REPUBLIC OF KENYA

MINISTRY OF EDUCATION

JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN

GRADE 7

MATHEMATICS

KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

2021
 First Published in 2021

All rights reserves. 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: 978-9914-43-932-8

Published and printed by Kenya Institute of Curriculum Development

FOREWORD

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

PROF. GEORGE A. O. MAGOHA, EGH

CABINET SECRETARY,
MINISTRY OF EDUCATION

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PREFACE

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

The Grade 7 curriculum designs for the respective learning areas will enable the development of 21st Century competencies.
Ultimately, this will lead to the realization of the vision and mission of the Competency-Based Curriculum as documented in the
Basic Education Curriculum Framework (KICD, 2017).

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

JULIUS O. JWAN, MBS, PhD, CBS

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

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ACKNOWLEDGEMENT

The Kenya Institute of Curriculum Development (KICD) Act Number 4 of 2013 (Revised 2019) mandates the Institute to
develop curricula and curriculum support materials for basic and tertiary education and training, below the university. The
curriculum development process for any level involves thorough research, international benchmarking, and robust stakeholder
engagement. Through this systematic and consultative process, KICD conceptualised the Competency Based Curriculum (CBC)
as captured in the Basic Education Curriculum Framework (BECF). The CBC responds to the demands of the 21 st Century and
the aspirations captured in the Constitution of Kenya 2010, Kenya Vision 2030, East African Commission Protocol and the
United Nations Sustainable Development Goals.

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

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

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I acknowledge the KICD curriculum developers and other staff, teachers and all the educators who participated, as panelists, in
the development of the designs. I also appreciate the contribution of the Semi-Autonomous Government Agencies (SAGAs) and
representatives of various stakeholders for their various roles in the development of the Grade 7 curriculum designs.

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

PROF. CHARLES O. ONG’ONDO, PhD, MBS

DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

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TABLE OF CONTENTS
FOREWORD .................................................................................................................................................................................... iii
PREFACE ......................................................................................................................................................................................... iv
ACKNOWLEDGEMENT ................................................................................................................................................................. v
TABLE OF CONTENTS ................................................................................................................................................................... v
TIME ALLOCATION ...................................................................................................................................................................... vi
NATIONAL GOALS OF EDUCATION ........................................................................................................................................ vii
LEARNING OUTCOMES FOR MIDDLE SCHOOL ...................................................................................................................... x
ESSENCE STATEMENT ................................................................................................................................................................. x
SUBJECT GENERAL LEARNING OUTCOMES.......................................................................................................................... xi
STRAND 1.0: NUMBERS ................................................................................................................................................................ 1
STRAND 2.0: ALGEBRA............................................................................................................................................................... 16
STRAND 3.0: MEASUREMENTS ................................................................................................................................................. 23
STRAND 4.0: GEOMETRY ........................................................................................................................................................... 45
STRAND 5.0: DATA HANDLING AND PROBABILITY ........................................................................................................... 51
GUIDELINES ON COMMUNITY SERVICE LEARNING CLASS ACTIVITY ........................................................................ 55
APPENDIX 1: LIST OF ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL ACTIVITIES ........ 58
APPENDIX 2: USE OF ICT DEVICES .......................................................................................................................................... 62

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

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NATIONAL GOALS OF EDUCATION

Education in Kenya should:

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

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

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

iv) Promote sound moral and religious values.

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

v) Promote social equality and responsibility.

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

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

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

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

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LEARNING OUTCOMES FOR MIDDLE SCHOOL

By the end of Middle School, the learner should be able to:

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

ESSENCE STATEMENT

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

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

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SUBJECT GENERAL LEARNING OUTCOMES

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

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STRAND 1.0: NUMBERS
Sub Strand: Whole Numbers
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
1.0 1.1 Whole By the end of the sub strand the The learner is guided to: 1. Why do we
Numbers Numbers learner should be able to: • identify and write place value and write numbers
(20 lessons) a) use place value and total total value of digits using place in words
value of digits up to hundreds value apparatus and/or
of millions in real life • read and write numbers in symbols symbols?
b) read and write numbers in on number cards or charts 2. Where do we
symbols up to hundreds of • read and write numbers in words on write numbers
millions in real life situations number cards or charts and practice in words or
c) read and write numbers in writing dummy cheques for different symbols?
words up to millions for sums of money 3. Why do we
fluency • prepare and use place value charts to round off
d) round off numbers up to the round off numbers numbers in real
nearest hundreds of millions • play a number game, make number life situations?
in real life situations cards, sort and classify numbers
e) classify natural numbers as according to those that are even, odd
even, odd and prime in or prime
different situations • work out or perform 2, 3 or more
f) apply operations of whole combined operations in the correct
numbers in real life situations order using digital devices
g) identify number sequence in ● identify the number patterns to work
different situations out number sequences
h) create number sequence for ● play games of creating number
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 playing number games puzzles that involve number
i) use IT devices for learning sequences using IT devices or other
more on whole numbers and materials.
for enjoyment
j) appreciate use of whole
numbers in real life situations.
Core Competencies to be developed:
● Communication and collaboration: Speaking, listening and team work as learners work in pairs or groups to prepare and
use place value charts to round off numbers.
● Critical thinking and problem solving: Interpretation and inference as learners work together to identify number patterns.
● Creativity and Imagination: Making observations as learners play games of creating number puzzles that involve number
sequences.
Values:
● Respect as learners work in pairs/groups and play number games.
● Unity as learners work towards achieving set goals of making number puzzles.
● Peace as learners work in groups and share different roles in playing games.
Pertinent and contemporary Issues (PCIs):
● Financial literacy as learners practice writing dummy cheques for different sums of money.
● Self–esteem: as learners create number puzzles that involve number sequences.
Links to other subjects
● Business studies: writing numbers in words and in symbols as the learners practice writing dummy cheques at home.
● Computer Studies: as learners use digital devices to play number games.
● Languages: writing numbers in words.

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Assessment Rubric
Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Ability to use place Uses place value and total Uses place value and Uses place value or total Uses place value or
value and total value value of digits up to total value of digits value of digits up to total value of digits
of digits up to hundreds of millions, up to hundreds of hundreds of millions up to hundreds of
hundreds of millions correctly and millions correctly correctly millions with
systematically difficulties
Ability to read and Reads and writes numbers Reads and writes Reads or writes numbers in Reads or writes
write numbers in in symbols correctly and numbers in symbols symbols correctly numbers in symbols
symbols up to proficiently correctly with difficulties
hundreds of millions
Ability to read and Reads and writes numbers Reads and writes Reads or writes some Reads and writes
write numbers in in words up to millions numbers in words up numbers in words up to numbers in words up
words up to millions correctly and proficiently to millions correctly millions correctly to millions with
difficulties
Ability to round off Rounds off numbers up to Rounds off numbers Rounds off some numbers Rounds off some
numbers up to the the nearest hundreds of up to the nearest up to the nearest hundreds numbers up to the
nearest hundreds of millions accurately and hundreds of millions of millions accurately nearest hundreds of
millions systematically accurately millions with
difficulties

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

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

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Sub Strand: Factors
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
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
Common Divisor (GCD) and ● use factors to determine the day 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) use IT devices for learning the GCD and the LCM in real
more on factors and for life situations.
enjoyment ● determine the GCD and LCM of
f) reflect on use of factors in real numbers using IT to perform
life situations. 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
Links to other subjects
● Music as learners work in groups to create songs and poems on divisibility tests.
● Home Science as learners apply LCM or GCD as they plan for smallest or largest containers for measuring different
substances.

Assessment Rubric
Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
Ability to test divisibility Tests divisibility of Tests divisibility of Tests divisibility of Tests divisibility of
of numbers by 2, 3, 4, 5, numbers by 2, 3, 4, 5, 6, numbers by 2, 3, 4, some numbers by 2, 3, some numbers by 2, 3,
6, 8, 9,10 and 11 8, 9,10 and 11 5, 6, 8, 9,10 and 11 4, 5, 6, 8, 9,10 and 11 4, 5, 6, 8, 9,10 and 11
accurately and accurately accurately with difficulties
systematically

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Ability to express Expresses composite Expresses composite Expresses some Expresses some
composite numbers as a numbers as a product of numbers as a product composite numbers as a composite numbers as
product of prime factors prime factors correctly of prime factors product of prime factors a product of prime
and writes the answer in correctly correctly factors with
power form difficulties
Ability to work out the Work out the Greatest Works out the Works out the Greatest Works out the Greatest
Greatest Common Common Divisor Greatest Common Common Divisor Common Divisor
Divisor (GCD) and the (GCD) and the Least Divisor (GCD) and (GCD) and the Least (GCD) and the Least
Least Common Multiples Common Multiples the Least Common Common Multiples Common Multiples
(LCM) of numbers by (LCM) of numbers by Multiples (LCM) of (LCM) of some (LCM) of some
factor method factor method correctly numbers by factor numbers by factor numbers by factor
and systematically method correctly method correctly method with
difficulties
Ability to apply the Applies the GCD and Applies the Greatest Applies either the Applies either the
Greatest Common the LCM correctly Common Divisor Greatest Common GCD or the LCM in
Divisor (GCD) and the using examples in real (GCD) and the LCM Divisor (GCD) or the real life situations with
Least Common Multiples life situations correctly in real life LCM correctly in real difficulties
(LCM) in real life situations life situations
situations

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Sub Strand: Fractions
Strand Sub Strand Specific Learning Outcomes Suggested Learning Key Inquiry
Experiences Questions
1.0 Numbers 1.3 By the end of the sub strand, the The learner is guided to: 1. How do we use
Fractions learner should be able to: • discuss and arrange fractions fractions in daily
(9 lessons) a) compare fractions in different in increasing and decreasing activities?
situations order using different 2. Where do we use
b) add fractions in different strategies fractions in daily
situations • arrange fractions in ascending activities?
c) subtract fractions in different or descending order using
situations fraction cards
d) multiply fractions by a whole • add and subtract fractions in
number, fraction and a mixed cut outs, cards, charts and
number in real life situations concrete objects
e) identify the reciprocals of • multiply and divide fractions
fractions in different situations in cut outs, cards, charts and
f) divide fractions by a whole models
number, fraction and a mixed • use flip cards to discuss
fraction in real life situations reciprocals
g) divide a whole number by • play games of creating
fractions in different situations number puzzles that involve
h) identify number sequence fractions number sequences
involving fractions in different using IT devices or other
situations materials
i) create number sequence • create a fraction sequence
involving fractions for playing
game that can be used for
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 number games play and learning
j) use IT devices for learning • use IT devices to work out
more on fractions and for operations of fractions.
enjoyment
k) recognise use of fractions in
real life situations.
Core Competencies to be developed:
● Creativity and imagination: Observed as learners create puzzles involving fractions.
● Critical thinking and problem solving: Evaluation and decision making as learners apply fractions using cut outs, cards,
charts and models from local resources.
Values
● Social justice: as learners share things fairly
● Responsibility: as learners perform multiplication and division of fractions when sharing or allocating resources.
Pertinent and Contemporary Issues (PCIs)
● Citizenship as learners carry out division of fractions which implies sharing
● Social cohesion as learners share items at home and outside school using fractions
Links to other subjects
● Music as learners use fractions in types of musical notes like semi- quavers (1/16), quavers.
● Agriculture as learners give fractional portions of animal feeds.

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

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

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

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Sub Strand: Decimals
Strand Sub Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Strand Questions
1.0 1.4 By the end of the sub strand, the learner The learner is guided to: 1. Where are
Numbers Decimals should be able to: • discuss, state and use the place decimals
(6 lessons) a) identify the place value and the total value and total the value of applicable in
value of digits in decimals in real life decimals using place value real life?
b) multiply decimals by a whole number apparatus and worksheets 2. How do you
and by a decimal in real life situations • multiply and divide decimals use decimals
c) divide decimals by a whole number using cut outs, cards, charts and in daily
and by a decimal in real life situations models activities?
d) use IT devices for learning more on • use calculators and other IT
decimals and for enjoyment devices to work out operations
e) recognise use of decimals in real life of decimals.
situations. • play games involving
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.
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Links to other subjects
• Integrated Science - quantities expressed in decimal forms in measurement
• Home science as learners measure mass of ingredients for cooking in decimals.

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

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Sub Strand: Squares and Square Roots
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
1.0 1.5 Squares By the end of the sub strand, the The learner is guided to: 1. Where do we
Numbers and Square learner should be able to: ● work out squares of numbers apply squares
Roots a) determine the squares of whole using: and square
(5 lessons) numbers, fractions and decimals by ✔ grids and charts roots in daily
multiplication in different situations ✔ long multiplication method activities?
b) determine the square roots of whole ✔ using calculators 2. How do we
numbers, fractions and decimals of ● work out square roots of apply squares
perfect squares in different number using: and square
situations roots in daily
✔ factors method
c) use IT devices for learning more on activities?
squares and square roots and for ✔ division method
enjoyment ✔ calculators
d) appreciate use of squares and ● use IT devices to play games
square roots in real life situations. 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.
Links to other subjects
● Pre-career and pre-tech: in areas such as carpentry and technical drawing.
Agriculture as learners determine the number of seedlings that would fit in a square portion of land.

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

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STRAND 2.0: ALGEBRA
Sub Strand: Algebraic Expressions
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
2.0 2.1 Algebraic By the end of the sub strands the The learner is guided to: How do we use
Algebra Expressions learner should be able to: • discuss and classify objects in their algebraic
(5 lessons) a) form algebraic expressions immediate environment according to expressions in
from real life situations given attributes such as similarities or daily activities?
b) form algebraic expressions differences
from simple algebraic • discuss how to form algebraic
statements in real life expressions from the classified
situations objects
c) simplify algebraic expressions • read and interpret algebraic
in real life situations statements to form algebraic
d) use IT devices for more expressions
learning on algebraic • discuss how to simplify algebraic
expressions and for expressions from the classified
enjoyment, objects
e) appreciate use of algebraic • use IT to work out exercises and
expressions in real life. 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

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Values
• 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.
Links to other subjects
• Languages as learners interpret statements to form algebraic expressions.

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

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

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

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

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 number line.
Values
• Social justice as learners apply linear inequalities,
• Integrity as learners observe the conditions of the given inequalities.
Pertinent and Contemporary Issues (PCIs)
• Health education: observing the correct dosage in drugs / limits on drug consumption.
• Gender equality: gender representation for inclusivity.
Links to other subjects
• Language as learners form linear inequalities from different situation.
• Pre – career and pre- technical in measuring quantities.

Assessment Rubric
Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
Ability to apply Applies inequality Applies inequality Applies inequality Applies inequality
inequality symbols to symbols to inequality symbols to inequality symbols to inequality symbols to inequality
inequality statements statements statements accurately statements partially statements with
comprehensively difficulties
Ability to form simple Forms simple linear Forms simple linear Forms simple linear Forms simple linear
linear inequality in one inequality in one inequality in one inequality in one inequality in one
unknown unknown correctly and unknown correctly unknown partially unknown with
systematically difficulties
Ability to illustrate Illustrates simple linear Illustrates simple linear Illustrates simple linear Illustrates simple linear
simple linear inequality inequality on a number inequality on a number inequality on a number inequality on a number
on a number line line correctly and line correctly line partially line with difficulties
proficiently
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Ability to form Forms compound linear Forms compound Forms compound Forms compound
compound inequality inequality in one inequality statements in inequality statements in inequality statements in
statements in one unknown correctly and one unknown correctly one unknown partially one unknown with
unknown systematically difficulties
Ability to illustrate Illustrates compound Illustrates compound Illustrates compound Illustrates compound
compound linear linear inequality on a linear inequality on a linear inequality on a linear inequality on a
inequality on a number number line correctly number line correctly number line partially number line with
line and proficiently difficulties

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

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Assessment Rubric
Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Ability to recognize Recognizes the sides of Recognizes the sides Recognizes the sides of a Recognizes the sides of
the sides of a right- a right-angled triangle of a right-angled right-angled triangle a right-angled triangle
angled triangle correctly and triangle correctly partially with difficulties
proficiently
Ability to identify Identifies Pythagorean Identifies Identifies Pythagorean Identifies Pythagorean
Pythagorean relationship correctly Pythagorean relationship inconsistently relationship with
relationship and proficiently relationship difficulties
accurately
Ability to apply Applies Pythagorean Applies Pythagorean Applies Pythagorean Applies Pythagorean
Pythagorean relationship to various relationship correctly relationship partially relationship with
relationship situations correctly difficulties

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

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

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

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

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

Assessment Rubric
Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
Ability to identify Identifies square metre Identifies square metre identifies square metre Identifies square metre
square metre (m2), (m2), ares and hectares (m2), ares and hectares (m2), ares or hectares as (m2), ares and hectares
ares and hectares as as units of measuring as units of measuring units of measuring area as units of measuring
units of measuring area accurately and area accurately area with difficulties
area proficiently
Ability to work out the Works out the area of Works out the area of Works out the area of Works out the area of
area of rectangles, rectangles, rectangles, rectangles or rectangles,
parallelogram, parallelogram, rhombus parallelogram, rhombus parallelogram or parallelogram, rhombus
rhombus and or trapezium accurately and trapezium rhombus or trapezium and trapezium with
trapezium and proficiently accurately difficulties
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Ability to work out the Works out the area of Works out the area of works out the area of Works out the area of
area of circles circles accurately and circles accurately circles partially circles with difficulties
systematically
Ability to calculate the Calculates the area of Calculates the area of Calculates the area of Calculates the area of
area of borders and borders and combined borders and combined borders and combined borders and combined
combined shapes shapes accurately and shapes accurately shapes partially shapes with difficulties
systematically

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

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Core Competencies to be developed:
• Critical thinking and problem solving: Interpretation and inference as learners create a conversion table of units of
volume.
• Creativity and Imagination: Open mindedness and creativity as learners create models of cubes and cuboids.
Values
• Responsibility as learners work in groups and share different tasks in making models.
• Peace as learners discuss to make the models for different volumes and capacities.
Pertinent and Contemporary Issues (PCIs)
• Environmental education as learners use big and small containers of different volume from locally available resources.
• Safety as learners make models of cubes and cuboids.
• ESD water conservation using containers of different capacities.
Links to other subjects
• Creative Arts as learners create models of cubes and cuboids.
• Pre- career and pre- technical as learners create models of cubes and cuboids.
• Integrated Science as learners work out volume of different substances.

Assessment Rubric
Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
Ability to identify metre Identifies metre cube Identifies metre cube Identifies metre cube (m3 Identifies metre cube
cube (m3 ) as a unit of (m3 ) as a unit of (m3 ) as a unit of ) as a unit of volume (m3 ) as a unit of
volume volume accurately and volume accurately inconsistently volume with
proficiently difficulties
Ability to convert metre Converts metre cube Converts metre cube Converts metre cube (m3) Converts metre cube
cube (m3) into (m3) into centimeter (m3) into centimeter into centimeter cube or (m3) into centimeter
centimeter cube (cm3) cube (cm3) and vice cube and vice versa converts centimeter cube cube and vice versa
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and vice versa versa accurately and accurately into metre cube (m3) with difficulties
proficiently
Ability to work out the Works out the volume Works out the Works out the volume of Works out the volume
volume of cubes, of cubes, cuboids and volume of cubes, cubes or cuboids or of cubes, cuboids and
cuboids and cylinders cylinders cuboids and cylinders cylinders cylinders with
systematically correctly difficulties
Ability to identify the Identifies the Identifies the Identifies the relationship Identifies the
relationship between relationship between relationship between between cm3, m3 and relationship between
cm3, m3 and litres cm3, m3 and litres cm3, m3 and litres litres partially cm3, m3 and litres with
accurately and accurately difficulties
proficiently
Ability to convert units Converts units of Converts units of Converts units of Converts units of
of capacity from one capacity from one form capacity from one capacity from one form capacity from one form
form to another to another form to another to another partially to another with
systematically correctly difficulties
Ability to relate volume Relates volume to Relates volume to Relates volume to Relates volume to
to capacity capacity accurately and capacity accurately capacity partially capacity with
proficiently difficulties
Ability to work out the Works out the capacity Works out the Work out the capacity of Works out the capacity
capacity of containers of containers capacity of containers some containers of containers with
systematically correctly difficulties

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Sub Strand: Time, Distance and Speed
Strand Sub Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Strand Questions
3.0 Measurements 3.5 By the end of the sub strand, the The learner is guided to: 1. Why do we
Time, learner should be able to: • use analog or digital clock to tell relate
Distance a) identify units of measuring time in time in hours, minutes and distance,
and real life situations seconds and discuss the units of time and
Speed b) convert units of time from one time speed?
form to another in learning • create conversion table on units 2. What is the
(8 situations of time importance
lessons) c) convert units of measuring distance • discuss and estimate distances of speed in
in learning situations between two or more points and daily
d) identify speed as distance covered convert from Km to meters and activities?
per unit time in different situations vice versa
e) work out speed in km/h and m/s in • engage in activities that involve
real life situations distance and time such as track
f) convert units of speed from events to relate time, distance
kilometers per hour (Km/h) to and speed
meters per second (m/s) and vice • discuss how long they take to
versa in real life situations travel from home to school,
g) use IT devices to learn more on discuss the aspects of distance,
time, distance and speed for and time taken to get to school
planning • practice calculating speeds in
h) reflect on use of time, distance and km/h or m/s
speed in real life situations • play digital games involving
racing or watch marathon
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Core Competencies to be developed:
• Critical thinking and problem solving- interpretation and inference as learners create conversion tables relate and
determine distance, time and speed.
• Self-efficacy - Personality skills as learners observe punctuality in attending to different activities.
Values
• Patriotism as learners observe road safety rules including speed limits.
• Integrity as learners observe punctuality and work out correct distances.
Pertinent and Contemporary Issues (PCIs)
• Disaster Risk Reduction (DRR) and Safety as learners observe safety in road and machines in relation to speed.
Links to other subjects
• Integrated science as learners observe time as they carry out different experiments.
• PHE as learners participate in athletics.

Assessment Rubric
Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
Ability to identify Identifies units of Identifies units of Identifies some units of Identifies units of
units of measuring measuring time correctly measuring time measuring time measuring time with
time and proficiently correctly difficulties
Ability to convert Converts units of time Converts units of Converts some units of Converts units of time
units of time from from one form to another time from one form time from one form to from one form to
one form to another correctly and proficiently to another correctly another another with difficulties
Ability to convert Converts units of Converts units of Converts units of Converts units of
units of measuring measuring distance measuring distance measuring distance measuring distance with
distance systematically correctly partially difficulties
Ability to identify Identifies speed as Identifies speed as Identifies speed as Identifies speed as
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speed as distance distance covered per unit distance covered per distance covered per unit distance covered per
covered per unit time correctly and unit time correctly time partially unit time with
time proficiently difficulties
Ability to work out Works out speed in Km/h Works out speed in works out speed in Km/h Works out speed in
speed in km/h and and m/s systematically Km/h and m/s or m/s Km/h and m/s with
m/s accurately difficulties
Ability to convert Converts units of speed Converts units of Converts units of speed Converts units of speed
units of speed from from kilometers per hour speed from from kilometers per hour from kilometers per
kilometers per hour (Km/h) to meters per kilometers per hour (Km/h) to meters per hour (Km/h) to meters
(Km/h) to meters second (m/s) and vice (Km/h) to meters second (m/s) or meters per second (m/s) and
per second (m/s) versa systematically per second (m/s) and per second (m/s) to vice versa with
and vice versa vice versa correctly kilometers per hour difficulties
(Km/h)

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Sub Strand: Temperature
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
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 the temperature
(6 lessons) a) describe the temperature temperature in the affect our
conditions of the immediate environment and discuss the everyday
environment as either warm, temperature conditions as lives?
hot or cold either warm, hot or cold 2. How do we
b) compare temperature using ● discuss and test temperature of measure
hotter, warmer, colder and different substances using temperature?
same as in different situations arbitrary methods like
c) identify units of measuring touching, for example cold,
temperature as degree warm or hot water (exercise
Celsius and Kelvin in caution when dealing with hot
different situations substances)
d) convert units of measuring ● identify and use tools of
temperature from degree measuring temperature, for
Celsius to Kelvin and vice- example, thermometers that
versa are in degrees Celsius.
e) work out temperature in ● work out conversions of
degree Celsius and Kelvin in temperature from degrees
real life situations Celsius to Kelvin and vice
f) use IT devices or other versa
resources to learn about ● practice using IT devices or
temperature conditions of other resources to determine

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 different places temperature of different places
g) recognise temperature in degree Celsius and Kelvin.
changes in the environment.

Core Competencies to be developed

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

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

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

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Sub Strand: Money
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
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 in activities involving profit, loss, activities?
real life situations discount and commission 2. What
b) calculate the percentage ● work out profit and loss considerations
profit and loss in different involving different activities and would we
situations settings make when
c) calculate discount and ● work out percentage profit/loss buying or
percentage discount of from the role play activities selling?
different goods and services ● work out discount and 3. What is
d) calculate commission and percentage discount from model involved in
percentage commission in shopping activities mobile money
real life situations ● work out commission and transactions?
e) interpret bills at home percentage commission from the
f) prepare bills in real life role play activities
situations ● identify different types of bills
g) work out postal charges in and read the components of bills
real life situations ● prepare bills of different items
h) identify mobile money and expenses
services for different ● visit post office to gather
transactions information on postal services
i) work out mobile money and charges
transactions in real life ● work out postal charges in

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 situations different situations
j) use IT devices to learn ● discuss and identify mobile
more about money for money services
expenditure and ● work out mobile money
investment, transactions, for example, in
k) recognise use of money in sending or receiving money,
day to day activities. credit and savings
● generate bills, pay for goods and
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.
Links to other subjects
• Business studies as learners work out bills, discounts, commissions and postal charges.
• Life skills as learners apply negotiation skills in discounts and commissions.
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• Languages as learners gather information on postal services and charges.

Assessment Rubric
Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Ability to work out Works out profit and Works out profit and Works out profit or loss Works out profit and
profit and loss loss correctly and loss correctly loss with difficulties
proficiently
Ability to calculate Calculates percentage Calculates percentage Calculates percentage profit Calculates percentage
percentage profit profit and loss profit and loss or loss profit and loss with
and loss systematically correctly difficulties
Ability to calculate Calculates discount and Calculates discount Calculates discount and Calculates discount and
discount and percentage discount and percentage percentage discount partially percentage discount
percentage systematically discount correctly with difficulties
discount
Ability to calculate Calculates commission Calculates Calculates commission and Calculates commission
commission and and percentage commission and percentage commission and percentage
percentage commission percentage partially commission with
commission systematically commission correctly difficulties
Ability to interpret Interprets bills Interprets bills Interprets bills inconsistently Interprets bills with
bills comprehensively accurately difficulties
Ability to prepare Prepares bills Prepares bills Prepares bills partially Prepares bills with
bills systematically accurately difficulties
Ability to work out Works out postal Works out postal Works out postal charges Works out postal
postal charges charges systematically charges correctly partially charges with
difficulties
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Ability to identify Identifies mobile money Identifies mobile Identifies some mobile Identifies mobile
mobile money services money services money services money services with
services comprehensively correctly difficulties
Ability to work out Works out mobile Works out mobile Works out some mobile Works out mobile
mobile money money transactions money transactions money transactions money transactions
transactions systematically accurately with difficulties

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

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

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

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

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 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.
Links to other subjects
• Creative arts as learners construct angles, triangles and circles which they can use to make geometrical patterns.

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

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STRAND 5.0: DATA HANDLING AND PROBABILITY
Sub strand: Data handling
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
5.0 5.1 Data By the end of the sub strand, the The learner is guided to: 1. Why do we
Data Handling learner should be able to: ● discuss, collect and organize data collect data?
Handling and (10 lessons) a) state the meaning of data in from immediate environment 2. How do we
Probability learning situation ● tally and represent the data in a represent
b) collect data from different frequency tables data?
situations ● discuss and come up with suitable 3. How do we
c) draw frequency distribution scale to represent data in graphs interpret
table of data from different ● discuss and use a suitable scale to data?
sources draw pictographs from data
d) determine suitable scale for ● discuss and use a suitable scale to
graphs of data from different draw bar graphs from data
situations ● discuss and interpret bar graphs of
e) draw pictographs of data from data
real life situations ● discuss and represent data on pie
f) draw bar graphs of data from charts
different sources ● discuss and interpret pie charts of
g) interpret bar graphs of data data
from real life situations ● use suitable scale to represent data
h) draw pie charts of data from on line graphs
real life situations ● discuss and interpret travel graphs
i) interpret pie charts of data from from real life situations
real life situations ● draw pie charts, pictographs and
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 j) draw a line graph of data from read data from bar graphs using IT
different situations devices or watch videos relating to
k) interpret travel graphs from real data.
life situations
l) use IT or other resources to
represent data
m) promote use of data in real life
situations.
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.
Links to other subjects
● Creative Arts 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
Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
Ability to state the States the meaning of States the meaning of States the meaning of States the meaning of
meaning of data data comprehensively data correctly data inconsistently data incomprehensibly
Ability to collect data Collects data Collects data accurately Collects data Collects data with
systematically and irregularly difficulties
accurately
Ability to draw Draws frequency Draws frequency Draws frequency Draws frequency
frequency distribution distribution table of distribution table of distribution table of distribution table of
table of data data accurately and data accurately data inconsistently data with difficulties
systematically
Ability to determine Determines suitable Determines suitable Determines suitable Determines suitable
suitable scale for scale for graphs scale for graphs scale for graphs scale for graphs with
graphs precisely correctly inconsistently difficulties
Ability to draw Draws Pictographs of Draws Pictographs of Draws Pictographs of Draws Pictographs of
Pictographs of data data explicitly data accurately data partially data with difficulties
Ability to draw Bar Draws Bar Graphs of Draws Bar Graphs of Draws Bar Graphs of Draws Bar Graphs of
Graphs of data data skillfully data Correctly data partially data with difficulties
Ability to interpret Bar Interprets Bar Graphs Interprets Bar Graphs Interprets Bar Graphs Interprets Bar Graphs
Graphs of data of data Precisely of data correctly of data inconsistently of data
incomprehensibly
Ability to draw Pie Draws Pie Charts of Draws Pie Charts of Draws Pie Charts of draws Pie Charts of
Charts of data data precisely data accurately data partially data with difficulties
Ability to interpret Pie Interprets Pie Charts of Interprets Pie Charts of Interprets Pie Charts of Interprets Pie Charts of
Charts of data data comprehensively data correctly data inconsistently data incomprehensibly
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Ability to draw a Line Draws a Line Graph Draws a Line Graph Draws a Line Graph Draws a Line Graph
Graph accurately and accurately partially with difficulties
systematically
Ability to interpret Interprets travel graphs Interprets travel graphs Interprets travel graphs Interprets travel graphs
travel graphs comprehensively correctly inconsistently incomprehensibly

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GUIDELINES ON 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. CSL is expected to benefit the learner, the school
and local community. Knowledge and skills on how to carry out a CSL project have been covered in Life Skills Education
(LSE).

All learners in Grade 7 will be expected to participate in only one CSL class activity. The activity will give learners an
opportunity to practise the CSL project skills covered under LSE. This activity will be undertaken in groups for purposes of
learning. Learners will be expected to apply knowledge and skills on steps of the CSL project to carry out an activity of their
choice 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.

CSL Skills to be covered:

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 for as they engage with peers and school community
members. These will include listening actively, asking questions, presentation skills using varied modes etc.
Citizenship: Learner 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.

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Suggested PCIs Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
The learners will be By the end of the CSL class The learner is guided to: 1. How does one
guided to consider the activity, the learner should be ● brainstorm on issues/pertinent and determine
various PCIs provided in able to: contemporary issues in their school community needs?
the various subjects in a) identify a problem in the that need attention 2. Why is it necessary
Grade 7 and choose one school community through ● choose a PCI that needs immediate to be part of a
suitable to their context research, attention and explain why community?
and reality b) plan to solve the identified ● discuss possible solutions to the 3. What can one do to
problem in the community, identified issue demonstrate a sense
c) design solutions to the ● propose the most appropriate of belonging
identified problem, solution to the problem
d) implement solution to the ● discuss ways and tools they can use
identified problem, to collect information on a problem
e) share the findings with (questionnaires, interviews,
relevant actors, observation)
f) reflect on own learning and ● develop tools for collecting the
relevance of the project, information/data
g) appreciate the need to ● identify resources they need for the
belong to a community activity
● collect the information/data using
various means
● develop various reporting
documents on their findings
● use the developed tools to report on
their findings

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 ● implement project
● collect feedback from peers and
school community regarding the
CSL activity
● share the report on activity through
various media to peers and school
community
● discuss the strengths and
weaknesses of implemented project
and lessons learnt
● reflect on how the project enhanced
own learning while at the same
time facilitated service on an issue
in the school community
Assessment Rubric
Indicator Exceeds Expectation Meets Expectation Approaches Below Expectation
Expectation
The ability to Learner critically defines Learner defines and Learner defines and Learner requires
identify and analyse and elaborately discusses discusses a pertinent discusses a pertinent support to critically
a pertinent issue in a pertinent issue to be issue to be addressed. issue to be addressed examine and select the
society to be addressed. with minimal support. appropriate issue.
addressed
The ability to plan to Learner correctly and Learner correctly Learner sometimes Learner has difficulty
solve the identified systematically establishes establishes resources establishes resources establishing resources
problem resources needed, needed, develops plans, needed, develops plans, needed, developing
develops plans, assigns assigns responsibilities, assigns responsibilities, plans, assigning

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 responsibilities, and and generates data on and generates data on responsibilities and
generates data on the CSL the CSL project. the CSL project. generating data on the
project. CSL project.
The ability to design Learner constantly applies Learner applies the Learner applies the Learner requires a lot
solutions to the the knowledge and skills knowledge and skills knowledge and skills of probing to apply the
identified problem gained in subjects to gained in subjects to gained in subjects to knowledge and skills
and implement them address the identified address the identified address the identified gained in subjects to
issue. issue. issue with some address the identified
support. issue.
Ability to share Learner comprehensively Learner confidently Learner shares some of Learner briefly shares
findings to relevant and confidently shares shares findings of the the findings of the issue findings of the issue
actors findings of the issue issue addressed in the addressed in the addressed in the
addressed in the activity. activity. activity. activity, lacks
necessary details.
The ability to reflect
Learner distinctively and Learner clearly outlines Learner outlines the Learner struggles to
on own learning and
clearly outlines the the benefits of the CSL benefits of the CSL outline the benefits of
relevance of the benefits of the CSL activity on the target activity on the target the CSL activity on the
activity activity on the target community and own community and own target community and
community and own learning. learning, a few unclear. own learning.
learning.
APPENDIX 1: LIST OF ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL ACTIVITIES

Strand Sub strand Suggested Assessment Resources Suggested Suggested Non-Formal

Methods Learning Activities
Numbers Whole Numbers Class activities Place value apparatus, Prepare or improvise number
Class written tests Number charts, Number charts and different Place value
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 Out of school/home cards, Multiplication apparatus.
assignments or activities table
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 involving
Expressions Class written tests different sources classifying objects in their
Out of school/home immediate environment
assignments or activities according to given attributes
such as 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

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

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

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 Mass Class written tests Tea spoons, Soil or Sand, Make an improvised weighing
Class activities Manual/Electronic machine/beam balance that can
weighing machine, Beam be used in markets to weigh 1 or
balance, 1/2kgs
Time, distance Class written tests Analogue and Digital
and speed Out of school/home clocks, Digital watches,
assignments or activities Stop watches
Temperature Class activities Thermometer, weather Record weather changes for a
Out of school/home charts period of time, for example a
assignments or activities month/term and discuss how this
affects the way one dresses.
Money Class written tests Price List, Classroom
Class activities shop, Electronic money
Out of school/home tariffs charts
assignments or activities
Geometry Angles Class activities Unit angles, Protractors,
Class written tests Rulers, Straight edges
Out of school/home
assignments or activities
Geometric Class activities Pair of compasses, rulers,
constructions Class written tests

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

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APPENDIX 2: 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,
7. Cameras,
8. Projectors,
9. Radios,
10. DVD players and CD’s,
11. Scanners,
12. Internet and Others.

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