MINISTRY OF EDUCATION

UPPER PRIMARY LEVEL DESIGNS

LEARNING AREA: MATHEMATICS

GRADE 5

NOVEMBER 2019

KENYA INSTITUTE OF CURRICULUM DEVELOPEMENT

Essence Statement
Mathematics is a vehicle of development and improvement of a country’s economic development. By learning mathematics, learners
develop an understanding of numbers, logical thinking skills and problem solving skills. Mathematics is applied in business, social and
political worlds. At this level, Mathematics will build on the competences acquired by the learner in the Early years of Education. Learning
Mathematics will also enhance the learner’s competencies in numeracy as a foundation of Science Technology Engineering and
Mathematics ( (STEM) at the higher levels of education cycle. Mathematics is also a subject of enjoyment and excitement as it gives
learners opportunities for creative work and fun.

General Learning Outcomes

By the end of Upper Primary, the learner should be able to:
1) Demonstrate mastery of number concepts by working out problems in day to day life.
2) Apply measurement skills to find solutions to problems in a variety of contexts.
3) Describe properties of geometrical shapes and spatial relationships in real life experiences.
4) Collect, represent and analyze data to solve problems.
5) Analyze information using algebraic expressions in real life situations.

2
Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
1.0 1.0 Whole By the end of the sub strand, the  In pairs,groups or as individuals identify place 1. Where is
NUMBERS Numbers learner should be able to; value of digits up to hundreds of thousands using ordering of
a) use place value and total value place value apparatus. numbers
(20 Lessons) of digits up to hundreds of  In pairs,groups or as individuals identify total used in real
thousands in real life, value of digits up to hundreds of thousands using life?
b) use numbers up to hundreds place value apparatus. 2. How do you
of thousands in symbols in real  In pairs,groups or as individuals read numbers find out
life, up to hundreds of thousands in symbols from whether a
c) read, write and relate numbers number charts or cards. number can
up to tens of thousands in  In pairs, groups or as individuals read and write be divided
words in real life, numbers up to tens of thousands in words from by another?
d) order numbers up to tens of number charts or cards.
thousands in real life,  In pairs, groups or as individuals arrange
e) round off numbers up to tens numbers up to tens of thousands in increasing
of thousands to the nearest and decreasing order using number cards and
hundred and thousand in share with other groups.
different situations,  In pairs, groups or as individuals round off
f) apply divisibility tests of 2, 5 numbers up to tens of thousands to the nearest
and 10 in real life, hundred and thousand using number cards and
g) apply highest Common Factor share with other groups.
(HCF) and Greatest Common
 In pairs, groups or as individuals divide
Divisor (GCD) in different
different numbers by 2, 5 and 10 and come up
situations,
with divisibility rules.
h) use Least Common Multiple
(LCM) in real life situations,
3
 i) use IT devices for learning  In pairs, groups or as individuals identify factors
more on whole numbers and and divisors of given numbers.
leisure,  In pairs, groups or as individuals identify the
j) appreciate use of whole common factors and divisors.
numbers in real life situations.  In pairs, groups or as individuals determine the
highest or greatest common factor or divisor.
 In pairs, groups or as individuals identify
multiples of given numbers.
 In pairs, groups or as individuals identify the
common multiples.
 In pairs, groups or as individuals determine the
least common multiple.
 In pairs or as individuals play digit games on
involving numbers.
Core Competences to be developed:
 Critical thinking and problem solving; as learners order and round off numbers.
 Learning to learn; as learners read, write numbers and compute HCF and GCD.
 Digital literacy; as learners use IT devices to learn and play games.
 Self- efficacy: as learners share or lead others in groups.
PCIs: Values:
 Safety; as learners handle place value apparatus.  Respect; as learners work in pairs/groups.
 Career awareness; as learners discuss where numbers are used.  Unity; as learners work towards achieving the group set goals.
 Social cohesion; as learners work in groups irrespective of
their backgrounds.
Links to other subjects: Suggested Community Services Learning Activities:
 Languages; as learners discuss in groups.  Learners may assist in organizing or packing items in multiples
in community functions.
4
  Agriculture; as learners interact with various agricultural produce
in word questions..
Assessment Rubrics
Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations
No. Expectations
1. Use place value Uses place value and total value Uses place value and Inconsistently uses Little evidence in
and total value of of digits up to more than total value of digits up place value and total using place value and
digits up to hundreds of thousands correctly to hundreds of value of digits up to total value of digits up
hundreds of thousands correctly hundreds of to hundreds of
thousands thousands thousands

2. Use numbers up to Uses numbers greater than Uses numbers up to Inconsistently uses Little evidence in
hundreds of hundreds of thousands in hundreds of thousands numbers up to using numbers up to
thousands in symbols correctly in symbols correctly hundreds of hundreds of thousands
symbols thousands in in symbols
symbols
3. Read, write and Reads, writes and relates Reads, writes and Inconsistently reads, Little evidence in
relate numbers up to numbers greater than tens of relates numbers up to writes and relates reading, writing and
tens of thousands in thousands in words correctly tens of thousands in numbers up to tens relating numbers up
words words correctly of thousands in to tens of thousands in
words words
4. Order numbers up Orders numbers greater than tens Orders numbers up to Inconsistently orders Little evidence in
to tens of thousands of thousands correctly tens of thousands numbers up to tens ordering numbers up
correctly of thousands to tens of thousands
5. Round off numbers Rounds off numbers greater than Rounds off numbers up Inconsistently Little evidence in
up to tens of tens of thousands to the nearest tens of thousands to the rounds off numbers rounding off numbers
thousands to the hundred and thousand correctly up to tens of up to

5
 nearest hundred and nearest hundred and thousands to the tens of thousands to
thousand thousand correctly nearest hundred and the nearest hundred
thousand and thousand
6. Apply divisibility Applies divisibility tests of 2, 5, Applies divisibility Inconsistently Little evidence in
tests of 2, 5 and 10 10 and others correctly tests of 2, 5 and 10 applies divisibility applying divisibility
correctly tests of 2, 5 and 10 tests of 2, 5 and 10

7. Apply highest Applies highest Common Factor Applies highest Inconsistently Little evidence in
Common Factor (HCF)/Greatest Common Common Factor applies highest applying highest
(HCF)/Greatest Divisor (GCD) correctly and (HCF)/Greatest Common Factor Common Factor
Common Divisor with ease Common Divisor (HCF)/Greatest (HCF)/Greatest
(GCD) (GCD) correctly Common Divisor Common Divisor
(GCD) (GCD)
8. Use Least Common Uses Least Common Multiple Uses Least Common Inconsistently uses Little evidence in
Multiple (LCM) (LCM) correctly and with ease Multiple (LCM) Least Common using Least Common
correctly Multiple (LCM) Multiple (LCM)

9. Use IT devices for Uses IT devices for learning Uses IT devices for Inconsistently uses Little evidence in
learning more on more on whole numbers learning more on whole IT devices for using IT devices for
whole numbers efficiently and with ease numbers efficiently learning more on learning more on
whole numbers whole numbers

6
Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
1.2 Addition By the end of the sub strand, the  In pairs, groups or as individuals 1. How do you
learner should be able to; add up to three 6-digit numbers estimate the
(6 Lessons) a) add up to three 6 -digit without regrouping up to 1,000,000 sum of given
numbers without regrouping up using place value apparatus. numbers?
to a sum of 1,000,000 in  In pairs, groups or as individuals 2. How do you
different situations, add up to two 6-digit numbers with create patterns
b) add up to two 6 -digit numbers double regrouping up to 1,000,000 in addition?
with double regrouping up to a using place value apparatus. 3. Where do we
sum of 1,000,000 in different  In pairs, groups or as individuals use addition in
situations, estimate sums by rounding off the real life?
c) estimate sum by rounding off addends to the nearest hundred and
the addends to the nearest thousand using a number line.
hundred and thousand in  In pairs, groups or as individuals
different situations, create patterns involving addition of
d) create patterns involving numbers up to a sum of 1,000,000
addition of numbers up to a using number cards and other
sum of 1,000,000 in real life resources.
situations,  In pairs play digital games
e) use IT devices for learning involving addition.
more on addition of numbers
and for enjoyment,
f) appreciate use of addition of
whole numbers in real life
situations.
Core Competences to be developed:
 Critical thinking and problem solving; as learners round off numbers and estimate sums.
 Creativity and imagination; as learners make patterns involving addition.
7
  Digital literacy; as learners use IT devices to learn and play games.
 Self-efficacy; as learners report group discussion to others.
PCIs: Values:
 Life skills; as learners estimate sums.  Respect; as learners agree to common answers in groups.
 Peer education; as learners learn from one another in groups.  Unity; as learners own their work done in groups.
 Environmental education; as learners interact with word questions  Responsibility; as learners take their roles individually to achieve
dealing with environmental issues. common solutions.
Links to other subjects: Suggested Community Services Learning Activities:
 Art and craft; as learners create patterns using different items.  Learners may participate in working out total number of items at
 Languages; as learners discuss in groups and build up their home, shop or market.
vocabulary.  Learners may assist in arranging items in different formations in
community functions.

Assessment Rubrics
No. Indicators Exceeds expectations Meets Expectations Approaches Below Expectations
Expectations
1. Add up to three 6-digit Adds more than three 6-digit Adds three 6-digit Inconsistently adds Little evidence in
numbers without regrouping numbers without regrouping numbers without three 6-digit adding three 6-digit
up to a sum of 1,000,000 up to a sum of 1,000,000 regrouping up to a numbers without numbers without
correctly sum of 1,000,000 regrouping up to a regrouping up to a
correctly sum of 1,000,000 sum of 1,00,000
2. Add up to two 6- digit Adds more than two 6- digit Adds up to two 6- Inconsistently adds Little evidence in
numbers with double numbers with double digit numbers with up to two 6- digit adding up to two 6-
regrouping up to a sum of regrouping up to a sum of double regrouping numbers with digit numbers with
1,000,000 1,000,000 correctly up to a sum of double regrouping double regrouping
1,000,000 correctly up to a sum of up to a sum of
1,000,000 1,000,000

8
3. Estimate sum by rounding Estimates sum by rounding Estimate sum by Inconsistently Little evidence in
the addends to the nearest addends to the nearest rounding addends to estimates sum by estimating sum by
hundred and thousand hundred and thousand the nearest hundred rounding addends to rounding addends to
correctly and with ease and thousand the nearest hundred the nearest hundred
correctly and thousand and thousand
4. Create patterns involving Creates patterns involving Creates patterns Inconsistently Little evidence in
addition of number up to a addition of numbers up to a involving addition creates patterns creating patterns
sum of 1,000,000 sum of more than 1,000,000 of numbers up to a involving addition involving addition
innovatively and with ease sum of 1,000,000 of numbers up to a of numbers up to a
innovatively sum of 1,000,000 sum of 1,000,000
5. Use IT devices for learning Uses IT devices for learning Uses IT devices for Inconsistently uses Little evidence in
more on addition of numbers more on addition of numbers learning more on IT devices for using IT devices for
efficiently and with ease addition of numbers learning more on learning more on
efficiently addition of numbers addition of numbers

9
Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
1.3 Subtraction By the end of the sub strand, the  In pairs,groups or as individuals 1. How do you
learner should be able to; subtract up to 6-digit numbers work out
a) subtract up to 6-digit without regrouping using place estimate
(6 Lessons) numbers without regrouping value apparatus. difference to
in real life situations,  In pairs, groups or as individuals the nearest
b) subtract of up to 6-digit subtract up to 6-digit numbers hundred?
numbers with regrouping in with regrouping using place value 2. How can you
different situations, apparatus. create number
c) estimate difference by  In pairs, groups or as individuals patterns
rounding off the minuend estimate difference by rounding involving
and subtrahend to the nearest off the minuend and subtrahend subtraction?
hundred and thousand in to the nearest hundred and
different situations, thousand using a number line.
d) perform combined  In pairs, groups or as individuals
operations involving work out questions involving
addition and subtraction in addition and subtraction.
different situations,  In pairs, groups or as individuals
e) create patterns involving create patterns involving
subtraction from up to subtraction of whole numbers
1,000,000 in different from up to 1,000,000 using
situations, number charts.
f) use IT devices for learning  In pairs or groups play digital
more on subtraction of games involving subtraction .
numbers and for enjoyment,

10
 g) appreciate subtraction of
numbers in real life
situations.
Core Competences to be developed:
 Critical thinking and problem solving: as learners round off and estimates difference.
 Creativity and imagination: as learners create patterns involving subtraction.
 Digital literacy: as learners use IT devices to learn more on subtraction and play games.
 Self-efficacy: as learners report the groups discussion to others.
PCIs: Values:
 Life skills: as a learner is able to estimate differences.  Respect for self and others: as learners agree to common ideas or
answers in groups.
 Unity: as learners collectively own their work.
 Responsibility; as learners take their roles individually towards
solution to task.
Links to other subjects: Suggested Community Services Learning Activities:
 Languages; as learners discuss and build up their  Learners may participate in finding how items can be shared out in
vocabulary. public functions e.g. cups, plates.

Assessment Rubrics
No. Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
1. Subtract up to 6-digit Subtracts more than 6-digit Subtracts up to 6- Inconsistently Little evidence in
numbers without numbers without regrouping digit numbers subtracts up to 6- subtracting up to 6-
regrouping correctly without regrouping digit numbers digit numbers
correctly without regrouping without regrouping

11
2. Subtract of up to 6- Subtracts more than 6-digit Subtracts of up to 6- Inconsistently Little evidence in
digit numbers with numbers with regrouping correctly digit numbers with subtracts up to 6- subtracting up to 6-
regrouping regrouping correctly digit numbers with digit numbers with
regrouping regrouping

3. Estimate difference Estimate difference by rounding off Estimates difference Inconsistently Little evidence in
by rounding off the the minuend and subtrahend to the by rounding off the estimates difference estimating
minuend and nearest hundred and thousand minuend and by rounding off the difference by
subtrahend to the correctly and with ease. subtrahend to the minuend and rounding off the
nearest hundred and nearest hundred and subtrahend to the minuend and
thousand thousand correctly nearest hundred and subtrahend to the
thousand nearest hundred and
thousand

4. Perform combined Performs combined operations Performs combined Inconsistently Little evidence in
operations involving involving addition and subtraction operations involving performs combined performing
addition and correctly and with ease addition and operations involving combined operations
subtraction subtraction correctly addition and involving addition
subtraction and subtraction
5. Create patterns Creates patterns involving Creates patterns Inconsistently Little evidence in
involving subtraction subtraction from up to more than involving creates patterns creating patterns
from up to 1,000,000 1,000,000 innovatively and with subtraction from up involving involving
ease to 1,000,000 subtraction from up subtraction from up
innovatively and to 1,000,000 to 1,000,000
with ease
6. Use IT devices for Uses IT devices for learning more Uses IT devices for Inconsistently uses Little evidence in
learning more on on subtraction of numbers learning and more IT devices for using IT devices for
efficiently and with ease learning more on learning and more
12
 subtraction of on subtraction of subtraction of on subtraction of
numbers numbers efficiently numbers numbers

Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
1.4 By the end of the sub strand, the  In pairs, groups or as individuals 1. Where is
Multiplication learner should be able to; multiply up to a 3-digit number by multiplication
(6 Lessons)a) multiply up to a 3-digit number by up to a 2-digit number using used in real
up to a 2-digit number in real life different methods. life?
situations ,  In pairs,groups or as individuals 2. How can you
b) estimate product by rounding off estimate product by; estimate
factors to the nearest ten in - rounding off factors products of
different situations, - using compatibility of numbers numbers?
c) make patterns involving - own strategies. 3. How can you
multiplication of numbers with  In pairs, groups or individuals form patterns
product not exceeding 1000 in in make patterns involving involving
different situations, multiplication with products not multiplication?
d) use IT devices for learning more exceeding 1000
on multiplication and for  In pairs or groups play digital
enjoyment, games involving multiplication of
e) appreciate use of multiplication in whole numbers.
real life.
Core Competences to be developed:
 Communication and collaboration; as learners work in groups.
 Creativity and Imagination; as learners make patterns.

13
  Critical thinking and Problem solving; as learners estimate products of numbers.
 Learning to learn; as learners explore other methods of working out products of numbers.
 Digital Literacy; as learners play digital games involving multiplication.
PCIs: Life skills; as learners apply multiplication of numbers in Values: Unity, respect, love: as learners work in groups and share
real life. and discuss answers.
 Self- esteem; as learners discover own strategies in  Social cohesion; as learners work in pairs and groups.
multiplication and estimation of products of numbers.
Links to other subjects: Suggested Community Services Learning Activities:
 Languages; as learners discuss in groups.  Learners may assist in arranging books in rows and columns in
 Agriculture; as learners discuss planting of seedlings in rows a community library store and working out the total through
and columns. multiplication.
Assessment Rubrics
Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations
No. Expectations
1. Multiply up to a 3- Multiplies more than 3- Multiplies of up to a Inconsistently multiplies Little evidence in
digit number by up digit number by up to a 3-digit number by up up to a 3-digit number by multiplying up to a 3-
to a 2-digit number 2-digit number correctly to a 2-digit number up to a 2-digit number digit number by up to a
correctly 2-digit number
2. Estimate product by Estimates product by Estimates product by Inconsistently estimates Little evidence in
rounding off factors rounding off factors to rounding off factors product by rounding off estimating product by
to the nearest ten the nearest ten correctly to the nearest ten factors to the nearest ten rounding off factors to
and with ease correctly the nearest ten
3. Make patterns Makes patterns involving Makes patterns Inconsistently makes Little evidence in
involving multiplication of numbers involving patterns involving making patterns
multiplication of with product not multiplication of multiplication of numbers involving
numbers with exceeding 1000 numbers with product with product not multiplication of
exceeding 1000
14
 product not innovatively and with not exceeding 1000 numbers with product
exceeding 1000 ease innovatively not exceeding 1000

4. Use IT devices for Uses IT devices for Uses IT devices for Inconsistently uses IT Little evidence in using
learning more on learning more on learning more on devices for learning more IT devices for learning
multiplication multiplication efficiently multiplication on multiplication more on multiplication
and with ease efficiently

Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
1.5 Division By the end of the sub strand, the  In pairs,groups or as individuals 1) Where is
learner should be able to; divide up to a 3-digit number by up division used in
(6 Lessons) a) divide up to a 3-digit number by to a 2-digit number where the real life?
up to a 2-digit number where dividend is greater than the divisor 2) How can we
the dividend is greater than the using; estimate
divisor in real life, - long and short form, quotients?
b) apply the relationship between - own strategies.
multiplication and division in  In pairs, groups or as individuals
different situations, demonstrate that multiplication is
c) estimate quotients by rounding the opposite of division.
off the dividend and divisor to  In pairs, groups or as individuals
the nearest ten in real life estimate quotients by rounding off
situations, the dividend and divisor to the
d) perform combined operations nearest ten.
involving addition, subtraction,  In pairs,groups or as individuals
multiplication and division of work out questions involving
whole numbers in different
situations,
15
 e) use IT devices for learning addition, subtraction, multiplication
more on division of whole and division.
numbers and for enjoyment,  In pairs,groups or as individuals
f) appreciate use of division of create number games and puzzles
whole numbers in real life involving division.
situations.  In pairs or as individuals.
play digital games involving
division of whole numbers.
Core Competences to be developed:
 Creativity and Imagination; as learners create number games and puzzles involving division.
 Critical thinking and problem solving; as learners estimate the quotient in division.
 Digital Literacy; as learners play digital games.
PCIs: Values:
 Social Cohesion; as learners work in pairs or groups.  Unity, honesty, integrity; as learners share responsibility during
 Life skills; as learners apply division in real life. group work.
 Self- esteem; as learners discover own strategies of working  Social justice; as learners ensure equal sharing of resources
out division and as they create number games and puzzles. among themselves and wider society.
Links to other subjects: Suggested Community Services Learning Activities:
 Language; as learners learn and use terms used in divisions.  Learners may assist farmers to feed livestock with equal
 Physical Health Education; marking the field and forming amounts of animal feeds.
teams. Agriculture; as learners share feeds for animals and  Learners may visit a shop or farm and observe how whole
apply fertilizers on crops. items are divided in portions.

Assessment Rubrics
No. Indicators Exceeds Expectations Meets Approaches Below Expectations
Expectations Expectations
16
1. Divide up to a 3-digit Divides up to more than Divides up to a 3- Inconsistently divides up Little evidence in
number by up to a 2- a 3-digit number by up to digit number by up to a 3-digit number by up dividing up to a 3-digit
digit number where a 2-digit number where to a 2-digit number to a 2-digit number number by up to a 2-
the dividend is greater the dividend is greater where the dividend where the dividend is digit number where the
than the divisor. than the divisor correctly is greater than the greater than the divisor dividend is greater than
divisor correctly the divisor
2. Apply the relationship Applies the relationship Applies the Inconsistently applies the Little evidence in
between multiplication between multiplication relationship relationship between applying the relationship
and division. and division correctly between multiplication and between multiplication
and with ease multiplication and division and division
division correctly

3. Estimate quotients by Estimates quotients by Estimates quotients Inconsistently estimates Little evidence in
rounding off the rounding off the dividend by rounding off the quotients by rounding off estimating quotients by
dividend and divisor and divisor to the nearest dividend and the dividend and divisor rounding off the
to the nearest ten ten correctly and with divisor to the to the nearest ten dividend and divisor to
ease nearest ten correctly the nearest ten

4. Perform combined Performs combined Performs combined Inconsistently performs Little evidence in
operations involving operations involving operations combined operations performing combined
addition, subtraction addition, subtraction involving addition, involving addition, operations involving
multiplication and multiplication and subtraction subtraction addition, subtraction
division of whole division of whole multiplication and multiplication and multiplication and
numbers numbers correctly and division of whole division of whole division of whole
with ease numbers correctly numbers numbers
5. Use IT devices for Uses IT devices for uses IT devices for Inconsistently uses IT Little evidence in using
learning more on learning more on learning more on devices for learning IT devices for learning
division of whole
17
division of whole numbers efficiently and division of whole more on division of more on division of
numbers with ease numbers efficiently whole numbers whole numbers

18
Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
1.6 Fractions By the end of the sub strand, the  In pairs, groups or as individuals 1. Why do we
learner should be able to; identify equivalent fractions using a order fractions
a) use equivalent fractions in fraction board or chart. in real life?
(8 Lessons) real life,  In pairs, groups or as individuals 2. Where are
b) simplify fractions in represent equivalent fractions using fractions used in
different situations, real objects. real life?
c) compare fractions in order to  In pairs, groups or as individuals
make decisions in real life, simplify given fractions using a
d) order fractions with fraction chart.
denominators not exceeding  In pairs,groups or as individuals
12 in different situations, compare given fractions using paper
e) add fractions with same cut outs and concrete objects.
denominator in different  In pairs, groups or as individuals
situations, order given fractions in increasing
f) subtract fractions with same and decreasing order using a number
denominator in different line, paper cut outs, real objects.
situations,  In pairs, groups or as individuals
g) add fractions with one add two fractions with the same
renaming in different denominator using paper cut outs,
situations, number line, real objects.
h) subtract fractions with one  In pairs, groups or as individuals
renaming in different
subtract two fractions with the same
situations, denominator using paper cut outs,
i) use IT devices for learning number line, real objects.
more on fractions and for
enjoyment,
19
 j) appreciate use of fractions in  In pairs,groups or as individuals
real life. add and subtract two fractions by
renaming one fraction using
equivalent fractions.
 In pairs or as individuals play
digital games involving fractions .
Core Competences to be developed:
 Critical thinking and problem solving; as learners work out tasks involving fractions.
 Learning to learn; as learners order, compare and simply fractions.
 Digital Literacy: as learners play digital games.

PCIs: Values:
 Safety; as learners use learning resources.  Unity, respect, love, peace, integrity and social justice during
group work while using resources.
Links to other subjects: Suggested Community Services Learning Activities:
 Languages: as learners use new terms involving fractions in  Learners may assist in sharing items in the family and
discussions. community using knowledge of fractions.
 Agriculture; as learners divide school farm into plots or
portions.

20
Assessment Rubrics

Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations

No. Expectations
1. Use equivalent Uses equivalent Uses equivalent Inconsistently uses Little evidence in using
fractions fractions accurately and fractions accurately equivalent fractions equivalent fractions
with ease
2. Simplify fractions Simplifies fractions Simplifies fractions Inconsistently Little evidence in
correctly and with ease correctly simplifies fractions simplifying fractions
3. Compare fractions in Compares fractions in Compares fractions in Inconsistently Little evidence in
order to make decisions order to make decisions order to make decisions compares fractions in comparing fractions in
correctly and effectively correctly order to make order to make decisions
decisions
4. Order of fractions with Orders fractions with Orders fractions with Inconsistently orders Little evidence in
denominators not denominators exceeding denominators not fractions with ordering fractions with
exceeding 12 12 correctly exceeding 12 correctly denominators not denominators not
exceeding 12 exceeding 12
5. Add fractions with Adds fractions with same Adds fractions with Inconsistently adds Little evidence in
same denominator denominator correctly and same denominator fractions with same adding fractions with
with ease correctly denominator same denominator
6. Subtract fractions with Subtracts fractions with Subtracts fractions Inconsistently Little evidence in
same denominator same denominator with same denominator subtracts fractions subtracting fractions
correctly and with ease correctly with same with same denominator
denominator

21
7. Add fractions with one Adds fractions with one Adds fractions with Inconsistently adds Little evidence in
renaming, renaming correctly and one renaming correctly fractions with one adding fractions with
with ease renaming one renaming

8. Subtract fractions with Subtracts fractions with Subtracts fractions with Inconsistently Little evidence in
one renaming, one renaming correctly one renaming correctly subtracts fractions subtracting fractions
and with ease with one renaming with one renaming

9. Use IT devices for Uses IT devices for Uses IT devices for Inconsistently uses IT Little evidence in using
learning more on learning more on fractions learning more on devices for learning IT devices for learning
fractions efficiently and with ease fractions efficiently more on fractions more on fractions

22
Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
1.7 Decimals By the end of the sub strand, the  In pairs,groups or as individuals identify 1. Where do
learner should be able to; place value of decimals up to thousandths you use
(6 Lessons) a) identify place value of using a place value chart. decimals in
decimals up to thousandths  In pairs, groups or as individuals order real life?
in different situations, decimals up to thousandths from smallest 2. What is the
b) order decimals up to to largest and from largest to smallest importance
thousandths in different using number cards or number line. of ordering
situations,  In pairs, groups or as individuals add decimals?
c) add decimals up to decimals up to thousandths using place
thousandths in real life value apparatus.
situations,  In pairs, groups or as individuals subtract
d) subtract decimals up to decimals situations up to thousandths
thousandths in real life using place value apparatus.
situations,  In pairs, groups or as individuals identify
e) use IT devices for learning and share information on where decimals
more on fractions and for are used in real life.
enjoyment,  In pairs or groups play digital games
f) appreciate use of decimals involving decimals.
in real life situations.
Core Competences to be developed
 Critical thinking and problem solving; as learners add and subtract decimals
 Digital Literacy; as learners play digital games.
 Creativity and Imagination; as learners order decimals.
 Self efficacy; as learners explore further operations with decimals.

23
 PCIs: Values:
 Social Cohesion; as learners work in groups.  Unity, respect, social justice: as learners take turns in making
 Safety: as learners use various resources. contributions in the groups.
Links to other subjects: Suggested Community Services Learning Activities:
 Languages; as learners discuss in pairs/groups  Learners to discuss where decimals are used with family members.
 Agriculture; as learners take measurements of plots in the
school shamba.
 Physical and Health Education; as learners record time
during sports or games activities.

Assessment Rubrics
Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations
No. Expectations
1. Identify place value Identifies place value of Identifies place value of Inconsistently Identifies Little evidence in
of decimals up to decimals beyond decimals up to place value of decimals up Identifying place
thousandths thousandths correctly thousandths correctly to thousandths value of decimals up
to thousandths
2. Order decimals up Orders decimals beyond Orders decimals up to Inconsistently orders Little evidence in
to thousandths in thousandths correctly thousandths correctly decimals up to thousandths ordering decimals
real life up to thousandths

3. Add decimals up Adds decimals beyond Adds decimals up to Inconsistently adds Little evidence in
to thousandths thousandths correctly thousandths correctly decimals up to thousandths adding decimals up
to thousandths
4. Subtract decimals Subtracts decimals beyond Subtracts decimals up to Inconsistently subtracts Little evidence in
up to thousandths thousandths correctly thousandths correctly decimals up to thousandths subtracting decimals
up to thousandths
24
5. Use IT devices for Uses IT devices for Uses IT devices for Inconsistently uses IT Little evidence in
learning more on learning more on decimals learning more on devices for learning more using IT devices for
fractions efficiently and with ease decimals efficiently on decimals learning more on
decimals

25
Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
2.0 2.1 Length By the end of the sub strand,  In pairs, groups or as individuals 1. How do you
MEASUREMENT the learner should be able to; identify the kilometre as a unit of measure
a) use the kilometre (km) as a measuring length real life. distance?
(12 Lessons) unit of measuring length in  In pairs, groups or as individuals 2. Why do you
real life, measure distance in kilometres measure
b) estimate and measure practically. distance?
distance in kilometres in  In pairs, groups or as individuals
real life situations, estimate distance in kilometres and
c) identify the relationship share their estimates.
between the kilometre(km)  In pairs ,groups or as individuals
and the metre (m) in measure distance estimated and
different situations. compare findings with others.
d) convert kilometres to  In pairs, groups or as individuals
metres and metres to establish the relationship between
kilometres in real life the kilometre and metre practically.
situations,  In pairs, groups or as individuals
e) add metres and kilometres convert kilometres to metres and
in real life situations, metres to kilometres.
f) subtract metres and  In pairs, groups or as individuals
kilometres in real life determine distance in kilometres
situations, and metres involving addition,
g) multiply metres and
subtraction multiplication and
kilometres by whole division.
numbers in real life
situations,

26
 h) divide metres and  In pairs or as individuals play
kilometres by whole digital games involving length in
numbers in real life kilometres and metres.
situations,
i) use IT devices for learning
more on measurement of
length and for enjoyment,
j) appreciate the use of
kilometres and metres in
measuring length in real
life.
Core Competences to be developed:
 Creativity and Imagination in measuring or estimating distance.
 Critical thinking and problem solving in estimation of distance.
PCIs: Values:
 Safety; as learners work with or handle measuring instruments.  Integrity; as learners record measurements.
 Peer education; as learners assist each other in estimating  Responsibility; as learners handle measuring instruments.
distances.  Respect; as learners take turn in groups activities.
Links to other subjects: Suggested Community Services Learning Activities:
 Languages; as leaners use new terms in length during group  Learners may assist in estimation and measuring distances at
work and sharing estimates. home and in the community.
 Physical and Health Education; as learners estimate and
measure distances during athletics and sports.

27
Assessment Rubrics
Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations
No. Expectations

1. Use the kilometre (km) as Uses the kilometre (km) as a Uses the kilometre Inconsistently uses the Little evidence in using
a unit of length unit of length correctly and (km) as a unit of kilometre (km) as a the kilometre (km) as a
with ease length correctly unit of length unit of length

2. Estimate and measure Estimates and measures Estimates and Inconsistently Little evidence in
distance in kilometres distance in kilometres measure distance in estimates and estimating and measuring
accurately and with ease kilometres accurately measures distance in distance in kilometres
kilometres
3. Identify the relationship Identifies the relationship Identifies the Inconsistently Little evidence in
between the kilometre between the kilometre and relationship between identifies the identifying the relationship
and the metre the metre correctly and with the kilometre and the relationship between between the kilometre and
ease metre correctly the kilometre and the the metre
metre
4. Convert kilometres to Converts kilometres to Converts kilometres Inconsistently converts Little evidence in
metres and metres to metres and metres to to metres and metres kilometres to metres converting kilometres to
kilometres kilometres accurately and to kilometres and metres to metres and metres to
with ease accurately kilometres kilometres
5. Add kilometres and Adds kilometres and metres Adds kilometres Inconsistently adds Little evidence in adding
metres kilometres accurately and with ease and metres kilometres and metres kilometres and metres
accurately

28
6. Subtract kilometres and Subtracts kilometres and Subtracts Inconsistently Little evidence in
metres metres accurately and with kilometres and subtracts kilometres subtracting kilometres
ease metres accurately and metres and metres
7. Multiply kilometres and Multiplies kilometres and Multiplies Inconsistently Little evidence in
metres by whole numbers metres by whole numbers kilometres and multiplies kilometres multiplying kilometres
correctly and with ease metres by whole and metres by whole and metres by whole
numbers correctly numbers numbers
8. Divide kilometres and Divides kilometres and Divides kilometres Inconsistently divides Little evidence in dividing
metres by whole numbers metres by whole numbers and metres by whole kilometres and metres kilometres and metres by
correctly and with ease numbers correctly by whole numbers whole numbers
9. Use IT devices for Uses IT devices for learning Uses IT devices for Inconsistently uses IT Little evidence in using IT
learning more on more on measurement of learning more on devices for learning devices for learning more
measurement of length length efficiently and with measurement of more on measurement on measurement of length
ease length efficiently of length

29
Strand Sub strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Question(s)
2.2 Area By the end of the sub  In pairs, groups or as individuals 1. How can you
(6 Lessons) strand, the learner should measure, trace and cut out 1 cm by 1cm determine the
be able to; units, and refer the area of each as one area of
a) use the square square centimetre (1cm2). different
centimetre (cm2)as a  In pairs, groups or as individuals cover surfaces?
unit of measuring area a given surface using 1-centimetre
in real life, square cut outs and count the number
b) work out area of of cut outs to get the area in cm2.
rectangles and squares  In pairs, groups or as individuals to
in square centimetres establish area of rectangles and squares
(cm2 ) in different in cm2 as the product of the number
situations, 1cm2 units in the row by the number of
c) use IT devices for units in the column, Area of rectangle
learning more on area or square = length x width .
and for enjoyment,  In pairs or as individuals play digital
d) appreciate the use of games involving area.
cm2 in working out
area in real life.
30
 Core Competences to be developed:
 Creativity and imagination; as learners use paper cut outs in covering plane surfaces to get area in cm2.
 Learning to learn; as learners explore how to determine area of different surfaces in the environment.
PCIs: Values:
 Safety; as learners cut out 1 cm squares.  Respect, unity, peace, integrity; s learners perform an activity in
pairs or groups.
 Social cohesion; as learners work out the area of given plain
figures in pairs or groups.
Links to other subjects: Suggested Community Services Learning Activities:
 Languages; as learners use new terms in discussion.  Learners may assist in working out the number of mats or tiles
 Home Science; as learners work out area of table mats and required to cover a given surface at home and community.
other textile materials.

Assessment Rubrics
No. Indicators Exceeds Meets Approaches Below Expectations
expectations Expectations Expectations
1. Use the square centimetre (cm2) as Uses the square Uses the square Inconsistently uses the Little evidence in
a unit of measuring area centimetre (cm2) as centimetre (cm2) square centimetre using the square
a unit of measuring as a unit of (cm2) as a unit of centimetre (cm2) as
area accurately and measuring area measuring area a unit of measuring
with ease accurately area

2. Work out area of rectangles and Works out area of Works out area of Inconsistently works Little evidence in
squares rectangles and rectangles and outs area of rectangles working out area of
squares accurately squares accurately and squares rectangles and
and with ease squares
31
 3. Use IT devices for learning more Uses IT devices for Uses IT devices Inconsistently uses IT Little evidence in
on area learning more on for learning more devices for learning using IT devices for
area efficiently and on area efficiently more on area learning more on
with ease area

Strand Sub strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Question(s)
2.3 Volume By the end of the sub  In pairs, groups or as individuals measure the 1. Where is
(6 strand, the learner should sides of a 1cm cube and identify it as a unit of volume
Lessons) be able to; measuring volume. applicable
a) identify the cubic  In pairs, groups or as individuals arrange a in real life?
centimetre (cm3) as a number of cubes along the length, width and
unit of measuring vary the number of layers.
volume in different  In pairs,groups or as individuals count the
situations, number of cubes used in activity above and
b) work out volume of record.
cubes and cuboids in  In pairs or groups establish that the total number
cubic centimetres of cubes represents the volume of the cube or
(cm3) in different cuboid formed.
situations,  In pairs, groups or as individuals to count the
c) derive the formula for number of cubes on the length and multiply by
the volume of cube the number in the width and the number of
or cuboid as V= l x w layers. The learners to establish the formula for
x h practically, volume (V) of a cube or cuboid as V = l x w x
d) use the formula V= l h.
x w x h to work out
32
 volume of cubes and  Learners watch a video on working out volume
cuboids in different of a cube/cuboid.
situations,  In pairs, groups or as individuals measure the
e) use IT devices for dimensions of a 1cm cube to establish its
learning more on volume as 1cm x 1cm x 1cm = 1cm3 and share
volume and for with other groups.
enjoyment,  In pairs, groups or as individuals work out the
f) appreciate use of volume of cubes and cuboids in cubic
cubic centimetres in centimetres.
measuring volume in  In pairs or as individuals use IT devices to
real life. play digital games involving volumes.
Core Competences to be developed:
 Learning to learn; as leaners explore volumes in real life situations.
 Creativity and imagination; as learners use cubes to make cuboids and calculate volume.
PCIs: Values:
 Environmental education; as learners work out volumes of  Responsibility and respect; as learners work with various
various objects in the environment. objects.
 Safety and security; as learners handle the various objects in
the environment.
Links to other subjects: Suggested Community Services Learning Activities:
 Languages; as learners use new terms involving volume in  Learners may visit a local whole sale shop and assist in
discussions. arranging items in the store and calculate volume of various
items like cartons.

Assessment Rubrics
No. Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
33
1. Identify the cubic Identifies the cubic Identifies the cubic Inconsistently identifies Little evidence in
centimetre (cm3) as centimetre (cm3) as a unit centimetre (cm3) as a the cubic centimetre identifying the cubic
a unit for measuring for measuring volume unit for measuring (cm3) as a unit for centimetre (cm3) as a
volume correctly and with ease volume correctly measuring volume unit for measuring
volume
2. Work out volume Works out the volume of Works out the volume Inconsistently works out Little evidence in
of cubes and cubes and cuboids in cubic of cubes and cuboids in the volume of cubes and working out the
cuboids in cubic centimetres (cm3) correctly cubic centimetres (cm3) cuboids in cubic volume of cubes and
centimetres (cm3) and with ease correctly centimetres (cm3) cuboids in cubic
centimetres (cm3)
3. Derive the formula Derives the formula of a Derives the formula of Inconsistently derives Little evidence in
of a cube or cuboid cube and cuboid as V= l x a cube and cuboid as V= the formula of a cube deriving the formula
as V= l x w x h w x h practically correctly l x w x h practically and cuboid as V= l x w of a cube and cuboid
practically and with ease correctly x h practically as V= l x w x h
practically
4. Use the formula Uses the formula V= l x w Uses the formula V= l x Inconsistently uses the Little evidence in
V= l x w x h to x h to work out volume of w x h to work out formula V= l x w x h to using the formula V=
work out volume of cubes and cuboids volume of cubes and work out volume of l x w x h to work out
cubes and cuboids correctly and with ease cuboids correctly cubes and cuboids volume of cubes and
cuboids
5. Use IT devices for uses IT devices for uses IT devices for Inconsistently uses IT Little evidence in
learning more on learning more on volume learning more on devices for learning using IT devices for
volume volume more on volume learning more on
volume

34
Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
2.4 Capacity By the end of the sub strand, the  In pairs,groups or as individuals fill a Where re litres
learner should be able to; teaspoon or cylinder graduated in and millilitres
(12 Lessons) a) identify the millilitre as a millilitres with water and identify that used in day to
unit of measuring capacity the spoon or cylinder holds 5 millilitres. day life?
in real life,  In pairs or groups divide the water in the
b) measure capacity in spoon or cylinder into 5 equal parts and
millilitres in real life identify each part as 1 millilitre.
situations,  In pairs or groups fill small containers
c) estimate and measure with water and measure the capacity in
capacity in multiples of 5 millilitres using a container graduated in
millilitres in different millilitres.
situations,  Learners watch a video on measuring
d) identify the relationship capacity in millilitres.
between litres and  In pairs,groups or as individuals estimate
millilitres in real life, and measure capacity of different
e) convert litres to millilitres containers using a container graduated in
and millilitres to litres in millilitres.
real life situations,  In pairs, groups or as individuals fill a

35
 f) add litres and millilitres in 1- litre container using a 100 millilitres
real life situations, container.
g) subtract litres and in real  In pairs, groups or as individuals count
life situations, the number of 100 millilitre containers
h) multiply litres and used to fill the 1- litre container and
millilitres by whole conclude that ten 100- millilitres
numbers in real life containers fill 1 litre. ( 10x 100 millilitres
situations, =1000 millilitres = 1 litre)
i) divide litres and millilitres  In pairs, groups or as individuals to
by whole numbers in convert litres to millilitres and milliliters
different situations, to litres.
j) use IT devices for learning  In pairs or groups work out capacity in
more on capacity and for litres and millilitres using addition,
enjoyment subtraction, multiplication and division.
k) appreciate use of litres and  In pairs or as individuals play digital
millilitres in measuring games involving capacity.
capacity in real life
Core Competences to be developed:
 Communication and collaboration; as learners measure capacity in pairs or groups and share their findings.
 Critical thinking and problem solving; as learners convert unit of capacity, relate unit of capacity and work questions involving
capacity.
 Digital literacy; as learner plays digital games involving capacity.
PCIs: Values:
 Social cohesion; as learners work in pairs/groups in measuring  Love, respect, unity, responsibility, social justice as learners
capacity. take roles when working in pairs/groups.
 Safety; as learners use containers and water during measuring
activities.

36
  Environmental education; as learners clean up after the
practical activities.
Links to other subjects: Suggested Community Services Learning Activities:
 Science and Technology; as learners discuss water  Learners to assist in measuring capacity of milk, water, while
conservation. preparing tea, porridge, ugali, at home and community and as
 Languages; as learners use new terms involving capacity in they measure medicine.
discussions.  Learners assist in estimating the amount of water required
 Home Science as learners measure ingredients like water, milk, during a community function.
flour.
 Agriculture; as learners measure things like fertilizer for use.
Assessment Rubrics
No. Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
1. Identify the millilitre as Identifies the millilitre as Identifies the millilitre Inconsistently identifies Little evidence in
unit of measuring unit of measuring as unit of measuring the millilitre as unit of identifying the
capacity capacity accurately and capacity accurately measuring capacity millilitre as unit of
with ease measuring capacity

2. Measure capacity in Measures capacity in Measures capacity in Inconsistently measure Little evidence in
millilitres millilitres accurately and millilitres accurately capacity in millilitres measuring capacity
with ease in millilitres
3. Estimate and measure Estimates and measures Estimates and measures Inconsistently estimates Little evidence in
capacity in multiples of capacity in multiples of 5 capacity in multiples of and measures capacity in estimating and
5 millilitres millilitres accurately and 5 millilitres accurately multiples of 5 millilitres measuring capacity
with ease in multiples of 5
millilitres

37
4. Identify the Identifies the relationship Identifies the Inconsistently identifies Little evidence in
relationship between between litres and relationship between the relationship between identifying the
litres and millilitres millilitres accurately and litres and millilitres litres and millilitres relationship between
with ease accurately litres and millilitres
5. Convert litres to Converts litres to Converts litres to Inconsistently converts Little evidence in
millilitres and millilitres and millilitres millilitres and litres to millilitres and converting litres to
millilitres to litres to litres accurately and millilitres to litres millilitres to litres millilitres and
with ease accurately millilitres to litres
6. Add of litres and Adds litres and Adds litres and Inconsistently adds Little evidence in
millilitres millilitres accurately and millilitres accurately litres and millilitres adding litres and
with ease millilitres
7. Subtract litres and Subtracts litres and Subtracts litres and Inconsistently subtracts Little evidence in
millilitres millilitres accurately and millilitres accurately litres and millilitres subtracting litres
with ease and millilitres
8. Multiply litres and Multiplies litres and Multiplication of litres Inconsistently multiplies Little evidence in
millilitres by whole millilitres by whole and millilitres by whole of litres and millilitres multiplying litres
numbers numbers accurately and numbers accurately by whole numbers and millilitres by
with ease whole numbers
9. Divide litres and Divides litres and Divides litres and Inconsistently divides Little evidence in
millilitres by whole millilitres by whole millilitres by whole litres and millilitres by dividing litres and
numbers numbers accurately and numbers accurately whole numbers millilitres by whole
with ease numbers
10. Use IT devices for Uses IT devices for Uses IT devices for Inconsistently uses IT Little evidence in
learning more on learning more on learning more on devices for learning using IT devices for
capacity capacity efficiently and capacity efficiently more on capacity learning more on
with ease capacity

38
Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
2.5 Mass By the end of the sub strand, the  In pairs ,groups or as individuals 1. What is the
learner should be able to; scoop sand or soil using a teaspoon. importance
a) identify the gram as a unit of Explain the learners the amount of
(12 Lessons) measuring mass in real life, scooped is about 5 grams. measuring
b) measure mass in grams in  In pairs , groups or as individuals mass?
different situations, divide the amount scooped into 5
c) estimate and measure mass in equal groups. Each of these small
grams in different situations, groups is about one gram.
d) identify the relationship  In pairs or groups using an
between the kilogram and the electronic or a manual weighing
gram in real life situations, machine measure mass of sand or
e) convert kilograms to grams soil in grams.
and grams to kilograms in real
life situations,
39
 f) add grams and kilograms in  Learners to watch a video on
real life situations, measuring mass in grams.
g) subtract grams and  In pairs, groups or as individuals
kilograms in real life estimate and measure mass of items
situations, in grams using a beam balance or
h) multiply grams and electronic weighing machine.
kilogram by whole numbers in  In pairs, groups or as individuals
real life situations, establish the relationship between
i) divide grams and kilograms the kilogram and the gram using a
by whole numbers in real life beam balance or electronic
situations, weighing machine(1kg = 1000g).
j) use IT devices for learning  In pairs or groups convert
more on mass and for kilograms to grams and grams to
enjoyment, kilogram in real life.
k) appreciate use of kilograms  In pairs, groups or as individuals
and grams in measuring mass determine mass of items in grams
in real life. and kilograms using different
operations in real life situations.
 In pairs or groups play digital
games involving mass.
Core Competences to be developed:
 Communication and collaboration; as learners measure mass in grams.
 Digital literacy; as learners play digital games involving mass.
 Critical thinking and problem solving; as learners measure mass in grams and kilograms.
PCIs: Values:
 Agriculture; as learners calculate mass of fertilizer needed for  Respect; as learners work in groups or pairs in measuring mass.
their school farm.
40
  Social cohesion; as learners work in pairs or groups in
measuring mass.
Links to other subjects: Suggested Community Services Learning Activities:
 Home Science; as learners measure mass of ingredients.  Learners may assist in measuring mass of foodstuffs in
kilograms and grams at home or community functions.

Assessment Rubrics
No. Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
1. Identify the gram as a unit Identifies the gram as a Identifies the gram as Inconsistently Little evidence in
of measuring mass unit of measuring mass a unit of measuring identifies the gram as identifying the gram
accurately and with ease mass accurately a unit of measuring as a unit of measuring
mass mass
2. Measure mass in grams Measures mass in grams Measures mass in Inconsistently Little evidence in
accurately and with ease grams accurately measures mass in measuring mass in
grams grams
3. Estimate and measure Estimates and measures Estimates and Inconsistently Little evidence in
mass in grams mass in grams measures mass in estimates and estimating and
accurately and with ease grams accurately

41
 measures mass in measuring mass in
grams grams
4. Identify the relationship Identifies the Identifies the Inconsistently Little evidence in
between the kilogram and relationship between the relationship between identifies the identifying the
the gram kilogram and the gram the kilogram and the relationship between relationship between
accurately and with ease gram accurately the kilogram and the the kilogram and the
gram gram
5. Convert kilograms to Converts kilograms to Converts kilograms Inconsistently Little evidence in
grams and grams to grams and grams to to grams and grams to converts kilograms to converting kilograms
kilograms kilograms accurately kilograms accurately grams and grams to to grams and grams to
and with ease kilograms kilograms
6. Add kilograms and grams Adds kilograms and Adds kilograms and Inconsistently adds Little evidence in
grams s accurately and grams accurately kilograms and grams adding kilograms and
with ease grams
7. Subtract grams and Subtracts kilograms and Subtracts kilograms Inconsistently Little evidence in
kilograms grams accurately and and grams accurately subtracts kilograms subtracting kilograms
with ease and grams and grams
8. Multiply kilograms and Multiplies kilograms Multiplies kilograms Inconsistently Little evidence in
grams by whole numbers and grams by whole and grams by whole multiplies kilograms multiplying kilograms
numbers accurately and numbers accurately and grams by whole and grams by whole
with ease numbers numbers
9. Divide kilograms and Divides kilograms and Divides kilograms Inconsistently divides Little evidence in
grams by whole numbers grams by whole and grams by whole kilograms and grams dividing kilograms
numbers accurately and numbers accurately by whole numbers and grams by whole
with ease numbers

42
 10. Use IT devices for Uses IT devices for Uses IT devices for Inconsistently uses IT Little evidence in
learning more on mass learning more on mass learning more on devices for learning using IT devices for
efficiently and with ease mass efficiently more on mass learning more on
mass

Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
2.6 Time By the end of the sub strand, the learners  In pairs, groups or as individuals 1. How can we
should be able to; carry out activities taking 10 read time?
a) identify the second as a unit of seconds. Let learners relate the
(8 Lessons) measuring time, activities to what can be done in
b) identify the relationship between the one tenth of the time taken to do
minute and the second in real life the activity. The time taken is 1
situations, second.

43
 c) convert minutes to seconds and  In pairs, groups or as individuals
seconds to minutes in real life, measure time taken to do various
d) add minutes and seconds with activities in seconds.
conversion in real life situations,  In pairs or groups or as
e) subtract minutes and seconds with individuals establish the
conversion in real life situations, relationship between seconds and
f) multiply minutes and seconds by minute using a clock or stop
whole numbers in real life situations, watch, watches.
g) divide minutes and seconds by whole  In pairs, groups or as individuals
numbers in real life situations, determine time durations in
h) use IT devices in learning more on minutes and seconds using
time and enjoyment, different operations in real life
i) appreciate use of minutes and seconds situations
as units of measuring time in real life  In pairs or as individuals use IT
situations. devices to play games involving
time.
Core Competences to be developed:
 Creativity and imagination; as learners work out questions involving time in real life situations.
 Learning to learn; as learners convert time from one unit to another.
 Digital literacy as learners play digital games involving time.
PCIs: Values:
 Life skills; as learners learn about time in seconds and minutes.  Responsibility, honesty and integrity; as learners work in pairs
 Social cohesion; as learners estimate seasons of community and groups.
activity planting, weeding.
 Self-awareness; as learners identifies changes in their body
during puberty.
Links to other subjects: Suggested Community Services Learning Activities:
44
  Languages; as learners discuss and share in pairs/groups.  Learners to assist in observing time for taking medications.
 Physical and Health Education; as learners time events during  Learners to assist in time management of various activities in
games and sports. the home and community.

Assessment Rubrics
No. Indicators Exceeds Meets Approaches Below Expectations
Expectations Expectations Expectations
1. Identify the second as a Identifies the second Identifies the Inconsistently identifies Little evidence in
unit of measuring time as a unit of measuring second as a unit of the second as a unit of identifying the second
time accurately and measuring time measuring time as a unit of measuring
with ease accurately time

2. Identify the relationship Identifies the Identifies the Inconsistently identifies Little evidence in
between the minute and relationship between relationship the relationship between identifying the
the second the minute and the between the minute the minute and the relationship between
second accurately and and the second second the minute and the
with ease accurately second
3. Convert minutes to Converts minutes to Converts minutes to Inconsistently converts Little evidence in
seconds and seconds to seconds and seconds seconds and minutes to seconds and converting minutes to
minutes to minutes accurately seconds to minutes seconds to minutes seconds and seconds
and with ease accurately to minutes

4. Add minutes and Adds minutes and Adds minutes and Inconsistently adds Little evidence in
seconds with conversion seconds with seconds with minutes and seconds adding minutes and
conversion correctly conversion correctly with conversion seconds with
and with ease conversion

45
 5. Subtract minutes and Subtract minutes and subtract minutes Inconsistently subtracts Little evidence in
seconds with conversion seconds with and seconds with minutes and seconds subtracting minutes
conversion correctly conversion correctly with conversion and seconds with
and with ease conversion
6. Multiply minutes and Multiplies minutes Multiplies minutes Inconsistently multiplies Little evidence in
seconds by whole and seconds by whole and seconds by minutes and seconds by multiplying minutes
numbers numbers correctly and whole numbers whole numbers and seconds by
with ease correctly whole numbers
7. Divide minutes and Divides minutes and Divides minutes Inconsistently divides Little evidence in
seconds by whole seconds by whole and seconds by minutes and seconds by dividing minutes and
numbers numbers correctly and whole numbers whole numbers seconds by whole
with ease correctly numbers
Use IT devices in Use IT devices in Use IT devices in Inconsistently uses IT Little evidence in
learning more on time learning more on time learning more on devices in learning more using IT devices in
efficiently and with time efficiently on time learning more on time
ease

Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s
2.7 Money By the end of the sub strand, the learners  In pairs or groups discuss meaning 1. How do you
should be able to; of a budget. manage your
a) explain the term budget in real life  In pairs, groups discuss the money?
(8 Lessons) situations, importance of a budget.

46
 b) identify the importance of a budget  In pairs or groups discuss meaning 2. What is the
in real life, of tax. importance of
c) explain meaning of tax in real life,  In pairs or groups discuss the paying taxes
d) identify importance of tax to the importance of taxes to the 3. How can you
governments, governments. save money?
e) identify services provided by banks  In pairs or groups discuss
in real life situations, provision of loans, safe custody of
f) identify factors to consider in order items, money deposits and
to save wisely, withdrawals, savings as services
g) use IT devices to learn more about provided by banks.
budgeting and bank services in real  In pairs or groups discuss factors to
life, consider when saving money and
h) appreciate use of budgeting, bank share with others.
services and payment of taxes in real  In pairs or as individuals use IT
life. devices to learn more about, taxes
budgeting and bank services.
Core Competences to be developed:
 Communication and collaboration; as learners discuss and share about preparation of a shopping budget.
 Learning to learn; as learners discuss matters on budgeting, savings, and electronic banking.
PCIs: Values:
 Financial literacy; as learners discuss about budgeting, savings,  Honesty, integrity, respect and responsibility s learners
banking. work in groups.
 Environmental educations; as learners discover valuable items in the  Patriotism; as learners appreciate features in the
environment. Kenyan currency.
Links to other subjects: Suggested Community Services Learning Activities:
 Agriculture; as learners make budget for purchases.

47
  Home Science; as learners prepare budget for practical lesson  Learners may assist in preparation of budgets,
resources. discussion on saving, use of debit or credit cards and
 Languages; as learners discuss in pairs and groups. electronic banking at home or community.
 Social studies; as learners learn about currency.
 Career linkages; as accountants, shopkeepers, auditors and business.

Assessment Rubrics
No. Indicators Exceeds Meets Expectations Approaches Below Expectations
Expectations Expectations
1. Explain the term Explains the term Explains the term budget Inconsistently explains Little evidence in
budget budget correctly with correctly the term budget explaining the term
ease budget

2. Identify importance of Identifies the Identifies the importance Inconsistently identifies Little evidence in
a budget importance of a of a budget correctly the importance of a identifying the
budget correctly and budget importance of a budget
with ease

3. Explain meaning of Explains meaning of Explains meaning of tax Inconsistently explains Little evidence in
tax tax correctly and with correctly meaning of tax explaining meaning of
ease tax

4. Identify importance of Identifies importance Identifies importance of Inconsistently identifies Little evidence in
tax to the governments of tax to the tax to the governments importance of tax to the identifying importance
governments correctly correctly governments of tax to the
and with ease governments

48
 5. Identify services Identifies services Identifies services Inconsistently identifies Little evidence in
provided by banks provided by banks provided by banks services provided by identifying services
correctly and with correctly banks provided by banks
ease

6. Identify factors to Identifies factors to Identifies factors to Inconsistently identifies Little evidence in
consider in order to consider in order to consider in order to save factors to consider in identifying factors to
save wisely save wisely correctly wisely correctly order to save wisely consider in order to
and with ease save wisely
7. Use IT devices to Uses IT devices to Uses IT devices to learn Inconsistently uses IT Little evidence in
learn more about learn more about more about budgeting devices to learn more using IT devices to
budgeting and bank budgeting and bank and bank services about budgeting and learn more about
services services efficiently efficiently bank services budgeting and bank
and with ease services

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

49
3.0 3.1 Lines By the end of the sub strand, the learner  In pairs or groups identify lines 1. Where are
GEOMETRY should be able to; in the classroom and within the perpendicular
(4 Lessons) a) identify horizontal and vertical environment. lines used?
lines in different situations,  In pairs or groups describe lines
b) draw horizontal and vertical lines in the environment and identify
in different salutations, them as horizontal and vertical
c) identify perpendicular lines in lines, parallel and perpendicular
different situations, lines.
d) draw perpendicular lines different  In pairs, groups or as individuals
salutations, draw horizontal and vertical
e) identify parallel lines different lines, parallel and perpendicular
situations, lines to represent real life
f) draw parallel lines in different situations.
salutations,  In pairs or groups use IT devices
g) use IT devices to learn more about to learn more about lines.
lines and leisure,
h) appreciate use of various types of
lines in real life.
Core Competences to be developed:
 Communication and collaboration; as learner discuss and share.
 Learning to learn; as learners identify different lines and their differences.
 Digital literacy as learners play digital games involving various types of lines.
PCIs: Values:
 Safety; as learners in pairs or groups or as individual identify uses  Unit, peace, social justice, respect; as learners work in
of different lines. groups.
 Social cohesion; as learners work in pairs or groups.
Links to other subjects: Suggested Community Services Learning Activities:

50
  Languages; as learners discuss and share.  Learners to assist in the home and community using the
 Agriculture; as learners prepare rows on the ground for planting. knowledge of lines in various activities like planting,
arranging seats for say meetings.

Assessment Rubrics
No. Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
1. Identify horizontal Identifies horizontal and Identifies horizontal Inconsistently identifies Little evidence in
and vertical lines vertical lines correctly and vertical lines horizontal and vertical identifying
and with ease correctly lines horizontal and
vertical lines
2. Draw horizontal and Draws horizontal and Draws horizontal and Inconsistently draws Little evidence in
vertical lines vertical lines correctly vertical lines horizontal and vertical drawing horizontal
and with ease correctly lines and vertical lines
3. Identify perpendicular Identifies perpendicular Identifies Inconsistently identifies Little evidence in
lines lines perpendicular lines perpendicular lines identifying
correctly and with ease correctly perpendicular lines
4. Draw perpendicular Draws perpendicular Draws perpendicular Inconsistently draws Little evidence in
lines lines correctly and with lines correctly perpendicular lines drawing
ease perpendicular lines
5. Identify parallel lines Identifies parallel lines Identifies parallel Inconsistently identifies Little evidence in
correctly and with ease lines correctly parallel lines identifying parallel
lines
6. Draw parallel lines Draws parallel lines Draws parallel lines Inconsistently draws Little evidence in
correctly and with ease correctly and with parallel lines drawing parallel
ease lines

51
7. Use IT devices to Uses IT devices to learn Uses IT devices to Inconsistently uses IT Little evidence in
learn more about lines more about lines learn more about devices to learn more using IT devices to
efficiently and with ease lines efficiently about lines learn more about
lines

52
Strand Sub strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Question(s)
3.2 Angles By the end of the sub  In pairs, groups or as individuals make 1. Where are angles
strand, the learner should be clockwise, quarter and half turn, and relate used in the
able to; them to angles in the environment. environment?
(6 Lessons) a) relate a turn to angles in  In pairs, groups or as individuals discuss
real life, the use of angles in the environment.
b) identify the use of  In pairs,groups or as individuals make a unit
angles in the angle and use it to measure angles in the
environment, environment.
c) measure angles using a  In pairs, groups or as individuals divide a
unit angle, 10oangle into 10 equal parts and identify
d) identify the degree as a each part as equal to 1 degree.
unit of measuring angle,  In pairs, groups or as individuals measure
e) Measure angles in angles in degrees using a protractor.
degrees in different  In pairs, groups or as individuals measure
situations, angles in degrees using a protractor and share
f) use IT devices to create results with others.
and learn more about  Learners in pairs or groups use IT devices to
angles,
create and learn more about angles.
g) appreciate the use of
angles in our day to day
life.

Core Competences to be developed:

 Communication and collaboration; as learner work in pairs or groups.
 Learning to learn; as learners identify the degree as a unit of measuring angles.

53
  Creativity and imagination; as learners compare angles using the unit angle.
 Environmental awareness; as learners appreciates use of angles in the environment.
PCIs: Values:
 Social cohesion; as learners work in groups.  Unity, peace, social justice, respect, responsibility; as learners
 Safety; as learners handle pair of scissors, razor blades. share tasks or roles in their groups.
 Career link; architect and construction.
Links to other subjects: Suggested Community Services Learning Activities:
 Languages; as learners discuss in groups and share findings.  Learners to learn more about angles as used at homes and in the
 Creative Arts; as learners draw angles. community.
 Physical and Health Education; as learners mark the field.

Assessment Rubrics
No. Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
1. Relate a turn to Relates a turn to angles Relates a turn to Inconsistently relates a Little evidence
angles accuracy and with ease angles correctly turn to angles relating a turn to
angles
2. Identify the use of Identifies the use of angles Identifies the use of Inconsistently identifies Little evidence in
angles accurately and with ease angles correctly the use of angles identifying the use
of angles
3. Measure angles using Measures angles using a unit Measures angles using Inconsistently measures Little evidence in
a unit angle angle accurately and with a unit angle accurately angles using a unit measuring angles
ease and with ease angle using a unit angle

4. Identify the degree as Identifies the degree as a Identifies the degree Inconsistently identifies Little evidence in
a unit of measuring unit of measuring angles as a unit of measuring the degree as a unit of identifying the
angles accurately and with ease angles accurately measuring angles
54
 degree as a unit of
measuring angles

5. Measure angles in Measures angles in degrees Measures angles in Inconsistently measures Little evidence in
degrees accurately and with ease degrees correctly angles in degrees measuring angles in
degrees
6. Use IT devices to Uses IT devices to create Uses IT devices to Inconsistently uses IT Little evidence in
create and learn more and learn more about angles create and learn more devices to create and using IT devices to
about angles efficiently and with ease about angles learn more about angles create and learn
efficiently more about angles

55
Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
3.3 3-D By the end of the sub strand, the  In pairs, groups or as individuals Where are 3-D
Objects learner should be able to; identify and discuss cubes, cuboids, objects used in the
a) describe 3-D objects in the cylinders, spheres and pyramids as 3-D environment?
(6 Lessons) environment, objects in the environment and share
b) describe 2-D shapes in 3-D with other groups.
objects in the environment ,  Learners to watch a video on 3-D
c) use IT devices to learn more objects.
about 3-D objects and for  In pairs or as individuals describe 2-
leisure D shapes found in 3-D objects and
d) appreciate the use of 3-D share with other groups.
objects in the environment.  In pairs or individuals use IT devices
to learn more about 3-D objects.
Core Competences to be developed:
 Communication and collaboration; as learners discuss in groups.
 Learning to learn; as learners are prepared for further learning in 3-D objects.
 Critically and imagination; as learners identify 2-D in 3-D objects.
PCIs: Values:
 Safety; as learners handle different objects.  Unity, responsibility, peace, integrity, social justice; as learners
 Environmental awareness; as learners identify 3-D objects in share and handle objects in pairs or groups.
their environment.
 Career link; movie making, TV and media.
Links to other subjects: Suggested Community Services Learning Activities:
 Languages; as learners in discuss.
56
  Creative Arts; as learners draw 3-D objects.  Learners may assist in identifying 2-D shapes in construction
of 3-D objects in the environment e.g. animals cages.

Assessment Rubrics
Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations
No. Expectations
1. Describe 3-D Describes 3-D objects Describes 3-D objects Inconsistently Little evidence in
objects accurately and with ease accurately describes 3-D objects describing 3-D objects

2. Describe 2-D shapes Describes 2-D shapes in Describes 2-D shapes Inconsistently Little evidence in
in 3-D objects 3-D objects accurately in 3-D objects describes 2-D shapes in describing 2-D shapes
and with ease accurately 3-D objects in 3-D objects
3. Use IT devices to Uses IT devices to learn Uses IT devices to Inconsistently uses IT Little evidence in using
learn more about 3- more about 3-D objects learn more about 3-D devices to learn more IT devices to learn more
D objects efficiently and with ease objects efficiently about 3-D objects about 3-D objects

57
Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
4.0 DATA 4.1 Data By the end of the sub strand, the  In pairs, groups or as individuals 1. Why is
HANDLING Representation learners should be able to; collect data and organize it in a table representing
a) collect and represent data using from real life situations. data in tables
(6 Lessons) tables from real life situations,  In pairs, groups or as individuals important?
b) represent data through piling represent data by piling similar
from real life situations, objects like match boxes vertically.
c) interpret data represented  In pairs or groups discuss
through piling from real life information represented by objects
situations, piled vertically.
d) use IT devices to learning more  In pairs or as individuals use IT
on how to represent data and devices to learn more on
for leisure, representing data in tables.
e) appreciate use frequency tables
in real life.
Core Competences to be developed:
 Communication and collaboration; as learners work in pairs or groups.
 Creativity and imagination; as learners organize and represent data by piling.
 Learning to learn; as the learners practice piling items.
 Digital literacy; as learners use IT devices to learn more about frequency tables.
PCIs: Values:

58
  Environment education; as learners dispose the items used  Peace and unity; as learners work in groups.
appropriately.  Respect and responsibility; as learners share tasks/roles in
 Safety; as learners represent data through piling objects. group work.
Links to other subjects: Suggested Community Services Learning Activities;
 Science and Technology; as learners classify plants and animals.  Learners to assist in collecting data using frequency tables in
 Languages; as learners discuss and share in pairs/groups. the community.

Assessment Rubrics
No. Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
1. Collect and represent Collects and Collects and Inconsistently Little evidence in collecting
data using tables represents data using represents data collects and and representing data
tables accurately and using tables represents data using using tables
with ease accurately tables

2. Represent data through Represents data Represents data Inconsistently Little evidence in
piling through piling through piling represents data representing data through
accurately and with accurately through piling piling
ease
3. Interpret data Interprets data Interprets data Inconsistently Little evidence in
represented through represented through represented through interprets data interpreting data
piling piling accurately and piling accurately represented through represented through piling
with ease piling
4. Use of IT devices to Uses of IT devices to Uses of IT devices Inconsistently use of Little evidence in using IT
learn more about bar learn more about bar to learn more about IT devices to learn devices to learn more about
graphs bar graphs

59
 graphs efficiently and bar graphs more about bar
with ease efficiently graphs

Strand Sub strand Specific Learning Outcomes Suggested Learning Key Inquiry
Experiences Question(s)
5.0 5.1 Simple By the end of the sub strand, the learner should be  In pairs, groups or as 1. Where are
ALGEBRA equations able to; individuals form equations used in
a) form simple equations with one unknown equations with one real life?
involving real life situations, unknown.
(6 Lessons) b) solve simple equations with one unknown  In pairs or as
involving real life situations, individuals solve
c) use IT devices to learn more about equations equations with one
and for enjoyment, unknown.
d) appreciate use of equations in solving  In pairs or as
problems in real life. individuals use IT
devices to learn more
about equations.
Core Competences to be developed:
 Communication and collaboration; as learners work in groups.
 Critical thinking and problem solving; as learners solve equations.
 Digital literacy; as learners learn more about equations using digital devices.
PCIs: Values:
60
  Life skills; as learners form and balance equations involving  Honesty as learners solve problems and give answers as a
decision making in real life situations. pair/group or individuals. Social cohesion; as learners work in
pairs/groups.
Links to other subjects: Suggested Community Services Learning Activities:
 Languages as learners discuss in groups and share.  Learners engage in solving problems at home and in the
 Science and Technology; as learners use a balance in solving community using equations.
equations involving real life situations.

Assessment Rubrics

No. Indicators Exceeds Meets Expectations Approaches Below Expectations

Expectations Expectations
1. Form simple equations with Forms simple Forms simple Inconsistently Little evidence in
one unknown equations with one equations with one forms simple forming simple
unknown correctly unknown correctly equations with one equations with one
and with ease unknown unknown
2. Solve simple equations with Solves simple Solves simple Inconsistently Little evidence in
one unknown equations with one equations with one solves simple solving simple
unknown correctly unknown correctly equations with one equations with one
and with ease unknown unknown
3. Use of IT devices to learn Uses of IT devices to Uses of IT devices Inconsistently uses Little evidence in
more about equations learn more about to learn more about IT devices to learn using IT devices to
equations efficiently equations efficiently more about learn more about
and with ease equations equations

61
Appendix : List of Learning Resources

62
Strand Sub strand Suggested assessment Suggested learning Suggested non-formal
methods resources activities
1.0 NUMBERS Whole Numbers a) Written exercises  Place Value Apparatus 1. Learners to play number
b) Oral questions  Number Charts games e.g. competing
c) Observation  Number Cards forming largest number
d) Group discussion  Multiplication Table from given digits.
2. Learners to play number
games using IT devices.
Addition a) Written exercises  Place Value Chart 1. Learners to play games
b) Oral questions  Abacus involving number
c) Observation patterns.
d) Group discussion
2. Learners to play number
games using IT devices.
Subtraction a) Written exercises  Place Value Chart 1. Learners to work out the
b) Oral questions  Abacus difference in scores for
c) Observation various teams during
d) Group discussion
play.

63
 2. Learners to work out the
difference of any two
numbers during play.
Multiplication a) Written exercises  Multiplication Tables 1. Learners to work out the
b) Oral questions number of seedlings in a
c) Observation seedbed by considering
d) Group discussion
the number of rows and
columns.
2. Learners to work out the
total number of learners
in a class by counting
rows and columns.
Division a) Written exercises  Multiplication Tables 1. Learners to create
b) Oral questions number games during
c) Observation play activities e.g. what
d) Group discussion
is 15 divided by 4?
2. Learners to divide
numbers during play.
Fractions a) Written exercises  Equivalent Fraction 1. Learners to play games
b) Oral questions Board on creating equivalent
c) Observation  Circular Cut outs fractions.
d) Group discussion  Rectangular Cut outs 2. Learners to represent
Counters equivalent fractions

64
 using circular cut outs
during play.
Decimals a) Written exercises  Place Value Charts 1. Learners to represent
b) Oral questions  Number Cards decimals using paper cut
c) Observation outs during play.
d) Group discussion
2. Learners to represent
decimals on place value
charts during play.
2. 0 Length a) Written exercises  Metre Rule 1. Learners to mark
MEASUREMENT b) Oral questions  1metre Sticks distances of 400m,
c) Observation  Tape Measure 200m during play.
d) Group discussion
2. Learners to compete
e) Project
running 100 metres
during play.
Area a) Written exercises  Square Cut Outs 1. Learners to determine
b) Oral questions  1cm Squares area of playing fields
c) Observation  1m Squares e.g. netball pitch,
d) Group discussion
football
e) Project
2. Learners to determine
area of their desks
during play.
Volume a) Written exercises  Cubes 1. Learners to stack up
b) Oral questions  Cuboids same items during play.
c) Observation  Videos

65
 d) Group discussion 2. Learners to stack up
e) Project cubes and cuboids
during play.
Capacity a) Written exercises  Tea Spoons 1. Learners to fill big
b) Oral questions  Videos containers using small
c) Observation  Containers of different containers during play.
d) Group discussion sizes 2. Learners to empty big
e) Project  Water, Sand ,Soil containers using small
containers during play.
Mass a) Written exercises  Tea Spoons 1. Learners to play games
b) Oral questions  Soil Or Sand using a sea saw.
c) Observation  Manual/Electronic 2. Learners to play games
d) Group discussion Weighing Machine using a beam balance.
e) Project  Videos
 Beam Balance
Time a) Written exercise  Analogue 1. Learners to observe
b) Oral questions  Digital Clocks shadows and relate them
c) Observation  Digital Watches to different times of the
d) Group discussion  Stop Watch day.
2. Learners to discuss
activities done at
different times of the
day during play.

66
 Money a) Written exercises  Price List 1. Learners to role play
b) Oral questions  Classroom shop shopping activities.
c) Observation  Electronic Money 2. Learners to role play
d) Group discussion Tariffs Chart banking activities e.g.
e) Project
depositing money.
3.0 GEOMETRY Lines a) Written exercises  Chalk Board Ruler 1. Learners to make lines
b) Oral questions  30cm Ruler using items like strings,
c) Observation  Straight Edges number them and skip
d) Group discussion
on them during play.
2. Learners to identify
different lines during
play.
Angles a) Written exercises  Unit Angles 1. Learners to demonstrate
b) Oral questions  Protractor angles during play.
c) Observation  Rulers 2. Learners to identify
d) Group discussion
angles in the
e) Project
environment during
play.
3-D Objects a) Written exercises  Cubes 1. Learners to model toys
b) Oral questions  Cuboids of cars or dolls during
c) Observation  Cylinders, Spheres play.
d) Group discussion  Rectangles 2. Learners to model
e) Project  Circle and Triangle cubes, cuboids,
Cut outs of different
cylinders during play.
sizes
67
 4.0 DATA Data a) Written exercises  Data from different 1. Learners to represent
HANDLING Representation b) Oral questions sources different number of
c) Observation items using sticks as
d) Group discussion
tallies practically.
e) Project
2. Learners to represent
different numbers on the
ground using tally
marks.
5.0 ALGEBRA Simple Equations a) Written exercises  Information from 1. Learners to play
b) Oral questions different sources balancing games using a
c) Observation sea saw.
d) Group discussion
2. Learners to play
weighing games using a
beam balance.

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

68