in numbers including
real life situations songs/poems or games on
e) use IT devices for learning divisibility tests
more on factors and for • work out application
enjoyment questions and solve
f) appreciate use of factors in problems relating to the
real life situations. GCD and the LCM in real
life situations.

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 • determine the GCD and
LCM of numbers using IT
to perform exercises on
factors such as matching
activities or games.
Core Competencies to be developed:
• Creativity and imagination: Making connections as learners work in groups to create songs and poems on
divisibility tests.
• Critical thinking and problem solving: Interpretation and inference as learners apply the GCD and the LCM in
solving real life problems.
Values:
• Unity as learners sing together or solve puzzles on factors.
• Respect for self and others as learners work in groups to write factors of composite numbers using factor tree.
PCIs
• Self-awareness as learners work in groups to create songs and poems on divisibility tests
• Education for Sustainable Development (ESD) as learners use locally available materials for making number
cards and charts
Links to other subjects
• Music as learners work in groups to create songs and poems on divisibility tests.
• Home Science as learners apply LCM or GCD as they plan for smallest or largest containers for measuring
different substances.

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Assessment Rubric
Indicators Exceeds Meets Expectations Approaches Below Expectations
Expectations Expectations
Ability to test Tests divisibility of Tests divisibility of Tests divisibility of Tests divisibility of
divisibility of numbers by 2, 3, 4, 5, numbers by 2, 3, 4, 5, some numbers by 2, some numbers by 2,
numbers by 2, 3, 4, 6, 8, 9,10 and 11 6, 8, 9,10 and 11 3, 4, 5, 6, 8, 9,10 and 3, 4, 5, 6, 8, 9,10 and
5, 6, 8, 9,10 and 11 accurately and accurately 11 accurately 11 with difficulties
systematically
Ability to express Expresses composite Expresses composite Expresses some Expresses some
composite numbers numbers as a product numbers as a product composite numbers as composite numbers as
as a product of of prime factors of prime factors a product of prime a product of prime
prime factors correctly and writes correctly factors correctly factors with
the answer in power difficulties
form

Ability to work out Work out the Greatest Works out the Works out the Works out the
the Greatest Common Divisor Greatest Common Greatest Common Greatest Common
Common Divisor (GCD) and the Least Divisor (GCD) and Divisor (GCD) and Divisor (GCD) and
(GCD) and the Common Multiples the Least Common the Least Common the Least Common
Least Common (LCM) of numbers by Multiples (LCM) of Multiples (LCM) of Multiples (LCM) of
Multiples (LCM) of factor method numbers by factor some numbers by some numbers by
numbers by factor correctly and method correctly factor method factor method with
method systematically correctly difficulties

Ability to apply the Applies the GCD and Applies the Greatest Applies either the Applies either the
Greatest Common the LCM correctly Common Divisor Greatest Common GCD or the LCM in

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Divisor (GCD) and using examples in real (GCD) and the LCM Divisor (GCD) or the real life situations
the Least Common life situations correctly in real life LCM correctly in real with difficulties
Multiples (LCM) in situations life situations
real life situations

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Sub Strand: Fractions
Strand Sub Specific Learning Outcomes Suggested Learning Key Inquiry
Strand Experiences Questions
1.0 Numbers 1.3 By the end of the sub strand, the The learner is guided to: 1. How do we use
Fractions learner should be able to: • discuss and arrange fractions in
(9 lessons) a) compare fractions in fractions in increasing and daily activities?
different situations decreasing order using 2. Where do we
b) add fractions in different different strategies use fractions in
situations • arrange fractions in daily activities?
c) subtract fractions in different ascending or descending
situations order using fraction cards
d) multiply fractions by a • add and subtract fractions
whole number, fraction and in cut outs, cards, charts
a mixed number in real life and concrete objects
situations • multiply and divide
e) identify the reciprocals of fractions in cut outs, cards,
fractions in different charts and models
situations • use flip cards to discuss
f) divide fractions by a whole reciprocals
number, fraction and a • play games of creating
mixed fraction in real life number puzzles that
situations involve fractions number
g) divide a whole number by sequences using IT devices
fractions in different or other materials
situations

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 h) identify number sequence • create a fraction sequence
involving fractions in game that can be used for
different situations play and learning
i) create number sequence • use IT devices to work out
involving fractions for operations of fractions.
playing number games
j) use IT devices for learning
more on fractions and for
enjoyment
k) appreciate the use of
fractions in real life
situations.
Core Competencies to be developed:
• Creativity and imagination: Observed as learners create puzzles involving fractions.
• Critical thinking and problem solving: Evaluation and decision making as learners apply fractions using cut outs,
cards, charts and models from local resources.
Values
• Social justice: as learners share things fairly
• Responsibility: as learners perform multiplication and division of fractions when sharing or allocating resources.
Pertinent and Contemporary Issues (PCIs)
• Citizenship as learners carry out division of fractions which implies sharing
• Social cohesion as learners share items at home and outside school using fractions
Links to other subjects
• Music as learners use fractions in types of musical notes like semi- quavers (1/16), quavers.
• Agriculture as learners give fractional portions of animal feeds.

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Assessment Rubric
Indicators Exceeds Expectations Meets Expectations Approaches Below
Expectations Expectations
Ability to Compares fractions Compares fractions Compares fractions Compares fractions
compare fractions using various methods correctly partially with difficulties
correctly
Ability to add Adds fractions Adds fractions Adds some fractions Adds fractions with
fractions correctly using various correctly correctly difficulties
methods
Ability to subtract Subtracts fractions Subtracts fractions Subtracts some fractions Subtracts fractions
fractions precisely correctly correctly with difficulties
Ability to multiply Multiplies fractions by Multiplies fractions by Multiplies fractions by a Multiplies fractions
fractions by a a whole number, a a whole number, whole number or a by a whole number,
whole number, fraction and a mixed fraction and a mixed fraction or a mixed a fraction and a
fraction and a number using various number correctly number correctly mixed number with
mixed number methods difficulties
Ability to find Finds reciprocals of Finds reciprocals of Finds reciprocals of Finds the
reciprocals of fractions systematically fractions correctly some fractions correctly reciprocals of
fractions fractions with
difficulties
Ability to divide Divides fractions by a Divides fractions by a Divides fractions by a Divides fractions by
fractions by a whole number, fraction whole number, whole number, fraction a whole number, a
whole number, and a mixed number fraction and a mixed or a mixed number fraction or a mixed
fraction and a correctly and number correctly correctly number with
mixed number proficiently difficulties

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Ability to divide a Divides a whole Divides a whole Divides a whole number Divides a whole
whole number by number by fractions number by fractions by fractions partially number by fractions
fractions proficiently correctly with difficulties

Ability to identify Identifies fractions Identifies fractions Identifies fractions Identifies simple
number sequence sequence correctly and sequence accurately sequence partially fractions sequences
involving proficiently with difficulties
fractions
Ability to create Creates number Creates number Creates number Creates number
number Sequence sequence involving sequence involving sequence involving sequence involving
involving fractions correctly and fractions fractions fractions
fractions systematically Correctly partially with difficulties

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Sub Strand: Decimals
Strand Sub Specific Learning Outcomes Suggested Learning Key Inquiry
Strand Experiences Questions
1.0 1.4 By the end of the sub strand, the learner The learner is guided to: 1. Where are
Numbers Decimals should be able to: • discuss, state and use the place decimals
(4 lessons) a) identify the place value and the total value and total the value of applicable
value of digits in decimals in real decimals using place value in real life?
life apparatus and worksheets 2. How do you
b) multiply decimals by a whole • multiply and divide decimals use
number and by a decimal in real life using cut outs, cards, charts decimals in
situations and models daily
c) divide decimals by a whole number • use calculators and other IT activities?
and by a decimal in real life devices to work out operations
situations of decimals.
d) use IT devices for learning more on • play games involving
decimals and for enjoyment multiplication and division of
e) appreciate the use of decimals in decimals.
real life situations.
Core Competencies to be developed:
• Critical thinking and problem solving: Open mindedness and creativity as learners identify and use the place
value and the total value of decimals using place value apparatus and worksheets.
• Digital literacy: Interacting with technology; as learners use IT gadgets to learn more on decimals.
Values
• Unity as learners work in groups to multiply and divide decimals using cut outs, cards, charts and models.
• Responsibility as learners perform multiplication and division of decimals.
Pertinent and Contemporary Issues (PCIs)

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Safety as learners make paper cut outs or other materials and models.

Links to other subjects

• Integrated Science - quantities expressed in decimal forms in measurement
• Home science as learners measure mass of ingredients for cooking in decimals.

Assessment Rubric
Indicators Exceeds Meets Expectations Approaches Below Expectations
Expectations Expectations
Ability to identify Identifies place value Identifies place value Identifies place value Identifies place value
place value and total and total value of and total value of or total value of or total value of
value of decimals decimals correctly decimals correctly decimals correctly decimals with
and proficiently difficulties
Ability to multiply Multiplies decimals Multiplies decimals Multiplies decimals Multiplies decimals
decimals by a whole by a whole number by a whole number by a whole number or by a whole number or
number and by a and by a decimal and by a decimal a decimal correctly by a decimal with
decimal correctly and correctly difficulties
proficiently
Ability to divide Divides decimals by Divides decimals by Divides decimals by Divides decimals by
decimals by a whole a whole number and a whole number and a whole number or a a whole number or by
number and by a by a decimal by a decimal decimal correctly a decimal with
decimal systematically correctly difficulties

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Sub Strand: Squares and Square Roots
Strand Sub Strand Specific Learning Outcomes Suggested Learning Key Inquiry
Experiences Question(s)
1.0 1.5 Squares By the end of the sub strand, the The learner is guided to: 1. Where do
Numbers and Square learner should be able to: • work out squares of we apply
Roots a) determine the squares of whole numbers using: squares and
(5 lessons) numbers, fractions and decimals grids and charts square roots
by multiplication in different long multiplication in daily
situations method activities?
b) determine the square roots of using calculators 2. How do we
whole numbers, fractions and • work out square roots of apply
decimals of perfect squares in number using: squares and
different situations factors method square roots
c) use IT devices for learning more division method in daily
on squares and square roots and calculators activities?
for enjoyment • use IT devices to play
d) appreciate the use of squares and games involving squares and
square roots in real life square roots
situations.

Core Competencies to be developed:

• Critical thinking and problem solving: Reflection as learners use grid squares and charts to find squares and
square roots.
• Digital literacy: Interacting with technologies as learners use IT devices to work out squares and square roots of
numbers.

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Values
• Respect as learners appreciate each other’s contribution in groups in using grids and charts
• Unity as learners work in groups and work out the factors of numbers to get the square roots.

Pertinent and Contemporary Issues (PCIs)

• Environmental education as learners consider shapes of different objects in the school compound especially the
ones that are squares.
Links to other subjects
• Pre-career and pre-tech: in areas such as carpentry and technical drawing.
• Agriculture as learners determine the number of seedlings that would fit in a square portion of land.

Assessment Rubric
Indicators Exceeds Meets Expectations Approaches Below Expectations
Expectations Expectations
Ability to determine Determines the Determines the Determines the Determines the
the squares of whole squares of whole squares of whole squares of whole squares of whole
numbers, fractions numbers, fractions numbers, fractions numbers or fractions numbers, fractions
and decimals by and decimals by and decimals by or decimals by and decimals by
multiplication multiplication multiplication multiplication multiplication with
correctly and correctly difficulties
proficiently
Ability to determine Determines the Determines the Determines the Determines the
the square roots of square roots of whole square roots of whole square roots of whole square roots of whole
whole numbers, numbers, fractions numbers, fractions numbers or fractions numbers, fractions

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fractions and and decimals of and decimals of or decimals of perfect and decimals of
decimals of perfect perfect squares perfect squares squares perfect squares with
squares correctly and correctly difficulties
proficiently

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STRAND 2.0: ALGEBRA
Sub Strand: Algebraic Expressions
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
2.0 2.1 By the end of the sub strands The learner is guided to: How do we
Algebra Algebraic the learner should be able to: • discuss and classify objects in use algebraic
Expressions a) form algebraic expressions their immediate environment expressions in
(5 lessons) from real life situations according to given attributes such daily
b) form algebraic expressions as similarities or differences activities?
from simple algebraic • discuss how to form algebraic
statements in real life expressions from the classified
situations objects
c) simplify algebraic • read and interpret algebraic
expressions in real life statements to form algebraic
situations expressions
d) use IT devices for more • discuss how to simplify algebraic
learning on algebraic expressions from the classified
expressions and for objects
enjoyment, • use IT to work out exercises and
e) appreciate the use of activities in algebra or drag and
algebraic expressions in drop activities to group similar
real life. objects
Core Competencies to be developed:
• Communication and collaboration: Speaking, listening and team work; as learners discuss in groups on
formation of algebraic expressions.
• Critical thinking and problem solving: Interpretation and inference; as learners factorize algebraic expressions

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 Values
• Unity as learners classify/group similar object in groups.
• Respect as learners appreciate each other’s contribution while discussing and forming algebraic expressions.
• Pertinent and Contemporary Issues (PCIs)
• Environmental education as learners classify objects from the environment.
• Friendship formation as learners work and discuss in groups on formation of algebraic expressions.
Links to other subjects
Languages as learners interpret statements to form algebraic expressions.

Assessment Rubric
Indicators Exceeds Meets Approaches Below Expectations
Expectations Expectations Expectations
Ability to form Forms algebraic Forms algebraic Forms algebraic Forms algebraic
algebraic expressions expressions expressions expressions expressions with
systematically correctly partially difficulties
Ability to form Forms algebraic Forms algebraic Forms algebraic Forms algebraic
algebraic expressions expressions from expressions from expressions from expressions from simple
from simple algebraic simple algebraic simple algebraic simple algebraic algebraic statements with
statements statements statements correctly statements partially difficulties
systematically
Ability to simplify Simplifies algebraic Simplifies algebraic Simplifies Simplifies algebraic
algebraic expressions expressions correctly expressions algebraic expressions with
and proficiently correctly expressions difficulties
partially
Sub Strand: Linear Equations

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Strand Sub Specific Learning Outcomes Suggested Learning Key Inquiry
Strand Experiences Questions
2.0 2.2 Linear By the end of the sub strand, the learner The learner is guided to: 1. How do we
Algebra Equations should be able to: • role play activities use linear
(6 lessons) a) form linear equations in one involving equations with equations in
unknown in different situations one unknown for real life?
b) solve linear equations in one example weighing using 2. Why do we
unknown in different situations beam balance and use linear
c) apply linear equations in one shopping activities equations in
unknown to real life situations • discuss how to form and real life?
d) use IT devices for more learning on solve linear equations
linear equations and for enjoyment generated from role play
e) appreciate use of linear equations in activities
real life situations. • use IT to form and solve
linear equations.
Core Competencies to be developed:
• Communication and collaboration: Speaking, listening and team work as learners’ role play activities involving
equations in one unknown.
• Self-efficacy-: Self-awareness skills as learners carry out weighing using beam balance and role play.
• Learning to learn: Organizing own learning as learners apply linear equations in real life.
Values
• Integrity as learners share resources as per the given equation (conditions).
• Responsibility: as learners use a given letter in the equation to represent an item.

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Pertinent and Contemporary Issues (PCIs)
• Social cohesion as learners work in groups to role play in shopping activities.
• Self – esteem as learners participate in role play activities like weighing and shopping that will lead to equations in
one unknown.
Links to other subjects
• Computer studies as learners use IT devices in forming and solving equations.

Assessment Rubric
Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
Ability to form linear Forms linear equations Forms linear Forms linear Forms linear
equations in one in one unknown equations in one equations in one equations in one
unknown systematically unknown correctly unknown partially unknown with
difficulties
Ability to solve linear Solves linear equations Solves linear Solves linear Solves linear
equations in one in one unknown equations in one equations in one equations in one
unknown precisely unknown correctly unknown partially unknown with
difficulties
Ability to apply Applies linear Applies linear Applies linear Applies linear
linear equations in equations in one equations in one equations in one equations in one
one unknown unknown correctly and unknown correctly unknown partially unknown with
systematically difficulties

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Sub Strand: Linear Inequalities
Strand Sub Strand Specific Learning Outcomes Suggested Learning Key Inquiry
Experiences Questions
2.0 2.3 Linear By the end of the sub strand the The learner is guided to: 1. How do we
Algebra Inequalities learner should be able to: • use inequality cards to use linear
(8 lessons) a) apply inequality symbols to complete simple inequality inequalities
inequality statements in learning statements in real life?
situations • use inequality cards/objects 2. Why do we
b) form simple linear inequalities in to form simple linear use linear
one unknown in different inequalities with one inequalities
situations unknown in real life?
c) illustrate simple inequalities on a • draw and represent simple
number line inequality statements on a
d) form compound inequality number line
statements in one unknown in • use inequality cards to
different situations complete compound
e) illustrate compound inequalities inequality statements
in one unknown on a number line • draw and represent
f) use IT devices for more learning compound inequality
on linear inequalities and for statements on a number line
enjoyment • use IT graphing tools to
g) appreciate use of linear present solutions to
inequalities in real life. inequalities.
Core Competencies to be developed:

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• Communication and collaboration: Speaking and listening as learners discuss on how to form the linear
inequalities.
• Creativity and Imagination: Open mindedness and creativity as learners draw and represent inequality statements
on a number line.
Values
• Social justice as learners apply linear inequalities,
• Integrity as learners observe the conditions of the given inequalities.
Pertinent and Contemporary Issues (PCIs)
• Health education: observing the correct dosage in drugs / limits on drug consumption.
• Gender equality: gender representation for inclusivity.
Links to other subjects
• Language as learners form linear inequalities from different situation.
• Pre – career and pre- technical in measuring quantities.
Assessment Rubric
Indicators Exceeds Meets Expectations Approaches Below Expectations
Expectations Expectations
Ability to apply Applies inequality Applies inequality Applies inequality Applies inequality
inequality symbols to symbols to inequality symbols to inequality symbols to inequality symbols to inequality
inequality statements statements statements accurately statements partially statements with
comprehensively difficulties
Ability to form Forms simple linear Forms simple linear Forms simple linear Forms simple linear
simple linear inequality in one inequality in one inequality in one inequality in one
inequality in one unknown correctly unknown correctly unknown partially unknown with
unknown and systematically difficulties

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Ability to illustrate Illustrates simple Illustrates simple Illustrates simple Illustrates simple
simple linear linear inequality on a linear inequality on a linear inequality on a linear inequality on a
inequality on a number line correctly number line correctly number line partially number line with
number line and proficiently difficulties
Ability to form Forms compound Forms compound Forms compound Forms compound
compound inequality linear inequality in inequality statements inequality statements inequality statements
statements in one one unknown in one unknown in one unknown in one unknown with
unknown correctly and correctly partially difficulties
systematically
Ability to illustrate Illustrates compound Illustrates compound Illustrates compound Illustrates compound
compound linear linear inequality on a linear inequality on a linear inequality on a linear inequality on a
inequality on a number line correctly number line correctly number line partially number line with
number line and proficiently difficulties

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STRAND 3.0: MEASUREMENTS
Sub Strand: Pythagorean Relationship
Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Questions
3.0 3.1 By the end of the sub The learner is guided to: How do we use
Measurements Pythagorean strand, the learner should • draw and represent practical Pythagorean
Relationship be able to: cases of right-angled triangle of relationship in
(4 lessons) a) recognize the sides of an object leaning on a wall at real life
a right-angled different positions and recognize situations?
triangle in different the sides as the hypotenuse the
situations height and the base. For
b) identify Pythagorean example, a ladder leaning on a
relationship in wall.
different situations • do a variety of activities for
c) apply Pythagorean example, counting squares on
relationship to real different sides of a 3, 4, 5 right
life situations angled-triangle, establish the
d) use IT devices for Pythagorean relationship and
more learning on practice using other right
Pythagoras Theorem angled-triangles
and for enjoyment • work out exercises related to
e) appreciate the use of Pythagorean relationship
Pythagoras Theorem • create Pythagorean relationship
in real life situations. puzzles

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 • use IT devices to explore the use
of Pythagorean relationship in
daily life.

Core Competencies to be developed

• Critical thinking and problem solving: Interpretation and inference as learners identify Pythagorean relationship
in different situations.
• Creativity and imagination: Open mindedness and creativity as learners create Pythagorean relationship puzzles.
• Learning to learn: Sharing learnt knowledge as learners apply Pythagorean relationship in real life situations.
Values
• Unity as learners carry out various activities together, such as creating Pythagorean relationship puzzles.
• Respect as learners appreciate each other’s opinions when identifying and applying Pythagorean relationship in
real life situations.
Pertinent and Contemporary Issues (PCIs)
• Peer education as learners work in groups to establish the Pythagorean relationship.
• Safety as learners take care when using the ladder to do various activities on Pythagorean relationship.
Links to other subjects
Pre -career and pre-technical: technical drawing, building construction, surveying.

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Assessment Rubric
Indicators Exceeds Meets Approaches Below Expectations
Expectations Expectations Expectations
Ability to Recognizes the sides Recognizes the Recognizes the sides of a Recognizes the sides
recognize the sides of a right-angled sides of a right- right-angled triangle of a right-angled
of a right-angled triangle correctly and angled triangle partially triangle with
triangle proficiently correctly difficulties
Ability to identify Identifies Identifies Identifies Pythagorean Identifies
Pythagorean Pythagorean Pythagorean relationship inconsistently Pythagorean
relationship relationship correctly relationship relationship with
and proficiently accurately difficulties
Ability to apply Applies Pythagorean Applies Applies Pythagorean Applies Pythagorean
Pythagorean relationship to Pythagorean relationship partially relationship with
relationship various situations relationship difficulties
correctly correctly

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Sub Strand: Length
Strand Sub Specific Learning Suggested Learning Experiences Key Inquiry
Strand Outcomes Question(s)
3.0 3.2 By the end of the sub The learner is guided to: 1. Why do we
Measurements Length strand, the learner should • generate conversion tables use different
(6 lessons) be able to: involving cm, dm, m, Dm, Hm units of
a) convert units of length • practice different operations measuring
from one form to involving length length?
another involving cm, • watch videos on correct procedures 2. How do we
dm, m, Dm, Hm in of measuring length and working measure the
learning situations out perimeter perimeter of
b) perform operations • use appropriate measuring tools to different
involving units of length measure the length of various objects?
in different situations objects.
c) work out the perimeter • measure and work out perimeter of
of plane figures in different plane figures including
different situations combined shapes.
d) work out the • measure the circumference and
circumference of circles diameter of different circular objects
in different situations and establish the relationship
e) use IT devices for more between circumference and
learning on length and diameter which is Pi.
for enjoyment
• use Pi to practice working out
f) appreciate the use of
circumference of circles and can use
length in real life IT devices for calculations.
situations.

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Core Competencies to be developed:
• Communication and collaboration: Speaking, listening and team work; as learners work in pairs/groups when
measuring lengths of various objects and also as they discuss the relationship between circumference and diameter.
• Self-efficacy: Personal skills as the learners practice different operations using length.
• Critical thinking and problem solving: interpretation and inference as learners relate circumference to diameter.
Values
• Integrity as learners carry out the activities and give the correct measurement.
• Unity as learners work in groups measuring lengths of various objects.
Pertinent and Contemporary Issues (PCIs)
• Social cohesion as learners work in pairs and groups in measuring lengths of various objects.
• Safety as learners handle different instruments of measuring length.
• Global citizenship as they appreciate units of measurements especially the SI units of length.
Links to other subjects
• Integrated science: units of measuring length
• Pre-career and pre- technical: Tailoring, constructions, engineering.

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Assessment Rubric
Indicators Exceeds Meets Expectations Approaches Below Expectations
Expectations Expectations
Ability to convert Converts units of Converts units of Converts units of Converts units of
units of length from length from one form length from one length from one form length to other forms
one form to another to another involving form to another to another involving involving cm, dm, m,
involving cm, dm, m, cm, dm, m, Dm, Hm involving cm, dm, cm, dm, m, Dm, Hm Dm, Hm with
Dm, Hm systematically m, Dm, Hm partially difficulties
correctly
Ability to perform Performs operations Performs operations Performs operations Performs operations
operations involving involving units of involving units of involving units of involving units of
units of length length and in length correctly length partially length with
appropriate units difficulties
correctly and
proficiently
Ability to work out Works out the Works out the Works out the Works out the
the perimeter of perimeter of plane perimeter of plane perimeter of plane perimeter of plane
plane figures figures accurately and figures accurately figures partially figures with
proficiently difficulties
Ability to work out Works out the Works out the Works out the Works out the
the circumference of circumference of circumference of circumference of circumference of
circles circles correctly and circles accurately circles partially circles with
systematically difficulties

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Sub Strand: Area
Strand Sub Specific Learning Outcomes Suggested Learning Key Inquiry
Strand Experiences Questions
3.0 3.3 Area By the end of the sub strand, The learner is guided to: 1. What are
Measurements (8 lessons)
the learner should be able to: • generate conversion tables plane
a) identify square metre (m2), involving acres and hectares as figures?
acres and hectares as units units of measuring area 2. How do
of measuring area • use cut outs to find the area of we work
b) work out the area of the plane figures out the
rectangle, parallelogram, • watch videos on how to cut out areas of
rhombus and trapezium in a circle to small sectors to plane
different situations demonstrate how to derive the figures?
c) work out the area of circles formula for the area of a circle
in different situations • cut out a circle into small
d) calculate the area of sectors and rearrange to form a
borders and combined rectangle to derive the formula
shapes in real life for the area of a circle
situations • practice cutting out the plane
e) use IT devices for more figures of combined shapes
learning on area and for into different shapes to work
enjoyment out the area.
f) appreciate the use of area
in real life situations.
Core Competencies to be developed:
• Critical thinking and problem solving: Reflection as learners cut out the circle into small sectors, joining them to
create a rectangle and generate formula of getting the area of a circle.

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• Creativity and imaginations: Open mindedness and creativity as learners combine different shapes to make
patterns.
• Self-efficacy: Personal skills as learners demonstrate how to derive the formula for the area of a circle.
Values
• Responsibility as the learner cuts out the small sectors of the circle and joins them up to form a rectangle.
• Integrity as learners work out exact areas of different shapes.
• Unity as learners work in groups and share tasks in measuring the area.
PCIs
• Safety; as learners handle different instruments/tools to make cut outs of different materials.
• Environmental education; as learners use locally available materials in measuring the area.
Links to other subjects
• Pre-career and pre- technical - correct area of different shapes, surveying.
• Creative arts - as learners combine different shapes to make patterns.
• Integrated science - relating area to friction and pressure.

Assessment Rubric
Indicators Exceeds Meets Expectations Approaches Below Expectations
Expectations Expectations
Ability to identify Identifies square Identifies square identifies square Identifies square
square metre (m2), metre (m2), ares and metre (m2), ares and metre (m2), ares or metre (m2), ares and
ares and hectares as hectares as units of hectares as units of hectares as units of hectares as units of
units of measuring measuring area measuring area measuring area measuring area with
area accurately and accurately difficulties
proficiently
Ability to work out Works out the area of Works out the area of Works out the area of Works out the area of
the area of rectangles, rectangles, rectangles or rectangles,

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rectangles, parallelogram, parallelogram, parallelogram or parallelogram,
parallelogram, rhombus or trapezium rhombus and rhombus or trapezium rhombus and
rhombus and accurately and trapezium accurately trapezium with
trapezium proficiently difficulties
Ability to work out Works out the area of Works out the area of works out the area of Works out the area of
the area of circles circles accurately and circles accurately circles partially circles with
systematically difficulties
Ability to calculate Calculates the area of Calculates the area of Calculates the area of Calculates the area of
the area of borders borders and combined borders and borders and borders and
and combined shapes shapes accurately and combined shapes combined shapes combined shapes
systematically accurately partially with difficulties

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Sub Strand: Volume and Capacity
Strand Sub Strand Specific Learning Outcomes Suggested Learning Key Inquiry
Experiences Questions
3.0 3.4 Volume By the end of the sub strand, the The learner is guided to: 1. Where do we
Measurements and learner should be able to: • make a cube of sides use volume
Capacity a) identify metre cube (m3 ) as a unit 1 metre using locally and capacity
(8 lessons) of volume in measurements available materials in daily
b) convert metre cube (m3) into • discuss and work out activities?
centimeter cube (cm3) and vice the conversions of cm 2. Why do we
versa in different situations 3
cube (cm ) and m measure
c) work out the volume of cubes, cube (m )3 volume?
cuboids and cylinder in different • collect labelled
situations containers of
d) identify the relationship between different volume and
cm3, m3 and litres in real life capacity from the
situations environment
e) relate volume to capacity in real • generate conversion
life situations tables of volume and
f) work out the capacity of capacity
containers in real life situations • create models of
g) use IT devices for more learning cubes, cuboids, and
on volume and capacity and for cylinders which they
enjoyment will use to work out
h) appreciate use of volume and volume
capacity in real life situations. • watch videos on
volume and capacity

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Core Competencies to be developed:
• Critical thinking and problem solving: Interpretation and inference as learners create a conversion table of units
of volume.
• Creativity and Imagination: Open mindedness and creativity as learners create models of cubes and cuboids.
Values
• Responsibility as learners work in groups and share different tasks in making models.
• Peace as learners discuss to make the models for different volumes and capacities.
Pertinent and Contemporary Issues (PCIs)
• Environmental education as learners use big and small containers of different volume from locally available
resources.
• Safety as learners make models of cubes and cuboids.
• ESD water conservation using containers of different capacities.
Links to other subjects
• Creative Arts as learners create models of cubes and cuboids.
• Pre- career and pre- technical as learners create models of cubes and cuboids.
• Integrated Science as learners work out volume of different substances.
Assessment Rubric
Indicators Exceeds Meets Expectations Approaches Below Expectations
Expectations Expectations
Ability to identify Identifies metre cube Identifies metre cube Identifies metre cube Identifies metre cube
metre cube (m3 ) as a (m3 ) as a unit of (m3 ) as a unit of (m3 ) as a unit of (m3 ) as a unit of
unit of volume volume accurately volume accurately volume volume with
and proficiently inconsistently difficulties
Ability to convert Converts metre cube Converts metre cube Converts metre cube Converts metre cube
metre cube (m3) into (m3) into centimeter (m3) into centimeter (m3) into centimeter (m3) into centimeter
cube (cm3) and vice cube or converts

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centimeter cube (cm3) versa accurately and cube and vice versa centimeter cube into cube and vice versa
and vice versa proficiently accurately metre cube (m3) with difficulties
Ability to work out Works out the Works out the Works out the Works out the
the volume of cubes, volume of cubes, volume of cubes, volume of cubes or volume of cubes,
cuboids and cylinders cuboids and cylinders cuboids and cylinders cuboids or cylinders cuboids and cylinders
systematically correctly with difficulties
Ability to identify the Identifies the Identifies the Identifies the Identifies the
relationship between relationship between relationship between relationship between relationship between
cm3, m3 and litres cm3, m3 and litres cm3, m3 and litres cm3, m3 and litres cm3, m3 and litres
accurately and accurately partially with difficulties
proficiently
Ability to convert Converts units of Converts units of Converts units of Converts units of
units of capacity from capacity from one capacity from one capacity from one capacity from one
one form to another form to another form to another form to another form to another with
systematically correctly partially difficulties
Ability to relate Relates volume to Relates volume to Relates volume to Relates volume to
volume to capacity capacity accurately capacity accurately capacity partially capacity with
and proficiently difficulties
Ability to work out Works out the Works out the Work out the Works out the
the capacity of capacity of containers capacity of containers capacity of some capacity of containers
containers systematically correctly containers with difficulties

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Sub Strand: Time, Distance and Speed
Strand Sub Specific Learning Outcomes Suggested Learning Key
Strand Experiences Inquiry
Questions
3.0 3.5 By the end of the sub strand, the The learner is guided to: 1. Why do
Measurements Time, learner should be able to: • use analog or digital clock to we relate
Distance a) identify units of measuring time tell time in hours, minutes and distance,
and in real life situations seconds and discuss the units time and
Speed b) convert units of time from one of time speed?
form to another in learning • create conversion table on 2. What is
(8 situations units of time the
lessons) c) convert units of measuring • discuss and estimate distances importance
distance in learning situations between two or more points of speed in
d) identify speed as distance and convert from Km to daily
covered per unit time in meters and vice versa activities?
different situations • engage in activities that
e) work out speed in km/h and m/s involve distance and time such
in real life situations as track events to relate time,
f) Convert units of speed from distance and speed
kilometers per hour (Km/h) to • discuss how long they take to
meters per second (m/s) and travel from home to school,
vice versa in real life situations discuss the aspects of distance,
g) Use IT devices to learn more on and time taken to get to school
time, distance and speed for • practice calculating speeds in
planning km/h or m/s

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 h) Appreciate the use of time, • play digital games involving
distance and speed in real life racing or watch marathon
situations
Core Competencies to be developed:
• Critical thinking and problem solving- interpretation and inference as learners create conversion tables relate and
determine distance, time and speed.
• Self-efficacy - Personality skills as learners observe punctuality in attending to different activities.
Values
• Patriotism as learners observe road safety rules including speed limits.
• Integrity as learners observe punctuality and work out correct distances.
Pertinent and Contemporary Issues (PCIs)
• Disaster Risk Reduction (DRR) and Safety as learners observe safety in road and machines in relation to speed.
Links to other subjects
• Integrated science as learners observe time as they carry out different experiments.
• PHE as learners participate in athletics.

Assessment Rubric
Indicators Exceeds Expectations Meets Approaches Below Expectations
Expectations Expectations
Ability to identify Identifies units of Identifies units of Identifies some units of Identifies units of
units of measuring time correctly measuring time measuring time measuring time with
measuring time and proficiently correctly difficulties
Ability to convert Converts units of time Converts units of Converts some units of Converts units of time
units of time from from one form to time from one time from one form to from one form to
one form to another correctly and form to another another another with
another proficiently correctly difficulties

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Ability to convert Converts units of Converts units of Converts units of Converts units of
units of measuring distance measuring distance measuring distance measuring distance
measuring systematically correctly partially with difficulties
distance
Ability to Identifies speed as Identifies speed as Identifies speed as Identifies speed as
identify speed as distance covered per unit distance covered distance covered per distance covered per
distance covered time correctly and per unit time unit time partially unit time with
per unit time proficiently correctly difficulties
Ability to work Works out speed in Km/h Works out speed in works out speed in Works out speed in
out speed in and m/s systematically Km/h and m/s Km/h or m/s Km/h and m/s with
km/h and m/s accurately difficulties
Ability to convert Converts units of speed Converts units of Converts units of speed Converts units of
units of speed from kilometers per hour speed from from kilometers per speed from kilometers
from kilometers (Km/h) to meters per kilometers per hour (Km/h) to meters per hour (Km/h) to
per hour (Km/h) second (m/s) and vice hour (Km/h) to per second (m/s) or meters per second
to meters per versa systematically meters per second meters per second (m/s) (m/s) and vice versa
second (m/s) and (m/s) and vice to kilometers per hour with difficulties
vice versa versa correctly (Km/h)

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Sub Strand: Temperature
Strand Sub Strand Specific Learning Suggested Learning Key Inquiry
Outcomes Experiences Questions
3.0 3.6 By the end of the sub strand, The learner is guided to: 1. How does
Measurements Temperature the learner should be able to: • move to the field, observe temperature
(4 lessons) a) describe the temperature the temperature in the affect our
conditions of the environment and discuss the everyday
immediate environment temperature conditions as lives?
as either warm, hot or either warm, hot or cold 2. How do we
cold • discuss and test temperature measure
b) compare temperature of different substances using temperature?
using hotter, warmer, arbitrary methods like
colder and same as in touching, for example cold,
different situations warm or hot water (exercise
c) identify units of caution when dealing with
measuring temperature as hot substances)
degree Celsius and • identify and use tools of
Kelvin in different measuring temperature, for
situations example, thermometers that
d) convert units of are in degrees Celsius.
measuring temperature • work out conversions of
from degree Celsius to temperature from degrees
Kelvin and vice-versa Celsius to Kelvin and vice
e) work out temperature in versa
degree Celsius and

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 Kelvin in real life • use IT devices to tell
situations temperature in degree
f) use IT devices to learn Celsius and Kelvin of
about temperature different places.
conditions of different
places
g) appreciate temperature
changes in the
environment.
Core Competencies to be developed
• Communication and collaboration: Team work as learners work in groups and use tools of measuring
temperature.
• Digital literacy: Interacting with technology as learners determine temperature of different places using digital
devices.
Values
• Responsibility as learners carefully handle tools of measuring temperature.
• Integrity as learners give correct measurements of temperature.
Pertinent and Contemporary Issues (PCIs)
• Self-awareness as learners take their body temperatures.
• Safety as learners work in groups and exercise caution when dealing with hot substances.
Links to other subjects
• Health Education as learners consider their body temperatures to establish their health status and dressing
appropriately.
• Social studies as learners consider climatic temperature changes.

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Assessment Rubric
Indicators Exceeds Meets Expectations Approaches Below Expectations
Expectations Expectations
Ability to describe the Describes the Describes the Describes the Describes the
temperature temperature temperature temperature temperature
conditions of the conditions of the conditions of the conditions of the conditions of the
immediate immediate immediate immediate immediate
environment as either environment as either environment as either environment as either environment as either
warm, hot or cold warm, hot or cold warm, hot or cold warm, hot or cold warm, hot or cold
comprehensively correctly partially with difficulties
Ability to compare Compares Compares Compares Compare temperature
temperature using temperature using temperature using temperature using using hotter, warmer,
hotter, warmer, colder hotter, warmer, hotter, warmer, hotter, warmer, colder and same as
and same as colder and same as colder and same as colder and same as with difficulties
accurately and accurately partially
comprehensively
Ability to identify Identifies units of Identifies units of Identifies units of Identifies units of
units of measuring measuring measuring measuring measuring
temperature as temperature as temperature as temperature as degree temperature as degree
degrees Celsius and degree Celsius and degree Celsius and Celsius or as Kelvin Celsius and as Kelvin
Kelvin Kelvin precisely Kelvin correctly with difficulties
Ability to convert Converts units of Converts units of Converts units of Converts units of
units of measuring measuring measuring measuring measuring
temperature from temperature from temperature from temperature from temperature from
degree Celsius to degree Celsius to degree Celsius to either degree Celsius degree Celsius to
Kelvin and vice-versa

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 Kelvin and vice- Kelvin and vice- to Kelvin or Kelvin Kelvin and vice-versa
versa systematically versa correctly to Celsius with difficulties

Ability to work out Works out Works out Works out Works out
temperature in temperature in degree temperature in degree temperature in degree temperature in degree
degrees Celsius and Celsius and Kelvin Celsius and Kelvin Celsius or Kelvin Celsius and Kelvin
Kelvin accurately and accurately with difficulties
Proficiently

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Sub Strand: Money
Strand Sub Specific Learning Suggested Learning Experiences Key Inquiry
Strand Outcomes Questions
3.0 3.7 Money By the end of the sub strand, The learner is guided to: 1. Why do we
Measurements (12 the learner should be able to: • role play shopping activities use money in
lessons) a) work out profit and loss involving profit, loss, discount daily
in real life situations and commission activities?
b) calculate the percentage • work out profit and loss in 2. What
profit and loss in different situations considerations
different situations • work out percentage would we
c) calculate discount and profit/loss in different make when
percentage discount of situations buying or
different goods and • work out discount and selling?
services percentage discount in 3. What is
d) calculate commission different situations involved in
and percentage • work out commission and mobile money
commission in real life percentage commission in transactions?
situations different situations
e) interpret bills at home • identify different types of bills
f) prepare bills in real life and read the components of
situations bills
g) work out postal charges • prepare bills in different
in real life situations situations
h) identify mobile money
• visit post office to gather
services for different
information on postal services
transactions
and charges

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 i) work out mobile money • work out postal charges in
transactions in real life different situations
situations • discuss and identify mobile
j) use IT devices to learn money services
more about money for • work out mobile money
expenditure and transactions in different
investment, situations for example,
k) appreciate use of money sending or receiving money,
in day to day activities. credit and savings
• use IT devices to generate
bills, pay for goods and
services, and other online
transactions
Core Competencies to be developed:
• Critical thinking and problem solving: Evaluation and decision making as learners work out discounts,
commissions and mobile money as well as postal charges and bills.
• Communication and collaboration: Speaking and listening as learners’ role play on negotiating for discounts and
commissions.
• Citizenship Active social skills as learners work out discounts, commissions and mobile money in Kenyan
currency.
• Self-efficacy - Negotiation skills as learners role play on negotiating for discounts and commissions.
Values
• Patriotism as learners work out and pay bills in Kenyan currency.
• Integrity as learners pay bills and appreciate use of money
Pertinent and Contemporary Issues (PCIs)

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• Financial literacy as learners work out any discounts, commissions and mobile money as well as postal charges
and bills.
• Decision making as learners use money in paying bills and postal charges.
Links to other subjects
• Business studies as learners work out bills, discounts, commissions and postal charges.
• Life skills as learners apply negotiation skills in discounts and commissions.
• Languages as learners gather information on postal services and charges.

Assessment Rubric
Indicators Exceeds Meets Approaches Expectations Below Expectations
Expectations Expectations
Ability to work Works out profit and Works out profit Works out profit or loss Works out profit and
out profit and loss correctly and and loss correctly loss with difficulties
loss proficiently
Ability to Calculates percentage Calculates Calculates percentage Calculates percentage
calculate profit and loss percentage profit profit or loss profit and loss with
percentage profit systematically and loss correctly difficulties
and loss
Ability to Calculates discount Calculates discount Calculates discount and Calculates discount
calculate and percentage and percentage percentage discount and percentage
discount and discount discount correctly partially discount with
percentage systematically difficulties
discount
Ability to Calculates Calculates Calculates commission Calculates
calculate commission and commission and and percentage commission and
commission and percentage percentage commission partially percentage

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percentage commission commission commission with
commission systematically correctly difficulties
Ability to Interprets bills Interprets bills Interprets bills Interprets bills with
interpret bills comprehensively accurately inconsistently difficulties
Ability to prepare Prepares bills Prepares bills Prepares bills partially Prepares bills with
bills systematically accurately difficulties
Ability to work Works out postal Works out postal Works out postal charges Works out postal
out postal charges systematically charges correctly partially charges with
charges difficulties
Ability to Identifies mobile Identifies mobile Identifies some mobile Identifies mobile
identify mobile money services money services money services money services with
money services comprehensively correctly difficulties
Ability to work Works out mobile Works out mobile Works out some mobile Works out mobile
out mobile money transactions money transactions money transactions money transactions
money systematically accurately with difficulties
transactions

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STRAND 4.0: GEOMETRY
Sub Strand: Angles
Strand Sub Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Strand Questions
4.0 4.1 Angles By the end of the sub strand, the The learner is guided to: 1. What are
Geometry (10 lessons) learner should be able to: • discuss positions of objects in the angles?
a) relate different types of immediate environment in relation 2. Where do
angles on a straight line in to angles we use
real life situations • draw straight lines with different angles in
b) solve angles at a point in angles, measure and relate them. real life
learning situations • draw different angles at a point, situations?
c) relate angles on a transversal measure, relate and work out
in different situations angles at point
d) solve angles in a • draw transversals, measure and
parallelogram in different relate angles
situation • draw parallelograms, measure and
e) identify angle properties of relate various angles
polygons up to hexagon in • use cut outs or drawings of
different situations different polygons up to hexagon,
f) relate interior angles, measure the interior angles and
exterior angles and the relate to the number of right
number of sides of a polygon angles
up to hexagon in different
• use cut outs or drawings of
situations
different polygons up to hexagon,
measure interior and exterior

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 g) solve angles and sides of angles and relate to the number of
polygons up to hexagon in sides
learning situations • work out angles and sides in
h) use IT devices to learn more different polygons up to hexagon
about angles and for leisure, • use IT devices to draw angles at
i) appreciate use of angles in point and parallelograms.
real life situations.
Core Competencies to be developed:
• Communication and collaboration: Team work as learners discuss in groups positions of objects in the immediate
environment in relation to angles.
• Critical thinking and problem solving: Interpretation and inference as learners draw, measure and relate angles.
• Digital literacy: Interacting with technology as learners learn use digital devices to learn more on algebraic
inequalities and play digital games.
Values
• Responsibility as learners explore positions of objects in the immediate environment in relation to angles.
• Unity as learners work in groups to use cut outs or drawings of different polygons up to hexagon.
Pertinent and Contemporary Issues (PCIs)
• Safety as learners work in groups to use cut outs or drawings of different polygons up to hexagon. .
Links to other subjects
• Pre –career and pre –technical as learners use cut outs or drawings of different polygons up to hexagon, or
drawings in tailoring.

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Assessment Rubric
Indicators Exceeds Meets Expectations Approaches Below Expectations
Expectations Expectations
Ability to relate Relates different Relates different Relates different Relates different
different types of types of angles on a types of angles on a types of angles on a types of angles on a
angles on a straight straight line straight line correctly straight line partially straight line with
line comprehensively difficulties
Ability to solve Solves angles at a Solves angles at a Solves angles at a Solves angles at a
angles at a point point systematically point accurately point partially point with difficulties
Ability to relate Relate angles on a Relates angles on a Relates some angles Relates angles on a
angles on a transversal transversal correctly on a transversal transversal with
transversal comprehensively difficulties
Ability to solve Solves angles on a Solves angles on a Solves angles on a Solves angles on a
angles on a parallelogram parallelogram parallelogram parallelogram with
parallelogram systematically correctly partially difficulties
Ability to identify Identifies angle Identifies angle Identifies some angle Identifies angle
angle properties of properties of properties of properties of properties of
polygons up to polygons up to polygons up to polygons up to polygons up to
hexagon hexagon hexagon correctly hexagon hexagon with
comprehensively difficulties
Ability to relate Relates interior Relates interior Relates interior Relates interior
interior angles, angles, exterior angles, exterior angles, exterior angles, exterior
exterior angles and angles and the angles and the angles and the angles and the
the number of sides number of sides of a number of sides of a number of sides of a number of sides of a
of a polygon up to polygon up to polygon up to polygon up to polygon up to
hexagon hexagon correctly hexagon partially

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 hexagon hexagon with
comprehensively difficulties

Ability to solve Solves angles and Solves angles and Solves angles and Solves angles and
angles and sides of sides of polygons up sides of polygons up sides of polygons up sides of polygons up
polygons up to to hexagon to hexagon accurately to hexagon partially to hexagon with
hexagon systematically difficulties

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Sub Strand: Geometrical Constructions
Strand Sub Strand Specific Learning Outcomes Suggested Learning Key Inquiry
Experiences Questions
4.0 4.2 By the end of the sub strand, the The learner is guided to: 1. Where do we
Geometry Geometrical learner should be able to: • draw and measure use geometric
Constructions a) measure different angles in different angles constructions
(10 lessons) learning situations • draw and bisect in real life
b) bisect angles using a ruler and a different angles situations?
pair of compasses only in learning • construct 900, 450 600, 2. Why do we
situations 300 including 1200, use geometric
0 0 0 0
c) construct 90 , 45 60 , 30 and 1050 and practice with constructions?
other angles that are multiples of angles that are multiples
7.50 using a ruler and a pair of of 7.50 using a pair of
compasses only in learning compasses and rulers
situations • construct triangles using
d) construct different triangles using a a pair of compasses and
ruler and a pair of compasses only rulers
in different situations • construct circles using a
e) construct circles using a ruler and a pair of compasses and
pair of compasses only in different rulers
situations • use IT devices on
f) use IT devices to learn about graphics to draw angles
geometric constructions for skills and circles, watch
development videos of bisecting
g) appreciate the use of geometric angles and constructing
constructions in real life situations. angles and circles.

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Core Competencies to be developed:
• Creativity and imagination: Making observations as learners construct angles, triangles and circles.
• Digital literacy: Interacting with digital devices as learners learn to use digital devices to learn more on
construction of angles, triangles and circles
Values
• Responsibility as learners use geometrical instruments for construction of angles and circles.
• Unity as learners work in groups to draw and measure different angles.
Pertinent and Contemporary Issues (PCIs)
• Safety as learners use geometrical instruments such as a pair of compasses and dividers.
Links to other subjects
• Creative arts as learners construct angles, triangles and circles which they can use to make geometrical patterns.

Assessment Rubric
Indicators Exceeds Meets Expectations Approaches Below Expectations
Expectations Expectations
Ability to measure Measures different Measures different Measures different Measures different
different angles angles accurately and angles accurately angles less accurately angles with
systematically difficulties
Ability to bisect Bisects angles using a Bisects angles using a Bisects angles using a Bisects angles using a
angles using a ruler ruler and a pair of ruler and pair of ruler and a pair of ruler and a pair of
and a pair of compasses accurately compasses accurately compasses partially compasses with
compasses only and systematically difficulties

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Ability to construct Constructs 900, 600, Constructs 900, 600, Constructs 900 , 600 , Constructs 900, 600,
900, 600, 450 300 450 , 300 and other 450 , 300 and other 450 , 300 or other angles 450 , 300 and other
and other angles angles that are angles that are that are multiples of 7.50 angles that are
that are multiples multiples of 7.50 multiples of 7.50 using a ruler and a pair multiples of 7.50
of 7.50 using a ruler using a ruler and a using a ruler and a of compasses partially using a ruler and a
and a pair of pair of compasses pair of compasses pair of compasses
compasses only accurately and accurately with difficulties
systematically
Ability to construct Constructs different Constructs different Constructs different Constructs different
different triangles triangles using a ruler triangles using a ruler triangles using a ruler triangles using a ruler
using a ruler and a and a pair of and a pair of and a pair of compasses and a pair of
pair of compasses compasses accurately compasses accurately partially compasses with
only and systematically difficulties
Ability to construct Constructs circles Constructs circles Constructs circles using Constructs circles
circles using a ruler using a ruler and a using a ruler and a a ruler and a pair of using a ruler and a
and a pair of pair of compasses pair of compasses compasses only less pair of compasses
compasses only only accurately and only accurately accurately only with difficulties
systematically

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STRAND 5.0: DATA HANDLING AND PROBABILITY
The sub strand on data handling in this strand is the main basis of Community Service Learning (CSL) Project. It is
expected that the learners will carry out and implement the components of the project as they learn the concepts in data
handling. Reference should be made to the CSL matrix at every step-in data handling concept development.

Strand Sub Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Strand Questions
5.0 5.1 Data By the end of the sub strand, the The learner is guided to: 1. Why do
Data Handling learner should be able to: • collect and organize data from we collect
Handling (10 a) state the meaning of data in real life situations. For example, data?
and lessons) learning situation as suggested in CSL project, data 2. How do
Probability b) collect data from different from class registers (indicates we
situations school attendance) represent
c) draw frequency distribution • tally and represent the data in a data?
table of data from different frequency table 3. How do
situations • discuss and come up with we
d) determine suitable scale for suitable scale to represent data in interpret
graphs graphs data?
e) draw pictographs of data • use a suitable scale to draw
from real life situations pictographs from CSL or other
f) draw bar graphs of data from data
different situations • use a suitable scale to draw bar
g) interpret bar graphs of data graphs from CSL or other data
from real life situations • discuss and interpret bar graphs
of CSL or other data

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 h) draw pie charts of data from • represent CSL or other data on
real life situations pie charts
i) interpret pie charts of data • discuss and interpret pie charts of
from real life situations CSL or other data
j) draw a line graph of data • use suitable scale to represent
from different situations CSL or other data on line graphs
k) interpret travel graphs from • discuss and interpret travel graphs
real life situations from real life situations
l) use IT devices to represent • use IT devices to draw pie charts,
data pictographs and read data from
m) appreciate use of data in real bar graphs or watch videos
life situations. relating to data.
Core Competencies to be developed:
• Creativity and imagination: Making observations as learners present data in form of pie charts and pictograms.
• Critical thinking and problem solving: Interpretation and inference as learners interpret data from bar graphs,
pictograms and pie charts.
Values
• Responsibility as learners collect and present data in pictograms that may involve different resources.
• Peace as learners work in groups to collect and present data.
Pertinent and Contemporary Issues (PCIs)
• ESD as learners choose careers in research related fields.
• Decision making as learners present data that can be used to make informed decisions.
Links to other subjects
• Creative Arts as learners draw pictographs and pie charts.
• Social studies as learners present data in pie charts and pictographs.

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Assessment Rubric
Indicators Exceeds Meets Approaches Below Expectations
Expectations Expectations Expectations
Ability to state the States the meaning States the meaning States the meaning of States the meaning of
meaning of data of data of data correctly data inconsistently data
comprehensively incomprehensively
Ability to collect data Collects data Collects data Collects data irregularly Collects data with
systematically accurately difficulties
Ability to draw Draws frequency Draws frequency Draws frequency Draws frequency
frequency distribution distribution table distribution table of distribution table of data distribution table of
table of data of data accurately data accurately inconsistently data with difficulties
and systematically
Ability to determine Determines Determines suitable Determines suitable scale Determines suitable
suitable scale for suitable scale for scale for graphs for graphs inconsistently scale for graphs with
graphs graphs precisely correctly difficulties
Ability to draw Draws Pictographs Draws Pictographs Draws Pictographs of Draws Pictographs of
Pictographs of data of data explicitly of data accurately data partially data with difficulties
Ability to draw Bar Draws Bar Graphs Draws Bar Graphs Draws Bar Graphs of Draws Bar Graphs of
Graphs of data of data skillfully of data Correctly data partially data with difficulties
Ability to interpret Interprets Bar Interprets Bar Interprets Bar Graphs of Interprets Bar Graphs
Bar Graphs of data Graphs of data Graphs of data data inconsistently of data
Precisely correctly incomprehensively
Ability to draw Pie Draws Pie Charts Draws Pie Charts of Draws Pie Charts of data draws Pie Charts of
Charts of the given of data precisely data accurately partially data with difficulties
data

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Ability to interpret Interprets Pie Interprets Pie Interprets Pie Charts of Interprets Pie Charts
Pie Charts of data Charts of data Charts of data data inconsistently of data
comprehensively correctly incomprehensively
Ability to draw a Line Draws a Line Draws a Line Draws a Line Graph Draws a Line Graph
Graph Graph accurately Graph accurately partially with difficulties
and systematically
Ability to interpret Interprets travel Interprets travel Interprets travel graphs Interprets travel
travel graphs graphs graphs correctly inconsistently graphs
comprehensively incomprehensively

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COMMUNITY SERVICE LEARNING (CSL) PROJECT
The project is based on the Strand: Data Handling and Probability. The project seeks to deepen the understanding of
the concepts of data handling by providing an opportunity to extend learners’ knowledge beyond the classroom. For
purposes of this project, the learner or the school should select one study area to collect data. It is further suggested that
learners undertake the project in groups. A suggested area that may involve data collection and presentation include class
attendance This can be done from different class registers. This will lead to:
1. Meaningful Learning Experience Created
The use of school registers to generate data on school attendance.
2. Integration of Learning and Community Service

Applying findings on class attendance to inform the school and community on the extent of absenteeism, truancy and
drop-out rates which could be a real problem in the society. The information derived from various calculations can
inform school and community guidelines, regulations and intervention programs on educational issues like retention and
reducing drop- out rates among children and the youth.

Strands Sub Specific Project Suggested Learning Experiences Key Inquiry

relating to CSL Strands Outcomes Questions
project
1. Data Data By the end of the project, The learner is guided to: 1. Why do
Handling handling the learner should be able • identify, discuss and select an area we collect
and to: of study that relates to the issue to data?
Probability Whole a) identify an issue in be addressed 2. How do
2. Numbers numbers society to be addressed • do a write up on a suitable project we
Fractions through data handling that relates to data handling. The represent
Decimals in a project write up should have: data?
Title of the project

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 (6 lessons) b) prepare a write up on Purpose of the project 3. How do
the selected project Data collection, we use
c) communicate to the organization, presentation data in
necessary authorities and dissemination real life
about the project processes situations?
d) prepare a timeline for Timeline for the project
the project • communicate by writing to the
e) apply and obtain relevant teachers and school
necessary permissions administration about the intended
for the project project. Apply for permissions to
f) prepare tools or paper undertake the project
work for data collection • write necessary paper work to use
g) collect data for the for data collection
intended project • collect and organize data in tables
h) organize data in or short paragraphs depending on
selected formats the nature of the data
i) present data in selected • discuss and represent data on
formats suitable for pictographs or bar graphs or line
different community graphs as well as pie charts
groups depending on their preferred modes
j) interpret data and draw of presentation
conclusions • interpret data, discuss and make
k) disseminate data to conclusions as well as
different community recommendations to school and
groups for further community
action.

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 l) use IT devices to • discuss, organize and hold meetings
organize, represent and or workshops to disseminate
disseminate data and information to different community
for archive or groups for necessary actions
incubation • use IT devices throughout the
m) appreciate use of data project including photos and videos
in real life situations. in workshops
• use various online platforms to
share information.
Key components of CSL developed
Research: Importance of research in the school/community
• The learners will explore opportunities for conducting research in the school/community as they choose their
project.
• The learners will appreciate the significance of research in transforming the school or community as they
disseminate or share data and make necessary recommendations that are based on data.
Core Competencies to be developed:
• Creativity and imagination: Making observations as learners present data in form of pie charts, pictographs or
bar graphs.
• Critical thinking and problem solving: Interpretation and inference as learners interpret data from bar graphs and
pie charts and make conclusions.
• Communication and collaboration: Team work as learners disseminate data in workshops.
Values
• Responsibility and respect; as learners apply and obtain necessary permissions for the project.
• Unity; as learners work together in groups to collect and present data share it with the community
Pertinent and Contemporary Issues (PCIs)

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• Citizenship: Peer education as learners share the recommendations that would contribute to the wellbeing of other
learners and community that is based on data.
• Counselling services as learner’s present data that can be used to make informed decisions in the school and the
community.
Links to other subjects
• Creative Arts as learners draw pictographs, bar graphs, line graphs and pie charts.
• Social studies as learners disseminate data that relate to children’s wellbeing and education (child’s rights).

Assessment Rubric for the CSL Project

Indicator Exceeds Expectation Meets Expectation Approaches Below Expectation
Expectation
Ability to identify an Identifies and Identifies and Identifies and Identifies and
issue in society to be discusses an issue to discusses an issue to discusses an issue to discusses an issue to
addressed through be addressed through be addressed through be addressed be addressed through
data handling in the data handling critically data handling through data data handling with
project and elaborately elaborately handling partially difficulties
Ability to document Documents the Documents the Documents the Documents the
the proposed plans proposed plans and proposed plans and proposed plans and proposed plans and
and processes of the processes of the processes of the processes of the processes of the
project for effective project for effective project for effective project for effective project for effective
implementation implementation implementation implementation implementation
comprehensively accurately partially. sketchily.

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Ability to collect data Collects data for the Collects data for the Collects data for the Collects data for the
for the intended intended project intended project intended project intended project
project systematically correctly incompletely haphazardly
Ability to apply the Applies the knowledge Applies the Applies the Applies the
knowledge in data in data handling and knowledge in data knowledge in data knowledge in data
handling and numbers numbers to generate handling and numbers handling and handling and
to generate data on data on school to generate data on numbers to generate numbers to generate
school attendance. attendance creatively school attendance data on school data on school
appropriately attendance partially attendance with
difficulties
Ability to utilize the Utilizes the data Utilizes the data Utilizes the data Utilizes the data
data generated to generated to address a generated to address a generated to address generated to address
address a problem problem related to problem related to a problem related to a problem related to
related to school school attendance in school attendance in school attendance in school attendance in
attendance in the the community the community the community less the community with
community appropriately and appropriately appropriately difficulties
extensively
Ability to outline the Outlines the benefits Outlines the benefits Outlines the benefits Outlines the benefits
benefits of the CSL of the CSL project for of the CSL project for of the CSL project of the CSL project
project for learning learning and to the learning and to the for learning or to the for learning and to
and to the community community community correctly community the community with
comprehensively difficulties

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APPENDIX 1: LIST OF ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL
ACTIVITIES
Strand Sub strand Suggested Resources Suggested Non-Formal
Assessment Suggested Learning Activities
Methods
Numbers Whole Numbers Class activities Place value Prepare or improvise
Class written tests apparatus, Number number charts and
Out of charts, Number cards, different Place value
school/home Multiplication table apparatus.
assignments or
activities
Factors Class activities Multiplication tables
Class written tests
Out of
school/home
assignments
Fractions Class activities Multiplication tables
Class written tests
Out of
school/home
assignments
Decimals Class activities Equivalent fraction
Class written tests board, Circular and
Out of Rectangular cut outs,
school/home Counters
assignments

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 Squares and Class written tests Place value charts,
square roots Class activities Number cards
Algebra Algebraic Class activities Information from Carry out activities
Expressions Class written tests different sources involving classifying
Out of objects in their
school/home immediate environment
assignments or according to given
activities attributes such as
similarities or
differences.
This can be done at
home. Take photos and
share with class or
school. Use concept of
classification of objects
to own things at school
and home.
Linear Equations Class activities Information from
Class written tests different sources
Out of
school/home
assignments or
activities
Inequalities Class written tests Information from
Class activities different sources

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Measurement Pythagorean Class activities ladder, stairs, Square
Relationship Class written tests cut outs, 1cm
Out of squares, 1m squares ,
school/home
assignments
Length Class written tests Metre Rule, 1metre
Class activities ticks, Tape measure
Area Class written tests Square cut outs, 1cm
Out of squares, 1m squares
school/home
assignments or
activities

Volume and Class written tests Cubes, Cuboids, Measure volume of

Capacity Class activities Cylinders, Pyramids, liquids using containers
Out of Spheres, Cut outs of of different sizes from
school/home Rectangles, Circles, smallest to biggest.
assignments or and Triangles of Relate this to packaging
activities different Sizes of goods such as water,
milk and other things in
market place and how
this affects consumer
awareness and
protection.
Mass Class written tests Tea spoons, Soil or
Class activities Sand,

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 Manual/Electronic
weighing machine,
Beam balance,
Time, distance Class written tests Analogue and Digital
and speed Out of clocks, Digital
school/home watches, Stop
assignments or watches
activities
Temperature Class activities Thermometer, Record weather changes
Out of weather charts for a period of time, for
school/home example a month/term
assignments or and discuss how this
activities affects the way one
dresses.
Money Class written tests Price List, Classroom
Class activities shop, Electronic
Out of money tariffs charts
school/home
assignments or
activities
Geometry Angles Class activities Unit angles,
Class written tests Protractors, Rulers,
Out of Straight edges
school/home
assignments or
activities

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 Geometric Class activities Pair of compasses,
constructions Class written tests rulers,

Data handling Data handling Class activities Data from different Undertake the CSL
and probability Class written tests sources project

APPENDIX 2: USE OF ICT DEVICES

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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