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2026 KICD CBC Curriculum Design4 Strands · 19 Sub-strands152 Suggested Lessons

Grade 4 Mathematics Strands, Sub-strands & Schemes of Work (2026)

Access the complete curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and downloadable schemes of work for Grade 4 Mathematics. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 4 Mathematics Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 4 Mathematics under the Kenya CBC curriculum framework.

Class / Level
Grade 4
Pre-Primary Education
Major Strands
4 Strands
19 Sub-strands
Annual Lessons
152 Lesson Periods
5 Lessons Per Week
Terms Available
Terms 1, 2 & 3
Complete Word & PDF
Term 1 Live Preview

Grade 4 Mathematics Term 1 Scheme Table

13-week teaching matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

Scheme Font Size:

Changes text size in this preview and in downloaded Word (.docx) & PDF files.

65 Lessons · Weeks Merged← Swipe horizontally to see all columns →
WkLsnStrandSub-strandSpecific Learning OutcomesKey Inquiry Question(s)Learning ExperiencesLearning ResourcesAssessment MethodsReflection
11NumbersWhole Numbers

By the end of the sub strand, the learner should be able to;

a) use place value and total value of digits up to tens of thousands in daily life situations

1. What should you consider when writing numbers in words?

- identify place value and total value of digits up to 10,000 using place value apparatus

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2NumbersWhole Numbers

By the end of the sub strand, the learner should be able to;

a) use place value and total value of digits up to tens of thousands in daily life situations

1. What should you consider when writing numbers in words?

- identify place value and total value of digits up to 10,000 using place value apparatus

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3NumbersWhole Numbers

By the end of the sub strand, the learner should be able to;

a) read and write numbers up to 10,000 in symbols in real-life situations

1. What should you consider when writing numbers in words?

- read and write numbers up to 10,000 in symbols and up to 1,000 in words from number charts

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4NumbersWhole Numbers

By the end of the sub strand, the learner should be able to;

a) read and write numbers up to 1,000 in words in day-to-day activities

1. What should you consider when writing numbers in words?

- read and write numbers up to 10,000 in symbols and up to 1,000 in words from number charts

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5NumbersWhole Numbers

By the end of the sub strand, the learner should be able to;

a) order numbers up to 1,000 from smallest to largest and vice versa

1. What should you consider when writing numbers in words?

- order numbers using number cards and round off to nearest ten

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21NumbersWhole Numbers

By the end of the sub strand, the learner should be able to;

a) round off numbers up to 1,000 to the nearest ten in different situations

1. Why should we determine the place value of a digit in a number?

- order numbers using number cards and round off to nearest ten

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2NumbersWhole Numbers

By the end of the sub strand, the learner should be able to;

a) round off numbers up to 1,000 to the nearest ten in different situations

1. Why should we determine the place value of a digit in a number?

- identify even and odd numbers and make number patterns

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3NumbersWhole Numbers

By the end of the sub strand, the learner should be able to;

a) identify factors and multiples of numbers in different contexts

1. Why should we determine the place value of a digit in a number?

- identify even and odd numbers and make number patterns

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4NumbersWhole Numbers

By the end of the sub strand, the learner should be able to;

a) identify even and odd numbers up to 100

1. Why should we determine the place value of a digit in a number?

- represent numbers 1 to 10 using Roman numerals (I to X)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5NumbersWhole Numbers

By the end of the sub strand, the learner should be able to;

a) represent Hindu Arabic numerals using Roman numerals up to X

1. Why should we determine the place value of a digit in a number?

- represent numbers 1 to 10 using Roman numerals (I to X)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31NumbersAddition

By the end of the sub strand, the learner should be able to;

a) add up to two 4-digit numbers with single and double regrouping up to a sum of 10,000

1. When can we use addition in daily life?

- add two 4-digit numbers with regrouping using place value charts and counters

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2NumbersAddition

By the end of the sub strand, the learner should be able to;

a) add up to two 4-digit numbers with single and double regrouping up to a sum of 10,000

1. When can we use addition in daily life?

- add two 4-digit numbers with regrouping using place value charts and counters

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3NumbersAddition

By the end of the sub strand, the learner should be able to;

a) estimate sum by rounding off numbers to the nearest ten

1. When can we use addition in daily life?

- work out addition problems from word stories and real life situations

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4NumbersAddition

By the end of the sub strand, the learner should be able to;

a) estimate sum by rounding off numbers to the nearest ten

1. When can we use addition in daily life?

- work out addition problems from word stories and real life situations

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5NumbersAddition

By the end of the sub strand, the learner should be able to;

a) create patterns involving addition up to a sum of 10,000

1. How can you make number patterns involving addition?

- estimate sums by rounding off numbers to the nearest ten

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Official KICD Syllabus

Grade 4 Mathematics Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 4 Mathematics. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

1
Strand 1.0

Numbers

8 Sub-strands64 Lessons

1.1 Whole Numbers

Term 110 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • use place value and total value of digits up to tens of thousands in daily life situations
  • read and write numbers up to 10,000 in symbols in real-life situations
  • read and write numbers up to 1,000 in words in day-to-day activities
  • order numbers up to 1,000 from smallest to largest and vice versa
  • round off numbers up to 1,000 to the nearest ten in different situations
  • identify factors and multiples of numbers in different contexts
  • identify even and odd numbers up to 100
  • represent Hindu Arabic numerals using Roman numerals up to X
Key Inquiry Questions (KIQs)
  • What should you consider when writing numbers in words?
  • Why should we determine the place value of a digit in a number?
Suggested Experiences
  • identify place value and total value of digits up to 10,000 using place value apparatus
  • read and write numbers up to 10,000 in symbols and up to 1,000 in words from number charts
  • order numbers using number cards and round off to nearest ten
  • identify even and odd numbers and make number patterns
  • represent numbers 1 to 10 using Roman numerals (I to X)
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.2 Addition

Term 18 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • add up to two 4-digit numbers with single and double regrouping up to a sum of 10,000
  • estimate sum by rounding off numbers to the nearest ten
  • create patterns involving addition up to a sum of 10,000
  • appreciate application of addition in daily life
Key Inquiry Questions (KIQs)
  • When can we use addition in daily life?
  • How can you make number patterns involving addition?
Suggested Experiences
  • add two 4-digit numbers with regrouping using place value charts and counters
  • work out addition problems from word stories and real life situations
  • estimate sums by rounding off numbers to the nearest ten
  • play digital games involving addition of numbers
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.3 Subtraction

Term 18 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • subtract up to 4-digit numbers with single and double regrouping
  • estimate difference by rounding off to nearest ten
  • create patterns involving subtraction
  • solve real-life problems involving subtraction
Key Inquiry Questions (KIQs)
  • How is subtraction applied in day-to-day transactions?
Suggested Experiences
  • subtract 4-digit numbers with regrouping using place value apparatus
  • work out missing numbers in subtraction statements
  • solve real-life subtraction word problems involving money and measurements
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.4 Multiplication

Term 18 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • multiply 2-digit numbers by 1-digit numbers with and without regrouping
  • multiply numbers by 10 and multiples of 10
  • create patterns involving multiplication
  • apply multiplication in solving real-life problems
Key Inquiry Questions (KIQs)
  • How does multiplication make repeated addition easier?
Suggested Experiences
  • represent multiplication as repeated addition using concrete objects
  • multiply 2-digit numbers by 1-digit numbers using vertical and horizontal methods
  • play multiplication games and recite multiplication tables
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.5 Division

Term 18 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • divide 2-digit numbers by 1-digit numbers without and with remainder
  • relate division to multiplication as inverse operation
  • solve practical problems involving division in daily life
Key Inquiry Questions (KIQs)
  • How is division related to equal sharing in real life?
Suggested Experiences
  • carry out equal sharing and grouping activities using counters and bottle tops
  • divide 2-digit numbers by 1-digit numbers using long and short division methods
  • solve word problems involving equal distribution
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.6 Fractions

Term 16 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • identify proper fractions and equivalent fractions
  • compare fractions with same denominators
  • add and subtract fractions with same denominators
  • appreciate fractions in sharing items fairly
Key Inquiry Questions (KIQs)
  • How do fractions help us share things equally?
Suggested Experiences
  • fold paper strips and shade parts to represent fractions (1/2, 1/4, 1/8, 3/4)
  • identify equivalent fractions using fraction strips and fraction charts
  • add and subtract like fractions using circular cut-outs and strips
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.7 Decimals

Term 1 Term 210 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • identify place value of tenths in decimals
  • read and write decimals up to one decimal place
  • convert fractions with denominator 10 into decimals and vice versa
  • apply decimals in real life situations
Key Inquiry Questions (KIQs)
  • Where do we encounter decimal numbers in daily life?
Suggested Experiences
  • use metre rules and 10-grid squares to represent tenths as decimals (0.1, 0.5)
  • read and write decimal numbers from number cards and digital devices
  • convert tenths into decimals and compare decimal values
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.8 Use of Letters

Term 26 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • represent unknown quantities using letters in simple algebraic statements
  • form simple algebraic expressions from word problems
  • find the value of unknown letters in simple equations
Key Inquiry Questions (KIQs)
  • How can letters be used to represent missing numbers?
Suggested Experiences
  • use letters like x, y, a to stand for unknown numbers in real-life word stories
  • write equations such as x + 5 = 12 and find the missing value
  • play algebra guessing games in pairs
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2
Strand 2.0

Measurement

7 Sub-strands62 Lessons

2.1 Length

Term 210 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • measure length in metres and centimetres accurately
  • convert metres to centimetres and vice versa
  • add and subtract length in metres and centimetres
  • estimate lengths of various objects in the environment
Key Inquiry Questions (KIQs)
  • How do we choose appropriate units when measuring length?
Suggested Experiences
  • measure classroom objects, desks and boundaries using metre rules and tape measures
  • convert metres to centimetres (1m = 100cm) through practical exercises
  • work out addition and subtraction problems involving length in metres and centimetres
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.2 Area

Term 28 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • find area of squares and rectangles by counting unit squares
  • estimate area of regular shapes using square centimetres
  • appreciate the use of area in flooring and farming
Key Inquiry Questions (KIQs)
  • How can we find the size of a flat surface?
Suggested Experiences
  • cover surfaces with 1-cm grid squares and count total squares to determine area
  • calculate area of rectangles and squares using grid paper and models
  • estimate and compare surface areas of books, tabletops and chalkboards
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.3 Volume

Term 28 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • measure volume of cubes and cuboids by counting unit cubes
  • build cuboids using 1-cm wooden or plastic unit cubes
  • appreciate volume in packing and storage
Key Inquiry Questions (KIQs)
  • How is volume measured using unit cubes?
Suggested Experiences
  • stack 1-cm cubes to build cuboids and count the total number of cubes
  • fill small rectangular cartons with unit cubes to determine capacity and volume
  • compare volumes of different box containers
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.4 Capacity

Term 28 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • measure capacity in litres and millilitres
  • convert litres to millilitres and vice versa
  • add and subtract capacity in litres and millilitres
  • apply capacity in measuring liquids at home
Key Inquiry Questions (KIQs)
  • Why is it important to measure liquids accurately?
Suggested Experiences
  • measure liquids using 1-litre bottles, measuring cylinders and 500ml containers
  • relate 1 litre to 1000 millilitres through liquid transfer activities
  • add and subtract capacity values in real-life cooking and pharmacy contexts
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.5 Mass

Term 28 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • measure mass in kilograms and grams
  • convert kilograms to grams and vice versa
  • add and subtract mass in kilograms and grams
  • estimate mass of various items in the community
Key Inquiry Questions (KIQs)
  • How do beam balances and weighing scales help us measure mass?
Suggested Experiences
  • weigh objects using beam balances, kitchen scales and spring balances
  • convert kilograms to grams (1kg = 1000g)
  • solve word problems involving buying and selling goods by mass
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.6 Time

Term 2 Term 310 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • read and tell time to the minute on analogue and digital clocks
  • convert hours to minutes and minutes to seconds
  • estimate time taken to complete daily tasks
  • appreciate punctuality and time management
Key Inquiry Questions (KIQs)
  • How do we read time to the minute on clocks?
Suggested Experiences
  • read and set time on clock faces with hour, minute and second hands
  • convert hours into minutes (1hr = 60min) and minutes into seconds
  • create daily timetables and measure duration of activities with stopwatches
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.7 Money

Term 310 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • identify Kenyan currency notes and coins up to Ksh 1,000
  • calculate change in buying and selling situations
  • prepare simple budgets and shopping lists
  • appreciate the importance of saving money
Key Inquiry Questions (KIQs)
  • How do we make wise spending decisions with money?
Suggested Experiences
  • simulate classroom market and shopping scenes with play money
  • calculate total costs and calculate balance/change in transactions
  • make personal saving goals and prepare simple itemized budgets
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3
Strand 3.0

Geometry

3 Sub-strands16 Lessons

3.1 Position and Direction

Term 36 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • describe position of objects using compass directions and grid references
  • follow and give directions to navigate from one point to another
  • appreciate maps in giving directions
Key Inquiry Questions (KIQs)
  • How can grid references and directions help us find places?
Suggested Experiences
  • use grid maps of the school compound to locate classrooms and playground
  • give and follow directions involving turns (quarter turn, half turn, clockwise, anti-clockwise)
  • play treasure hunt games following directional instructions
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.2 Angles

Term 35 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • identify right angles, acute angles and obtuse angles in the environment
  • compare angles using a square corner (right-angle tester)
  • appreciate angles in construction and architectural designs
Key Inquiry Questions (KIQs)
  • Where do we see angles in buildings and nature?
Suggested Experiences
  • make a right-angle tester by folding paper into a square corner
  • test and classify angles in door corners, book edges, scissors and clocks as right, acute or obtuse
  • draw and model different angles using sticks and clock hands
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.3 Plane Figures

Term 35 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • identify properties of rectangles, squares, triangles and circles
  • make patterns using combinations of plane figures
  • appreciate symmetry and geometric beauty in nature
Key Inquiry Questions (KIQs)
  • What properties distinguish squares from rectangles?
Suggested Experiences
  • measure sides of squares and rectangles to verify properties of equal sides and right angles
  • cut out triangles and circles and combine them to create decorative mosaic patterns
  • identify lines of symmetry in geometric shapes by paper folding
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

4
Strand 4.0

Data Handling

1 Sub-strand10 Lessons

4.1 Data

Term 310 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • collect and record real-life data using tally marks and frequency tables
  • represent data using pictographs and bar graphs
  • interpret information from tables, pictographs and bar graphs
  • appreciate data in making informed decisions
Key Inquiry Questions (KIQs)
  • How do bar graphs and pictographs help us understand information quickly?
Suggested Experiences
  • collect data on favourite fruits, colours or sports among classmates using tally marks
  • draw frequency tables and represent data using pictographs with a key
  • construct simple vertical and horizontal bar graphs using square grid paper
  • answer questions based on collected data and charts
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Grade 4 Mathematics Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 4 Mathematics.

Term 1 Scheme13 Weeks
  • Numbers
View Term 1
Term 2 Scheme14 Weeks
  • Numbers
  • Measurement
View Term 2
Term 3 Scheme9 Weeks
  • Measurement
  • Geometry
  • Data Handling
View Term 3

Other Grade 4 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 4.

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Explore Schemes for Other CBC Classes

Browse curriculum designs and ready-to-print schemes across Pre-Primary, Primary, and Junior Secondary levels.

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Curriculum Compliance & Official Accreditation

All schemes of work on this platform are meticulously aligned with official standards set by Kenyan educational statutory authorities:

Help & Answers

Frequently Asked Questions

What are the main strands in Grade 4 Mathematics?

The official KICD strands for Grade 4 Mathematics are: Numbers, Measurement, Geometry, Data Handling. Each strand is broken down into structured sub-strands with specific learning outcomes, inquiry questions, and suggested lesson periods.

Which sub-strands are taught across Term 1, Term 2, and Term 3 in Grade 4 Mathematics?

The curriculum is systematically distributed across all three terms based on Ministry of Education term durations. Term 1 covers foundational strands, Term 2 advances core competencies, and Term 3 focuses on measurement, geometry, application, and revision. Review the curriculum breakdown above for the term-by-term allocation.

Are specific learning outcomes and inquiry questions included in these schemes?

Yes, every lesson in our Grade 4 Mathematics schemes contains exact KICD specific learning outcomes (knowledge, skills, and attitudes), key inquiry questions, learning experiences, and assessment methods.

Can I download editable Word (.docx) and PDF schemes for Grade 4 Mathematics?

Yes! You can instantly download formatted, editable Microsoft Word files (.docx) or print-ready PDFs for Term 1, Term 2, and Term 3, or customize them with your school name, TSC number, and term dates.