KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

A Skilled and Ethical Society

JUNIOR SCHOOL CURRICULUM DESIGN

MATHEMATICS

GRADE 7
 First published 2022

Revised 2024

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

ISBN:

Published and printed by Kenya Institute of Curriculum Development

TABLE OF CONTENTS
FOREWORD Error! Bookmark not defined.
PREFACE Error! Bookmark not defined.
ACKNOWLEDGEMENT Error! Bookmark not defined.
TABLE OF CONTENTS ix
NATIONAL GOALS OF EDUCATION x
LESSON ALLOCATION AT JUNIOR SCHOOL Error! Bookmark not defined.
LEARNING OUTCOMES FOR JUNIOR SCHOOL xiii
ESSENCE STATEMENT xiii
SUBJECT GENERAL LEARNING OUTCOMES xiv
STRAND 1.0: NUMBERS 1
STRAND 2.0: ALGEBRA 12
STRAND 3.0: MEASUREMENTS 17
STRAND 4.0: GEOMETRY 33
STRAND 5.0: DATA HANDLING AND PROBABILITY 38
APPENDICES 45
APPENDIX 1: GUIDELINES FOR INTEGRATING CSL AT JUNIOR SCHOOL 45
Appendix 2: List of Assessment Methods, Learning Resources and Non-Formal Activities 48
APPENDIX 3: Use of ICT Devices 51

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

2. Promote the social, economic, technological and industrial needs for national development
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
i) Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth
progress of a rapidly developing modern economy. There is bound to be a silent social revolution following in the wake of
rapid modernization. Education should assist our youth to adapt to this change.

ii) Economic Needs

Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are required
to support a growing economy. Kenya is building up a modern and independent economy which is in need of an adequate
and relevant domestic workforce.

iii) Technological and Industrial Needs

Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya
recognizes the rapid industrial and technological changes taking place, especially in the developed world. We can only be
part of this development if our education system is deliberately focused on the knowledge, skills and attitudes that will
prepare our young people for these changing global trends.

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

4. Promote sound moral and religious values

Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound
moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens.
5. Promote social equity and responsibility
Education respect should promote social equality and foster a sense of social responsibility within an education system which
provides equal educational opportunities for all. It should give all children varied and challenging opportunities for collective
activities and corporate social service irrespective of gender, ability or geographical environment.
6. Promote for and development of Kenya’s rich and varied cultures
Education should instill in the youth of Kenya an understanding of past and present cultures and their valid place in
contemporary society. Children should be able to blend the best of traditional values with the changing requirements that must
follow rapid development in order to build a stable and modern society.

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

8. Promote positive attitudes towards good health and environmental protection

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

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LESSON ALLOCATION AT JUNIOR SCHOOL
S/No Learning Area Number of Lessons
1. English 5
2. Kiswahili / Kenya Sign Language 4
3. Mathematics 5
4. Religious Education 4
5. Social Studies 4
6. Integrated Science 5
7. Pre-Technical Studies 4
8. Agriculture and Nutrition 4
9. Creative Arts and Sports 5
Pastoral /Religious Instructional Program 1
Total 40 + 1

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

ESSENCE STATEMENT
We live in a world of Mathematics whereby we count, add, subtract, multiply or divide quantities and substances throughout our
daily interactions. Mathematics involves understanding numbers and the numerical operations used to develop strategies for mental
mathematical problem-solving skills, estimation and computational fluency. We live in a world of space, shape and structures. It
is impossible to think of a world without Mathematics. It is applied in the economic activities, scientific, social, religious and
political worlds. It is therefore imperative that children are taught Mathematics from early years.

In Junior Secondary, Mathematics builds on the competencies acquired by the learner from primary school. It enhances the learner's
competencies in mathematical skills as a foundation for Science, Technology, Engineering and Mathematics (STEM) and other
pathways at Senior School. Mathematics also prepares the learner to have sufficient skills and competencies for application in
solving problems in real life situations. This is in line with vision 2030 and sessional paper number 1 of 2019 which emphasizes
on STEM areas.

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

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

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

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

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

Sub Strand: Fractions

Strand Sub Specific Learning Outcomes Suggested Learning Experiences Suggested key
Strand inquiry
question(s)
1.0 1.3 By the end of the sub strand, the learner The learner is guided to: 1. How do we use
Numbers Fractions should be able to: fractions in
(9 lessons) daily activities?

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 a) compare fractions in different ● discuss and arrange fractions in 2. Where do we
situations increasing and decreasing order use fractions in
b) add fractions in different situations using different strategies daily activities?
c) subtract fractions in different ● arrange fractions in ascending
situations or descending order using
d) multiply fractions by a whole fraction cards
number, fraction and a mixed ● add and subtract fractions in
number in real life situations cut outs, cards, charts and
e) identify the reciprocals of fractions concrete objects
in different situations ● multiply and divide fractions in
f) divide fractions by a whole number, cut outs, cards, charts and
fraction and a mixed fraction in real models
life situations ● use flip cards to discuss
g) divide a whole number by fractions reciprocals
in different situations ● play games of creating number
h) identify number sequence involving puzzles that involve fractions
fractions in different situations number sequences using IT
i) create number sequence involving devices or other materials
fractions for playing number games ● create a fraction sequence game
j) recognise use of fractions in real life that can be used for play and
situations. learning
● use IT devices to work out
operations of fractions.

Core Competencies to be developed:

● Creativity and imagination: Observed as learners create puzzles involving fractions.

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 ● Critical thinking and problem solving: Evaluation and decision making as learners apply fractions using cut outs, cards,
charts and models from local resources.
Values:
● Social justice: as learners share things fairly
● Responsibility: as learners perform multiplication and division of fractions when sharing or allocating resources.
Pertinent and Contemporary Issues (PCIs):
● Citizenship as learners carry out division of fractions which implies sharing
● Social cohesion as learners share items at home and outside school using fractions
Link to other subjects:
Agriculture and nutrition; as learners give fractional portions of animal feeds.

Sub Strand: Decimals

Strand Sub Strand Specific Learning Outcomes Suggested Learning Suggested key
Experiences inquiry
question(s)
1.0 1.4 Decimals By the end of the sub strand, the The learner is guided to: 1. Where are
Numbers (6 lessons) learner should be able to: ● discuss, state and use the decimals
a) identify the place value and the place value and total the value applicable in
total value of digits in decimals in of decimals using place value real life?
real life apparatus and worksheets 2. How do you use
b) multiply decimals by a whole ● multiply and divide decimals decimals in
number and by a decimal in real using cut outs, cards, charts daily activities?
life situations and models

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 c) divide decimals by a whole ● use calculators and other IT
number and by a decimal in real devices to work out
life situations operations of decimals.
d) recognise use of decimals in real ● play games involving
life situations. multiplication and division of
decimals.
Core Competencies to be developed:
● Critical thinking and problem solving: Open mindedness and creativity as learners identify and use the place value and
the total value of decimals using place value apparatus and worksheets.
● Digital literacy: Interacting with technology; as learners use IT gadgets to learn more on decimals.
Values
● Unity as learners work in groups to multiply and divide decimals using cut outs, cards, charts and models.
● Responsibility as learners perform multiplication and division of decimals.

Pertinent and Contemporary Issues (PCIs)

Safety as learners make paper cut outs or other materials and models.
Link to other subjects
Learners relate quantities expressed in decimal forms in measurement as learnt from Integrated Science

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Sub Strand: Squares and Square Roots
Strand Sub Strand Specific Learning Outcomes Suggested Learning Key Inquiry
Experiences Question(s)
1.0 1.5 Squares By the end of the sub strand, the The learner is guided to: 1. Where do we apply
Numbers and Square learner should be able to: ● work out squares of squares and square
Roots a) determine the squares of whole numbers using: roots in daily
(5 lessons) numbers, fractions and decimals ✔ grids and charts activities?
by multiplication in different ✔ long multiplication 2. How do we apply
situations method squares and square
b) determine the square roots of ✔ using calculators roots in daily
whole numbers, fractions and ● work out square roots of activities?
decimals of perfect squares in number using:
different situations ✔ factors method
c) appreciate use of squares and ✔ division method
square roots in real life situations. ✔ calculators
● use IT devices to play
games involving squares
and square roots
Core Competencies to be developed:
● Critical thinking and problem solving: Reflection as learners use grid squares and charts to find squares and square
roots.
● Digital literacy: Interacting with technologies as learners use IT devices to work out squares and square roots of
numbers.
Values
● Respect as learners appreciate each other’s contribution in groups in using grids and charts
● Unity as learners work in groups and work out the factors of numbers to get the square roots.

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Pertinent and Contemporary Issues (PCIs)
 Environmental education as learners consider shapes of different objects in the school compound especially the ones that
are squares.
Link to other subjects
● Pre-technical studies: in areas such as carpentry and technical drawing contribute to squares and roots of numbers.
● Agriculture and nutrition; as learners determine the number of seedlings that would fit in a square portion of land.
Assessment Rubric
Level Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
Indicators

Ability to use place Uses place value and Uses place value and Uses place value or Uses place value or
value and total value total value of digits up to total value of digits up total value of digits up total value of digits up
of digits up to hundreds of millions and to hundreds of millions to hundreds of millions to hundreds of
hundreds of millions decimals, correctly and and decimals correctly or decimals correctly millions
and decimals systematically
Ability to read and Reads and writes Reads and writes Reads or writes Reads or writes
write numbers in numbers in symbols up to numbers in symbols up numbers in symbols up numbers in symbols
symbols up to hundreds of millions and to hundreds of millions to hundreds of millions up to millions or
hundreds of millions words up to millions and words up to or words up to millions words up to hundreds
and words up to correctly and proficiently millions correctly correctly
millions

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Ability to classify Classifies natural Classifies natural Classifies natural Classifies natural
natural numbers as numbers as even, odd and numbers as even, odd numbers as even or odd numbers as even, odd
even, odd and prime prime systematically and and prime accurately or prime accurately or prime with
accurately continuous support

Ability to apply Applies operations of Applies operations of Applies operations of Applies operations of
operations of whole whole numbers whole numbers whole numbers whole numbers with
numbers accurately and accurately partially accurately continuous support
proficiently
Ability to identify Identifies and creates Identifies and creates Identifies or creates Identifies or creates
and create number number sequence number sequence number sequences number sequences
sequence correctly and consistently correctly correctly with continuous
support
Ability to test Tests divisibility of Tests divisibility of Tests divisibility of Tests divisibility of
divisibility of numbers by 2, 3, 4, 5, 6, numbers by 2, 3, 4, 5, some numbers by 2, 3, some numbers by 2, 3,
numbers by 2, 3, 4, 8, 9,10 and 11 accurately 6, 8, 9,10 and 11 4, 5, 6, 8, 9,10 and 11 4, 5, 6, 8, 9,10 and 11
5, 6, 8, 9,10 and 11 and systematically accurately accurately with difficulties
Ability to express Expresses composite Expresses composite Expresses some Expresses some
composite numbers numbers as a product of numbers as a product composite numbers as composite numbers as
as a product of prime factors correctly of prime factors a product of prime a product of prime
prime factors and writes the answer in correctly factors correctly factors with
power form difficulties

Ability to work out Work out and applies the Works out and applies Works out or applies Works out or applies
and apply the Greatest Common the Greatest Common the Greatest Common the Greatest Common
Greatest Common Divisor (GCD) and the Divisor (GCD) and the Divisor (GCD) and the Divisor (GCD) or the

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Divisor (GCD) and Least Common Multiples Least Common Least Common Least Common
the Least Common (LCM) of numbers by Multiples (LCM) of Multiples (LCM) of Multiples (LCM) of
Multiples (LCM) of factor method correctly numbers by factor numbers by factor numbers by factor
numbers by factor and systematically method correctly method correctly method
method
Ability to add, Adds, subtracts and Adds, subtracts and Adds, subtracts or Adds fractions
subtract and multiplies fractions multiplies fractions multiplies fractions correctly
multiply fractions correctly and correctly correctly
systematically
Ability to determine Determines reciprocals of Determines reciprocals Determines reciprocals Determines
reciprocals of fractions and divides of fractions and divides of fractions or divides reciprocals of
fractions and divide fractions correctly and fractions correctly fractions correctly fractions correctly
fractions systematically
Ability to multiply Multiplies and divides Multiplies and divides Multiplies or divides Multiplies and divides
and divide decimals decimals by a whole decimals by a whole decimals by a whole decimals by a whole
by a whole number number and by a decimal number and by a number or by a decimal number correctly
and by a decimal correctly and proficiently decimal correctly correctly
Ability to determine Determines the squares Determines the squares Determines the squares Determines the
the squares and and square roots of whole and square roots of or square roots of squares and square
square roots of numbers, fractions and whole numbers, whole numbers, roots of whole
whole numbers, decimals correctly and fractions and decimals fractions or decimals numbers correctly
fractions and proficiently correctly correctly
decimals

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

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

Sub Strand: Linear Equations

Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested key
Outcomes inquiry question(s)
2.0 2.2 Linear By the end of the sub The learner is guided to: 1. How do we use
Algebra Equations strand, the learner should ● role play activities involving equations linear equations in
(6 lessons) be able to: with one unknown for example real life?
a) form linear equations weighing using beam balance and 2. Why do we use
in one unknown in shopping activities linear equations in
different situations ● discuss how to form and solve linear real life?
b) solve linear equations equations generated from role play
in one unknown in activities
different situations ● use IT to form and solve linear
c) apply linear equations equations.
in one unknown to real
life situations

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 d) reflect on use of linear
equations in real life
situations.
Core Competencies to be developed:
● Communication and collaboration: Speaking, listening and team work as learners’ role play activities involving
equations in one unknown.
● Self-efficacy: Self-awareness skills as learners carry out weighing using beam balance and role play.
● Learning to learn: Organizing own learning as learners apply linear equations in real life.
Values
● Integrity as learners share resources as per the given equation (conditions).
● Responsibility: as learners use a given letter in the equation to represent an item.
Pertinent and Contemporary Issues (PCIs):
● Social cohesion as learners work in groups to role play in shopping activities.
Self – esteem as learners participate in role play activities like weighing and shopping that will lead to equations in one
unknown.
Link to other subjects:
Pre-technical studies; as learners use IT devices in forming and solving equations.

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Sub Strand: Linear Inequalities
Strand Sub Strand Specific Learning Outcomes Suggested Learning Suggested key inquiry
Experiences question(s)
2.0 2.3 Linear By the end of the sub strand the The learner is guided to: 1. How do we use
Algebra Inequalities learner should be able to: ● use inequality cards to linear inequalities in
(8 lessons) a) apply inequality symbols to complete simple real life?
inequality statements in learning inequality statements 2. Why do we use
situations ● use inequality linear inequalities in
b) form simple linear inequalities in cards/objects to form real life?
one unknown in different simple linear inequalities
situations with one unknown
c) illustrate simple inequalities on a ● draw and represent simple
number line inequality statements on a
d) form compound inequality number line
statements in one unknown in ● use inequality cards to
different situations complete compound
e) illustrate compound inequalities inequality statements
in one unknown on a number ● draw and represent
line compound inequality
f) appreciate use of linear statements on a number
inequalities in real life. line
● use IT graphing tools to
present solutions to
inequalities.
Core Competencies to be developed:
● Communication and collaboration: Speaking and listening as learners discuss on how to form the linear inequalities.

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● Creativity and Imagination: Open mindedness and creativity as learners draw and represent inequality statements on a
number line.
Values
● Social justice as learners apply linear inequalities,
● Integrity as learners observe the conditions of the given inequalities.
Pertinent and Contemporary Issues (PCIs)
● Health education: observing the correct dosage in drugs / limits on drug consumption.
● Gender equality: gender representation for inclusivity.
Link to other subjects
Language as learners form linear inequalities from different situation in statement form.
Assessment Rubric
Level Exceeds Meets Expectations Approaches Below Expectations
Expectations Expectations
Indicators

Ability to form and Forms and simplifies Forms and simplifies Forms or simplifies Forms algebraic
simplify algebraic algebraic expressions algebraic expressions algebraic expressions expressions correctly
expressions correctly and correctly correctly
proficiently
Ability to form, solve Forms, solves and Forms, solves and Forms, solves or Forms linear
and apply linear applies linear applies linear applies linear equations in one
equations in one equations in one equations in one equations in one unknown accurately
unknown unknown accurately unknown accurately unknown accurately
and systematically

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 Ability to apply Applies inequality Applies inequality Applies inequality Applies inequality
inequality symbols to symbols to inequality symbols to inequality symbols to inequality symbols to inequality
inequality statements statements statements accurately statements partially statements with
comprehensively difficulties
Ability to form Forms simple and Forms simple and Forms simple or Forms simple linear
simple and compound linear compound linear compound linear inequality in one
compound linear inequality in one inequality in one inequality in one unknown or illustrate
inequality in one unknown and unknown and unknown or illustrate on a number line
unknown and illustrate on a number illustrate on a number on a number line correctly
illustrate on a number line correctly and line correctly correctly
line systematically

STRAND 3.0: MEASUREMENTS

Sub Strand: Pythagorean Relationship
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested key
Outcomes inquiry
question(s)
3.0 3.1 Pythagorean By the end of the sub The learner is guided to: How do we use
Measurements Relationship strand, the learner should ● draw and represent practical cases Pythagorean
(4 lessons) be able to: of right-angled triangle of an relationship in
a) recognize the sides of object leaning on a wall at real life
a right-angled different positions and recognize situations?
triangle in different the sides as the hypotenuse the
situations height and the base. For example,
a ladder leaning on a wall.
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 b) identify Pythagorean ● do a variety of activities for
relationship in example, counting squares on
different situations different sides of a 3, 4, 5 right
c) apply Pythagorean angled-triangle, establish the
relationship to real Pythagorean relationship and
life situations practice using other right angled-
d) promote use of triangles
Pythagoras Theorem ● work out exercises related to
in real life situations. Pythagorean relationship
● create Pythagorean relationship
puzzles
● use IT devices to explore the use
of Pythagorean relationship in
daily life.
Core Competencies to be developed
● Critical thinking and problem solving: Interpretation and inference as learners identify Pythagorean relationship in
different situations.
● Creativity and imagination: Open mindedness and creativity as learners create Pythagorean relationship puzzles.
● Learning to learn: Sharing learnt knowledge as learners apply Pythagorean relationship in real life situations.
Values
● Unity as learners carry out various activities together, such as creating Pythagorean relationship puzzles.
● Respect as learners appreciate each other’s opinions when identifying and applying Pythagorean relationship in real life
situations.
Pertinent and Contemporary Issues (PCIs)
● Peer education as learners work in groups to establish the Pythagorean relationship.
● Safety as learners take care when using the ladder to do various activities on Pythagorean relationship.

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 Link to other subjects
Pre-technical studies: technical drawing, building construction, surveying.

Sub Strand: Length

Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Question(s)
3.0 3.2 Length By the end of the sub The learner is guided to: 1. Why do we use
Measurements (6 lessons) strand, the learner should be ● generate conversion tables different units of
able to: involving cm, dm, m, Dm, Hm measuring
a) convert units of length ● practice different operations length?
from one form to another involving length 2. How do we
involving cm, dm, m, ● watch videos on correct measure the
Dm, Hm in learning procedures of measuring length perimeter of
situations and working out perimeter different objects?
b) perform operations ● use appropriate measuring tools
involving units of length to measure the length of various
in different situations objects.
c) work out the perimeter of ● measure and work out perimeter
plane figures in different of different plane figures
situations including combined shapes.
d) work out the ● measure the circumference and
circumference of circles diameter of different circular
in different situations objects and establish the
e) promote use of length in relationship between
real life situations. circumference and diameter
which is Pi.
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 ● use Pi to practice working out
circumference of circles and can
use IT devices for calculations.
Core Competencies to be developed:
● Communication and collaboration: Speaking, listening and team work; as learners work in pairs/groups when
measuring lengths of various objects and also as they discuss the relationship between circumference and diameter.
● Self-efficacy: Personal skills as the learners practice different operations using length.
● Critical thinking and problem solving: interpretation and inference as learners relate circumference to diameter.
Values
● Integrity as learners carry out the activities and give the correct measurement.
● Unity as learners work in groups measuring lengths of various objects.
Pertinent and Contemporary Issues (PCIs)
● Social cohesion as learners work in pairs and groups in measuring lengths of various objects.
● Safety as learners handle different instruments of measuring length.
● Global citizenship as they appreciate units of measurements especially the SI units of length.
Link to other subjects
● Integrated science: as learners use units of measuring length
● Pre- technical studies: as learners do tailoring, constructions, engineering works that contributes to measurement of
length.

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Sub Strand: Area
Strand Sub Strand Specific Learning Outcomes Suggested Learning Suggested key
Experiences inquiry
question(s)
3.0 3.3 Area By the end of the sub strand, the The learner is guided to: 1. What are
Measurements (8 lessons) learner should be able to: ● generate conversion tables plane
a) identify square metre (m2), acres involving acres and hectares figures?
and hectares as units of measuring as units of measuring area 2. How do we
area ● use cut outs to find the area work out
b) work out the area of rectangle, of the plane figures the areas of
parallelogram, rhombus and ● watch videos on how to cut plane
trapezium in different situations out a circle to small sectors figures?
c) work out the area of circles in to demonstrate how to derive
different situations the formula for the area of a
d) calculate the area of borders and circle
combined shapes in real life ● cut out a circle into small
situations sectors and rearrange to form
e) recognise use of area in real life a rectangle to derive the
situations. formula for the area of a
circle
● practice cutting out the plane
figures of combined shapes
into different shapes to work
out the area.
Core Competencies to be developed:

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 ● Critical thinking and problem solving: Reflection as learners cut out the circle into small sectors, joining them to create
a rectangle and generate formula of getting the area of a circle.
● Creativity and imaginations: Open mindedness and creativity as learners combine different shapes to make patterns.
● Self-efficacy: Personal skills as learners demonstrate how to derive the formula for the area of a circle.
Values
● Responsibility as the learner cuts out the small sectors of the circle and joins them up to form a rectangle.
● Integrity as learners work out exact areas of different shapes.
● Unity as learners work in groups and share tasks in measuring the area.
PCIs
● Safety; as learners handle different instruments/tools to make cut outs of different materials.
● Environmental education; as learners use locally available materials in measuring the area.
Link to other subjects
● Creative arts - as learners combine different shapes to make patterns.
● Integrated science - relating area to friction and pressure.

Sub Strand: Volume and Capacity

Strand Sub Strand Specific Learning Outcomes Suggested Learning Suggested key
Experiences inquiry question(s)
3.0 3.4 Volume By the end of the sub strand, the The learner is guided to: 1. Where do we use
Measurements and learner should be able to: ● make a cube of sides 1 volume and
Capacity a) identify metre cube (m3 ) as metre using locally capacity in daily
(8 lessons) a unit of volume in available materials activities?
measurements ● discuss and work out the 2. Why do we
b) convert metre cube (m3) into conversions of cm cube measure volume?
centimeter cube (cm3) and (cm3) and m cube (m3)

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 vice versa in different ● collect labeled containers
situations of different volume and
c) work out the volume of capacity from the
cubes, cuboids and cylinder environment
in different situations ● generate conversion tables
d) identify the relationship of volume and capacity
between cm3, m3 and litres ● create models of cubes,
in real life situations cuboids, and cylinders
e) relate volume to capacity in which they will use to
real life situations work out volume
f) work out the capacity of ● watch videos on volume
containers in real life and capacity
situations
g) promote use of volume and
capacity in real life
situations.
Core Competencies to be developed:
● Critical thinking and problem solving: Interpretation and inference as learners create a conversion table of units of
volume.
● Creativity and Imagination: Open mindedness and creativity as learners create models of cubes and cuboids.
Values
● Responsibility as learners work in groups and share different tasks in making models.
● Peace as learners discuss to make the models for different volumes and capacities.
Pertinent and Contemporary Issues (PCIs)
● Environmental education as learners use big and small containers of different volume from locally available resources.
● Safety as learners make models of cubes and cuboids.

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 ● ESD water conservation using containers of different capacities.
Link to other subjects
● Pre- technical studies as learners create models of cubes and cuboids.
● Integrated Science as learners work out volume of different substances.

Sub Strand: Time, Distance and Speed

Strand Sub Strand Specific Learning Outcomes Suggested Learning Suggested key
Experiences inquiry question(s)
3.0 3.5 Time, By the end of the sub strand, the The learner is guided to: 1. Why do we relate
Measurements Distance and learner should be able to: ● use analog or digital clock distance, time and
Speed a) identify units of measuring to tell time in hours, speed?
(8 lessons) time in real life situations minutes and seconds and 2. What is the
b) convert units of time from one discuss the units of time importance of
form to another in learning ● create conversion table on speed in daily
situations units of time activities?
c) convert units of measuring ● discuss and estimate
distance in learning situations distances between two or
d) identify speed as distance more points and convert
covered per unit time in from Km to meters and
different situations vice versa
e) work out speed in km/h and ● engage in activities that
m/s in real life situations involve distance and time
f) convert units of speed from such as track events to
kilometers per hour (Km/h) to relate time, distance and
meters per second (m/s) and speed

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 vice versa in real life ● discuss how long they take
situations to travel from home to
g) reflect on use of time, distance school, discuss the aspects
and speed in real life of distance, and time taken
situations to get to school
● practice calculating speeds
in km/h or m/s
● play digital games
involving racing or watch
marathon
Core Competencies to be developed:
● Critical thinking and problem solving- interpretation and inference as learners create conversion tables relate and
determine distance, time and speed.
● Self-efficacy - Personality skills as learners observe punctuality in attending to different activities.
Values
● Patriotism as learners observe road safety rules including speed limits.
● Integrity as learners observe punctuality and work out correct distances.
Pertinent and Contemporary Issues (PCIs)
● Disaster Risk Reduction (DRR) and Safety as learners observe safety in road and machines in relation to speed.
Link to other subjects
● Integrated science as learners observe time as they carry out different experiments.

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

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 f) use IT devices or other ● practice using IT devices or
resources to read temperature other resources to
conditions of different places determine temperature of
g) recognise temperature different places in degree
changes in the environment. Celsius and Kelvin.

Core Competencies to be developed

● Communication and collaboration: Team work as learners work in groups and use tools of measuring temperature.
● Digital literacy: Interacting with technology as learners determine temperature of different places using digital devices.
Values
● Responsibility as learners carefully handle tools of measuring temperature.
● Integrity as learners give correct measurements of temperature.
Pertinent and Contemporary Issues (PCIs)
● Self-awareness as learners take their body temperatures.
● Safety as learners work in groups and exercise caution when dealing with hot substances.
Link to other subjects
● Integrated Science; as learners consider their body temperatures to establish their health status and dressing
appropriately.
● Social studies as learners consider climatic temperature changes.

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

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

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Assessment Rubric
Level Exceeds Meets Approaches Expectations Below Expectations
Expectations Expectations
Indicators

Ability to identify Identifies and applies Identifies and Identifies or applies Identifies
and apply Pythagorean applies Pythagorean Pythagorean relationship Pythagorean
Pythagorean relationship correctly relationship correctly relationship correctly
relationship and proficiently correctly
Ability to convert Converts units of Converts units of Converts units of length or Converts units of
units of length and length and perform length and perform perform operations length accurately
perform operations operations involving operations involving length
involving length length accurately and involving length accurately
systematically accurately
Ability to work Works out the Works out the Works out the perimeter of Works out the
out the perimeter perimeter of plane perimeter of plane plane figures or perimeter of plane
of plane figures figures and figures and circumference of circles figures accurately
and circumference of circumference of accurately
circumference of circles accurately and circles accurately
circles proficiently
Ability to work Works out the area of Works out the area Works out the area of Works out the area of
out the area of rectangles, of rectangles, rectangles or rectangles or
rectangles, parallelogram, parallelogram, parallelogram or rhombus parallelogram or
parallelogram, rhombus, trapezium rhombus, or trapezium or circles rhombus accurately
rhombus, accurately

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trapezium and and circles accurately trapezium and
circles and proficiently circles accurately
Ability to work Works out the volume Works out the Works out the volume of Works out the
out the volume of of cubes, cuboids and volume of cubes, cubes, cuboids or cylinders volume of cubes or
cubes, cuboids cylinders accurately cuboids and accurately cuboids accurately
and cylinders and systematically cylinders accurately
Ability to Identifies the Identifies the Identifies the relationship Identifies the
identify the relationship between relationship between cm3, m3 or litres relationship between
relationship cm3, m3 and litres and between cm3, m3 or relate volume to cm3, m3 or litres
between cm3, m3 relate volume to and litres and relate capacity accurately accurately
and litres, and capacity accurately volume to capacity
relate volume to and proficiently accurately
capacity
Ability to work Works out the Works out the Works out the capacity of Works out the
out the capacity capacity of containers capacity of containers partially capacity of containers
of containers accurately containers accurately with continuous
systematically accurately support
Ability to work Works out speed in Works out speed in works out speed in Km/h Works out speed in
out speed in km/h Km/h and m/s Km/h and m/s or m/s accurately Km/h accurately
and m/s accurately and accurately
systematically
Ability to Identifies and converts Identifies and Identifies or converts units Identifies units of
identify and units of measuring converts units of of measuring temperature measuring
convert units of temperature from measuring from degree Celsius to temperature as degree
measuring degree Celsius to temperature from Kelvin and vice-versa Celsius and Kelvin
temperature from Kelvin and vice-versa degree Celsius to accurately accurately

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degree Celsius to accurately and Kelvin and vice-
Kelvin and vice- systematically versa accurately
versa
Ability to work Works out Works out Works out temperature in Works out
out temperature temperature in degree temperature in degree Celsius or Kelvin temperature in degree
in degrees Celsius and Kelvin degree Celsius and Celsius accurately
Celsius and accurately and Kelvin accurately
Kelvin Proficiently
Ability to work Works out profit, loss, Works out profit, Works out profit, loss, Works out any one
out profit, loss, discount and loss, discount and discount or commission of; profit, loss,
discount and commission correctly commission correctly discount or
commission and proficiently correctly commission correctly
Ability to Calculates percentage Calculates Calculates percentage Calculates any one
calculate profit, loss, discount percentage profit, profit, loss, discount or of; percentage profit,
percentage profit, and commission loss, discount and commission accurately loss, discount and
loss, discount and accurately and commission commission
commission systematically accurately accurately
Ability to Interprets and prepare Interprets and Interprets or prepare bills Interprets bills
interpret and bills correctly and prepare bills correctly correctly
prepare bills comprehensively correctly
Ability to work Works out postal Works out postal Works out postal charges Works out postal
out postal charges systematically charges correctly partially charges with
charges difficulties
Ability to Identifies and works Identifies and Identifies or works out Identifies out mobile
identify and work out mobile money works out mobile mobile money services money services
accurately accurately

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out mobile services accurately money services
money services and comprehensively accurately

STRAND 4.0: GEOMETRY

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

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

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Sub Strand: Geometrical Constructions
Strand Sub Strand Specific Learning Outcomes Suggested Learning Suggested key inquiry
Experiences question(s)
4.0 4.2 Geometrical By the end of the sub strand, the The learner is guided to: 1. Where do we use
Geometry Constructions learner should be able to: ● draw and measure different geometric
(12 lessons) a) measure different angles in angles constructions in real
learning situations ● draw and bisect different life situations?
b) bisect angles using a ruler angles 2. Why do we use
and a pair of compasses ● construct 900, 450 600, 300 geometric
only in learning situations including 1200, 1050 and constructions?
c) construct 900, 450 600, 300 practice with angles that are
and other angles that are multiples of 7.50 using a
multiples of 7.50 using a pair of compasses and rulers
ruler and a pair of ● construct triangles using a
compasses only in learning pair of compasses and rulers
situations ● construct circles using a pair
d) construct different triangles of compasses and rulers
using a ruler and a pair of ● use IT devices on graphics
compasses only in different to draw angles and circles,
situations watch videos of bisecting
e) construct circles using a angles and constructing
ruler and a pair of angles and circles.
compasses only in different
situations

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

Assessment Rubric
Level Exceeds Meets Expectations Approaches Below Expectations
Expectations Expectations
Indicators

Ability to relate Relates and solves Relates and solves Relates or solves angles Relates angles on a
and solve angles angles on a straight angles on a straight on a straight line, at a straight line, at a
on a straight line, line, at a point and on line, at a point and on point or on a point or on a
at a point and on a a transversal a transversal transversal accurately transversal accurately
transversal accurately

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 accurately and
comprehensively
Ability to identify Identifies angle Identifies angle Identifies angle Identifies angle
angle properties of properties of properties of properties of polygons properties of
polygons up to polygons up to polygons up to up to pentagon quadrilaterals
hexagon hexagon accurately hexagon accurately accurately accurately
and comprehensively
Ability to solve Solves angles and Solves angles and Solves angles and sides Solves angles and
angles and sides of sides of polygons up sides of polygons up of polygons up to sides of polygons up
polygons up to to hexagon to hexagon accurately hexagon partially to hexagon with
hexagon systematically difficulties
Ability to measure, Measure, bisects and Measure, bisects and Measure, bisects or Measure, bisects or
bisect and constructs 900, 600, constructs 900, 600, constructs 900, 600, 450 , constructs 900, 600,
construct 90 , 60 , 450 , 300 and other
0 0
450 , 300 and other 300 using a ruler and a 450 using a ruler and
450 300 and other angles that are angles that are pair of compasses a pair of compasses
angles that are multiples of 7.50 multiples of 7.50 accurately accurately
multiples of 7.50 using a ruler and a using a ruler and a
using a ruler and a pair of compasses pair of compasses
pair of compasses accurately and accurately
only systematically
Ability to construct Constructs different Constructs different Constructs different Constructs different
different triangles triangles and circles triangles and circles triangles or circles using triangles using a ruler
and circles using a using a ruler and a using a ruler and a a ruler and a pair of and a pair of
ruler and a pair of pair of compasses pair of compasses compasses partially compasses with
compasses only accurately and accurately difficulties
systematically

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STRAND 5.0: DATA HANDLING AND PROBABILITY
Sub strand: Data handling
Strand Sub Strand Specific Learning Outcomes Suggested Learning Suggested key
Experiences inquiry
question(s)
5.0 5.1 Data By the end of the sub strand, the The learner is guided to: 1. Why do we
Data Handling Handling learner should be able to: ● discuss, collect and organize collect data?
and Probability (10 lessons) a) state the meaning of data in data from immediate 2. How do we
learning situation environment represent
b) collect data from different ● tally and represent the data in data?
situations a frequency tables 3. How do we
c) draw frequency distribution ● discuss and come up with interpret data?
table of data from different suitable scale to represent data
sources in graphs
d) determine suitable scale for ● discuss and use a suitable
graphs of data from different scale to draw pictographs from
situations data
e) draw pictographs of data from ● discuss and use a suitable
real life situations scale to draw bar graphs from
f) draw bar graphs of data from data
different sources ● discuss and interpret bar
g) interpret bar graphs of data from graphs of data
real life situations ● discuss and represent data on
h) draw pie charts of data from real pie charts
life situations ● discuss and interpret pie charts
of data
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 i) interpret pie charts of data from ● use suitable scale to represent
real life situations data on line graphs
j) draw a line graph of data from ● discuss and interpret travel
different situations graphs from real life situations
k) interpret travel graphs from real ● draw pie charts, pictographs
life situations and read data from bar graphs
l) promote use of data in real life using IT devices or watch
situations. videos relating to data.
Core Competencies to be developed:
● Creativity and imagination: Making observations as learners present data in the form of pie charts and pictograms.
● Critical thinking and problem solving: Interpretation and inference as learners interpret data from bar graphs,
pictograms and pie charts.
Values
● Responsibility as learners collect and present data in pictograms that may involve different resources.
● Peace as learners work in groups to collect and present data.
Pertinent and Contemporary Issues (PCIs)
● Decision making as learners present data that can be used to make informed decisions.
Link to other subjects
● Creative Arts and Sports; as learners draw pictographs and pie charts.
● Social studies as learners present data in pie charts and pictographs that may involve populations.

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Assessment Rubric
Level Exceeds Meets Approaches Below Expectations
Expectations Expectations Expectations
Indicators
Ability to collect data Collects data Collects data Collects data irregularly Collects data with
systematically and accurately difficulties
accurately
Ability to draw Draws frequency Draws frequency Draws frequency Draws frequency
frequency distribution distribution table distribution table of distribution table of distribution table of
table of data of data accurately data accurately data inconsistently data with difficulties
and systematically
Ability to determine Determines Determines suitable Determines suitable Determines suitable
suitable scale for suitable scale for scale for graphs and scale for graphs or scale for graphs or
graphs and draw graphs and draws draws Pictographs draws Pictographs or draws Pictographs of
Pictographs and Bar Pictographs and and Bar Graphs of Bar Graphs of data data accurately
Graphs of data Bar Graphs of data data accurately accurately
accurately and
systematically
Ability to interpret Interprets data Interprets data from Interprets data from Interprets Bar Graphs
from pictographs and from pictographs pictographs and Bar pictographs or Bar of data
Bar Graphs Bar Graphs Graphs correctly Graphs
Precisely
Ability to draw and Draws and Draws and Draws or Interprets Pie Draws Pie Charts of
interpret Pie Charts of Interprets Pie Interprets Pie Charts of data data
data Charts of data Charts of data accurately
precisely accurately

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 Ability to draw a Line Draws a Line Draws a Line Draws a Line Graph Draws a Line Graph
Graph Graph accurately Graph accurately partially accurately with continuous
and systematically support
Ability to interpret Interprets travel Interprets travel Interprets travel graphs Interprets travel graphs
travel graphs graphs graphs correctly partially with continuous
comprehensively support

Community Service Learning Class Activity

Community Service Learning (CSL) is an experiential learning strategy that integrates classroom learning and community service
to enable learners reflect, experience and learn from the community. The CSL activity/project is expected to benefit the learner,
the school and local community. Knowledge and skills on how to carry out a CSL activity/project has been covered in Life Skills
Education (LSE).
All learners in Grade 7 will be expected to participate in a CSL class activity, which may be based on any strand or sub strand in
Mathematics. The activity will give learners an opportunity to practise the CSL Project skills covered under LSE. This activity
will be undertaken in groups or as whole for purposes of learning. Learners will be expected to apply knowledge and skills on
steps of the CSL project to carry out the suggested activity as per the guidelines provided in the template. The learning approach
will take the form of a whole school approach, where the entire school community will be engaged in the learning process. Teachers
will guide learners to execute a simple school based integrated CSL class activity. This activity can be done in 1-2 weeks outside
the classroom time.

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CSL Skills to be developed:
Research: Learners will develop research skills as they investigate PCIs to address the activity, ways and tools to use in
collecting the data, manner in which they will analyse information and present their findings.
Communication: Learners will develop effective communication skills as they engage with peers and school community
members. These will include listening actively, asking questions, and presentation skills using varied modes.
Citizenship: Learners will be able to explore opportunities for engagement as members of the school community and providing a
service for the common good.
Leadership: Learners develop leadership skills as they take up various roles within the CSL activity.
Financial Literacy Skills: Learners consider how they can undertake the project as well as sourcing and utilising resources
effectively and efficiently.
Entrepreneurship: Learners consider ways of generating income through innovation for the CSL class activity.

Suggested PCIs Specific Learning Suggested Learning Experiences (Customise to the Suggested key
Outcomes focus of the grade) inquiry
question(s)

The learners will By the end of the CSL The learner is guided to: 1. How does one
be guided to class activity, the ● brainstorm on issues/pertinent and contemporary determine
consider the learner should be able issues in their school that need attention community
various PCIs to: ● choose a PCI that needs immediate attention and needs?
provided in the a) identify a problem explain why 2. Why is it
subjects in Grade in the school ● discuss possible solutions to the identified issue necessary to be
7 and choose one community ● propose the most appropriate solution to the part of a
suitable to their through research, problem community?
context and reality

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 b) plan to solve the ● discuss ways and tools they can use to collect 3. What can one
identified problem information on a problem (questionnaires, do to
in the community, interviews, observation) demonstrate a
c) design solutions to ● develop tools for collecting the information/data sense of
the identified ● identify resources they need for the activity belonging
problem, ● collect the information/data using various means
d) implement ● develop various reporting documents on their
solution to the findings
identified problem, ● use the developed tools to report on their findings
e) share the findings ● implement project
to relevant actors ● collect feedback from peers and school community
f) reflect on own regarding the CSL activity
learning and ● share the report on activity through various media to
relevance of the peers and school community
project, ● discuss the strengths and weaknesses of
g) appreciate the implemented project and lessons learnt
need to belong to a ● reflect on how the project enhanced own learning
community while at the same time facilitated service on an issue
in the school community

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Indicator Exceeds Expectation Meets Expectation Approaches Below Expectation
Expectation
The ability to Learner critically Learner defines and Learner defines and Learner requires
identify and defines and elaborately discusses a pertinent discusses a pertinent support to critically
analyse a pertinent discusses a pertinent issue to be issue to be addressed examine and select the
issue in society to issue to be addressed. addressed. with minimal appropriate issue.
be addressed support.
The ability to plan Learner correctly and Learner correctly Learner sometimes Learner has difficulty
to solve the systematically establishes resources establishes resources establishing resources
identified problem establishes resources needed, develops needed, develops needed, developing
needed, develops plans, assigns plans, assigns plans, assigning
plans, assigns responsibilities, and responsibilities, and responsibilities and
responsibilities, and generates data on the generates data on the generating data on the
generates data on the CSL project. CSL project. CSL project.
CSL project.

The ability to Learner constantly Learner applies the Learner applies the Learner requires a lot
design solutions to applies the knowledge knowledge and skills knowledge and skills of probing to apply the
the identified and skills gained in gained in subjects to gained in subjects to knowledge and skills
problem and subjects to address the address the identified address the identified gained in subjects to
implement them identified issue. issue. issue with some address the identified
support. issue.
Ability to share Learner Learner confidently Learner shares some Learner briefly shares
findings to comprehensively and shares findings of the of the findings of the findings of the issue
relevant actors confidently shares issue addressed in issue addressed in addressed in the
findings of the issue the activity. the activity.

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 addressed in the activity, lacks
activity. necessary details.
The ability to Learner distinctively Learner clearly Learner outlines the Learner struggles to
reflect on own and clearly outlines the outlines the benefits benefits of the CSL outline the benefits of
learning and benefits of the CSL of the CSL activity activity on the target the CSL activity on the
relevance of the activity on the target on the target community and own target community and
activity community and own community and own learning, a few own learning.
learning. learning. unclear.

APPENDICES

APPENDIX 1: GUIDELINES FOR INTEGRATING CSL AT JUNIOR SCHOOL

Guidelines for Grade 7 Community Service-Learning Project
Introduction
Community Service Learning (CSL) is an experiential learning strategy that integrates classroom learning and community service
to enable learners reflect, experience and learn from the community. The CSL activity is hosted as a strand in Social Studies.
The Social Studies teacher will be expected to coordinate teachers from other learning areas to carry out the integrated
CSL class activity. Learners will be expected to apply knowledge, skills, attitudes and values from the different Learning
Areas to undertake the integrated CSL class activity. Learners will undertake one common integrated class CSL activity
following a 6-step milestone approach that is:

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Milestone Description

Milestone 1 Problem Identification

Learners study their community to understand the challenges faced and their effects on
community members.

Milestone 2 Designing a solution

Learners create an intervention to address the challenge identified.

Milestone 3 Planning for the Project

Learners share roles, create a list of activities to be undertaken, mobilise resources needed to
create their intervention and set timelines for execution

Milestone 4 Implementation
The learners execute the project and keep evidence of work done.

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 Milestone 5 Showcasing /Exhibition and Report Writing
Exhibitions involve showcasing learners’ project items to the community and reflecting on the
feedback

Learners write a report detailing their project activities and learnings from feedback

Milestone 6 Reflection
Learners review all project work to learn from the challenges faced.
They link project work with academic concepts, noting how the concepts enabled them to
do their project as well as how the project helped to deepen learning of the academic
concepts.

Assessment of CSL integrated Activity

Assessment for the integrated CSL activity will be conducted formatively. The assessment will consider both the process and
end product. This entails assessing each of the milestone stages of the integrated CSL class activity. It will focus on 3
components namely: skills from various learning areas applied in carrying out the activity, core competencies developed and
values nurtured.

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Appendix 2: List of Assessment Methods, Learning Resources and Non-Formal Activities
Strand Sub strand Suggested Resources Suggested Non-Formal
Assessment Suggested Learning Activities
Methods
Numbers Whole Class activities Place value Prepare or improvise
Numbers Class written tests apparatus, Number number charts and different
Out of school/home charts, Number cards, Place value apparatus.
assignments or Multiplication table
activities
Factors Class activities Multiplication tables
Class written tests
Out of school/home
assignments
Fractions Class activities Multiplication tables
Class written tests
Out of school/home
assignments
Decimals Class activities Equivalent fraction
Class written tests board, Circular and
Out of school/home Rectangular cut outs,
assignments Counters
Squares and Class written tests Place value charts,
square roots Class activities Number cards
Algebra Algebraic Class activities Information from Carry out activities
Expressions Class written tests different sources involving classifying
objects in their immediate

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 Out of school/home environment according to
assignments or given attributes such as
activities similarities or differences.
This can be done at home.
Take photos and share with
class or school. Use the
concept of classification of
objects or things at school
and home to be orderly.
Linear Class activities Information from
Equations Class written tests different sources
Out of school/home
assignments or
activities
Inequalities Class written tests Information from
Class activities different sources
Measurement Pythagorean Class activities ladder, stairs, Square
Relationship Class written tests cut outs, 1cm
Out of school/home squares, 1m squares ,
assignments
Length Class written tests Metre Rule, 1metre
Class activities ticks, Tape measure
Area Class written tests Square cut outs, 1cm
Out of school/home squares, 1m squares
assignments or
activities

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 Volume and Class written tests Cubes, Cuboids, Measure volume of liquids
Capacity Class activities Cylinders, Pyramids, using containers of different
Out of school/home Spheres, Cut outs of sizes from smallest to
assignments or Rectangles, Circles, biggest. Relate this to
activities and Triangles of packaging of goods such as
different Sizes water, milk and other things
in the market place and how
this affects consumer
awareness and protection.
Mass Class written tests Tea spoons, Soil or Make an improvised
Class activities Sand, weighing machine/beam
Manual/Electronic balance that can be used in
weighing machine, markets to weigh 1 or
Beam balance, 1/2kgs
Time, Class written tests Analogue and Digital
distance and Out of school/home clocks, Digital
speed assignments or watches, Stop
activities watches
Temperature Class activities Thermometer, Record weather changes for
Out of school/home weather charts a period of time, for
assignments or example a month/term and
activities discuss how this affects the
way one dresses.

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 Money Class written tests Price List, Classroom
Class activities shop, Electronic
Out of school/home money tariffs charts
assignments or
activities
Geometry Angles Class activities Unit angles,
Class written tests Protractors, Rulers,
Out of school/home Straight edges
assignments or
activities
Geometric Class activities Pair of compasses,
constructions Class written tests rulers,

Data handling Data handling Class activities Data from different Undertake project that may
and Class written tests sources involve data collection and
probability presentation

APPENDIX 3: Use of ICT Devices

The following ICT devices may be used in the teaching/learning of mathematics at this level:
1. Learner digital devices (LDD),
2. Teacher digital devices (TDD),
3. Mobile phones,
4. Digital clocks (use of other clocks is also encouraged)
5. Television sets,
6. Videos,

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7. Cameras,
8. Projectors,
9. Radios,
10. DVD players and CD’s,
11. Scanners,
12. Internet and Others.

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