2026 KICD CBC Curriculum Design8 Strands · 20 Sub-strands122 Suggested Lessons

Grade 5 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 5 Mathematics. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 5 Mathematics Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 5 Mathematics under the Kenya CBC curriculum framework.

Class / Level: Grade 5
Major Strands: 8 Strands
Annual Lessons: 122 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 5 Mathematics Term 1 Scheme Table

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

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Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	Numbers Str and Numbers	Sub-strand 13	By the end of the sub strand, the learner should be able to; a) place b) value and c) total d) value of e) digits up to f) hundreds of	1. (s) . I _ Where can we use ordering of numbers in real life?	- identify place value of digits up to hundreds of thousands using place value apparatus or place value identify total value of digits up to hundreds of thousands using place value charts	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Numbers Str and Numbers	Sub-strand 13	By the end of the sub strand, the learner should be able to; a) thousands in b) different c) situations d) read and e) write f) numbers up to	1. (s) . I _ Where can we use ordering of numbers in real life?	- identify place value of digits up to hundreds of thousands using place value apparatus or place value identify total value of digits up to hundreds of thousands using place value charts	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Numbers Str and Numbers	Sub-strand 13	By the end of the sub strand, the learner should be able to; a) tens of b) thousands in c) words in d) different e) situations f) order	1. (s) . I _ Where can we use ordering of numbers in real life?	- read numbers up to hundreds of thousands in symbols from number charts or cards	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Numbers Str and Numbers	Sub-strand 13	By the end of the sub strand, the learner should be able to; a) numbers up to b) tens Of c) thousands in d) different e) situations f) round off	1. Why should we round off numbers ?	- read and write numbers up to tens of thousands in words from number charts or cards, arrange numbers up to tens Of thousands in increasing and decreasing order	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Numbers Str and Numbers	Sub-strand 13	By the end of the sub strand, the learner should be able to; a) numbers up to b) tens of c) thousands to the d) nearest e) hundred and f) thousand in	1. Why should we round off numbers ?	- read and write numbers up to tens of thousands in words from number charts or cards, arrange numbers up to tens Of thousands in increasing and decreasing order	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Numbers Str and Numbers	Sub-strand 13	By the end of the sub strand, the learner should be able to; a) different b) situations c) apply d) divisibility e) tests Of 2, 5 and 10 in f) real-life g) situations	1. Why should we round off numbers ?	- discuss and round offnumbers up to tens of thousands to the nearest hundred and thousand using number cards and share with other	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Numbers Str and Numbers	Sub-strand 13	By the end of the sub strand, the learner should be able to; a) situations	1. Why should we round off numbers ?	- discuss and round offnumbers up to tens of thousands to the nearest hundred and thousand using number cards and share with other	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Numbers Str and Numbers	Sub-strand 13	By the end of the sub strand, the learner should be able to; a) situations	1. Why should we round off numbers ?	- discuss and round offnumbers up to tens of thousands to the nearest hundred and thousand using number cards and share with other	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Numbers Str and Numbers	Sub-strand 15	-	1. b) c) d) e) add up to three 6-digit numbers without regrouping up to a sum not exceeding I in different situations, add up to two 6-digit numbers with double regrouping with the sum not exceeding I ,OOO, 000 in different situations, estimate sum by rounding off the addends to the nearest hundred and thousand in different situations, create patterns involving the addition of numbers up to a sum of I in real-life situations, appreciate use of the addition of whole numbers in real-life situations. 15 In?	- work out the sum of three 6-digit numbers without regrouping up to I DOO, OOO using place charts or any other res ource, collaborates with others to work Out the sum of two 6	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Numbers Str and Numbers	Sub-strand 15	-	1. b) c) d) e) add up to three 6-digit numbers without regrouping up to a sum not exceeding I in different situations, add up to two 6-digit numbers with double regrouping with the sum not exceeding I ,OOO, 000 in different situations, estimate sum by rounding off the addends to the nearest hundred and thousand in different situations, create patterns involving the addition of numbers up to a sum of I in real-life situations, appreciate use of the addition of whole numbers in real-life situations. 15 In?	- work out the sum of three 6-digit numbers without regrouping up to I DOO, OOO using place charts or any other res ource, collaborates with others to work Out the sum of two 6	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Numbers Str and Numbers	Sub-strand 15	-	1. ui Questi s I. How can you estimate the sum of given numbers ?	- work out the sum of three 6-digit numbers without regrouping up to I DOO, OOO using place charts or any other res ource, collaborates with others to work Out the sum of two 6	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Numbers Str and Numbers	Sub-strand 15	-	1. ui Questi s I. How can you estimate the sum of given numbers ?	- digit numbers with double regrouping with the number not more than I using place value apparatus or any other resource, estimate sums by rounding off the addends to the nearest hundred and thousand, come up with Bitterns involving addition of numbers up to a sum Of play games involving addition Of numbers using digital devices and other resources	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Numbers Str and Numbers	Sub-strand 15	-	1. How can you create patterns m addition?	- digit numbers with double regrouping with the number not more than I using place value apparatus or any other resource, estimate sums by rounding off the addends to the nearest hundred and thousand, come up with Bitterns involving addition of numbers up to a sum Of play games involving addition Of numbers using digital devices and other resources	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Numbers Str and Numbers	Sub-strand 15	-	1. How can you create patterns m addition?	- digit numbers with double regrouping with the number not more than I using place value apparatus or any other resource, estimate sums by rounding off the addends to the nearest hundred and thousand, come up with Bitterns involving addition of numbers up to a sum Of play games involving addition Of numbers using digital devices and other resources	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Numbers Str and Numbers	Sub-strand 15	-	1. How can you create patterns m addition?	- digit numbers with double regrouping with the number not more than I using place value apparatus or any other resource, estimate sums by rounding off the addends to the nearest hundred and thousand, come up with Bitterns involving addition of numbers up to a sum Of play games involving addition Of numbers using digital devices and other resources	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 5 Mathematics Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 5 Mathematics. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

Numbers Str and Numbers

5 Sub-strands30 Lessons

1.1 Sub-strand 13

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

place
value and
total
value of
digits up to
hundreds of
thousands in
different
situations
read and
write
numbers up to
tens of
thousands in
words in
different
situations
order
numbers up to
tens Of
thousands in
different
situations
round off
numbers up to
tens of
thousands to the
nearest
hundred and
thousand in
different
situations
apply
divisibility
tests Of 2, 5 and 10 in
real-life
situations

Key Inquiry Questions (KIQs)

(s) . I _ Where can we use ordering of numbers in real life?
Why should we round off numbers ?

Suggested Experiences

identify place value of digits up to hundreds of thousands using place value apparatus or place value identify total value of digits up to hundreds of thousands using place value charts
read numbers up to hundreds of thousands in symbols from number charts or cards
read and write numbers up to tens of thousands in words from number charts or cards, arrange numbers up to tens Of thousands in increasing and decreasing order
discuss and round offnumbers up to tens of thousands to the nearest hundred and thousand using number cards and share with other

Teaching Resources

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

1.2 Sub-strand 15

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 15.

Key Inquiry Questions (KIQs)

a) b) c) d) e) add up to three 6-digit numbers without regrouping up to a sum not exceeding I in different situations, add up to two 6-digit numbers with double regrouping with the sum not exceeding I ,OOO, 000 in different situations, estimate sum by rounding off the addends to the nearest hundred and thousand in different situations, create patterns involving the addition of numbers up to a sum of I in real-life situations, appreciate use of the addition of whole numbers in real-life situations. 15 In?
ui Questi s I. How can you estimate the sum of given numbers ?
How can you create patterns m addition?

Suggested Experiences

work out the sum of three 6-digit numbers without regrouping up to I DOO, OOO using place charts or any other res ource, collaborates with others to work Out the sum of two 6
digit numbers with double regrouping with the number not more than I using place value apparatus or any other resource, estimate sums by rounding off the addends to the nearest hundred and thousand, come up with Bitterns involving addition of numbers up to a sum Of play games involving addition Of numbers using digital devices and other resources

Teaching Resources

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

1.3 Sub-strand 17

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

subtract up to two 6-digit
numbers
without
regrouping in
real-life
situations
subtract of up to two 6-digit
numbers
with
regrouping in
different
situations
estimate
difference by
rounding off the
minuend and
subtrahend to the
nearest
hundred and
thousand in
different
situations
perform
combined
operations
involving
addition and
subtraction in
different
situations
create
patterns
involving
subtraction
from up to I in
different
situations

Key Inquiry Questions (KIQs)

(s) . I. How do you estimate difference to the nearest hundred?
How can you create number patterns involving subtraction?

Suggested Experiences

work with peers to subtract up to two 6
digit numbers without regrouping using place value apparatus , discuss and work Out subtraction of up to two 6
digit numbers with regrouping using place value apparatus , team up with peers to estimate difference by rounding off the minuend and subtrahend to the nearest hundred and thousand using a number line, work out questions involving addition and subtraction, generate patterns involving subtraction of whole numbers from up to I play games involving subtraction

Teaching Resources

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

1.4 Sub-strand 19

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

multiply up to a 3-digit
number by up to a 2 digit
number in
real-life
situations
estimate
product by
rounding off
numbers to the
nearest ten in
different
situations
make
patterns Involving
multiplication
ofnumbers
with
product not
exceeding 1000 in in
different
situations
appreciate use Of
multiplication in
real
life. 19

Key Inquiry Questions (KIQs)

(s) I. I. Where can multiplication be used in real life?
How can you form patterns involving multiplication?

Suggested Experiences

work out multiplication Of up to a 3
digit number by up to a 2-digit number using different methods, round off numbers to the nearest tens then get their product using compatibility Of numbers or own strategies, team up with peers to create patterns in volving multiplication of numbers with products not exceeding I OKI), play games involving multiplication of whole numbers using digital devices and other resources

Teaching Resources

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

1.5 Sub-strand 21

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 21.

Key Inquiry Questions (KIQs)

Que stion(s) ) I _ Where is division used in real life?
How can we estimate quotients?
a) b) c) d) e) divide up to a 3-digit number by up to a 2 digit number where the dividend is greater than the divisor in real life, apply the relationship between multiplication and division in different situations, divide up to 3 digit number by 1000 in different situations estimate quotients by rounding off the dividend and divisor to the nearest ten in real-life situations, perform combined operations involving addition, subtraction, multiplication and division of whole numbers in different situations?

Suggested Experiences

work out division ofup to a 3- digit number by up to a 2-digit number where the dividend is greater than the divisor using long and short form, collaborate to show that multiplication is the opmysite Of division, estimate quotients by rounding off the dividend and divisor to the nearest ten, work out questions involving addition, subtraction, multiplication and division, create number games and puzzles involving division

Teaching Resources

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

Strand 2.0

Numbers

3 Sub-strands18 Lessons

2.1 Sub-strand 23

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

0 g) simplify
fractions in
different
situations
compare
fractions in
different
situations
order
fractions
with
denominators not
exceeding 12 in
different
situations
add two
fractions
with the
same
denominator in
different
situations
subtract two
fractions
with the
same
denominator in
different
situations
add two
fractions
with One
renaming in
different
situations
subtract two
fractions
with one
renaming in
different
situations, 23

Key Inquiry Questions (KIQs)

Questio s I . Why can we order fractions m real life?
Where are fractions used in real life?

Suggested Experiences

identify equivalent fractions using a fraction board or chart, represent equivalent fractions using real objects
use charts or others resources to express fractions in their simplest forms , arrange given fractions m increasing or decreas ing order using different methods, add fractions with the same denominator using paper cut-outs, real objects or other resources, subtract two fractions with the same denominator using paper cutouts, number lines, real objects, or Other resources

Teaching Resources

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

2.2 Sub-strand 25

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

identify place value Of decimals up to thousandths in different situations
order decimals up to thousandths in different situations
add decimals up to thousandths in different situations
subtract decimals up to thousandths in different situations
multiply decimal numbers of up to thousandths by 1000 in different situations
appreciate use of decimals in real-life situations. 25

Key Inquiry Questions (KIQs)

(s) _ I Where can you use decimals in real life?
What is the of ordering decimals ?

Suggested Experiences

work out place value Of decimals up to thousandths using a place value chart, Order decimals up to thousandths from smallest to largest and from largest to smallest using different methods, work out addition Of decimals up to thousandths using place value subtract decimals up to thousandths using place value apparatus, collaborate with peers to find information on application of decimals in real-life situations

Teaching Resources

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

2.3 Sub-strand 27

Term 1 Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

form simple equations with one unknown involving reallife situations
solve simple equations with one unknown involving reallife situations
appreciate use Of equations in solving problems in real life _

Suggested Experiences

discuss and come up with equations with one unknown from dai Iy exper iences
use real objects to form equations with one unknown, team up with peers to solve equations with one unknown
use digital devices or other resources to learn more about equations

Teaching Resources

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

Strand 3.0

Measurement Str and Meas U Rement

2 Sub-strands12 Lessons

3.1 Sub-strand 32

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

identify the
kilometre (km) as a
unit of
measuring
length in
real
life
estimate
distance in
kilometres in
real-life
situations
identify the
relationship
between the
kilometre (km) and the
metre (m) in
different
situations
convert
kilometres to
metres and
metres to
kilometres in
different
situations
metres and
kilometres in
real-life
situations
subtract
metres and
kilometres In
real
life
situations
multiply
metres and
kilometres by
whole
numbers in
real
life
situations 32 discuss the
kilometre as a you
measure
unit of
meas
uring
length
distance? real
life
team up
with
peers to
estimate
distance in
kilometres
work
with
peers to
establish the
relationship
between the
kilometre and
express the
distance
from
kilometres to
metres and
metres to
kilometres
carry out
addition
involving
distance in
kilometres and
metres
carry out
subtraction Involving
distance in
kilometres and
metres, 2. 2. Why
should you
measure
distance?

Key Inquiry Questions (KIQs)

(s) L How can a) b) c) d) e) g) identify the kilometre (km) as a unit of measuring length in real life, estimate distance in kilometres in real-life situations, identify the relationship between the kilometre (km) and the metre (m) in different situations, convert kilometres to metres and metres to kilometres in different situations, add metres and kilometres in real-life situations, subtract metres and kilometres In real life situations, multiply metres and kilometres by whole numbers in real life situations 32 discuss the kilometre as a you measure unit of meas uring length distance?
real life, team up with peers to estimate distance in kilometres, work with peers to establish the relationship between the kilometre and express the distance from kilometres to metres and metres to kilometres, carry out addition involving distance in kilometres and metres, carry out subtraction Involving distance in kilometres and metres?
Why should you measure distance?

Teaching Resources

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

3.2 Sub-strand 34

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 34.

Key Inquiry Questions (KIQs)

Questio s How can you determine the area of different surfaces ?
a) b) c) identify the square centimetre (cm2) as a unit of measuring area in real life, work out area of rectangles and squares m square centimetres (cm2) in different situations, appreciate the use of cm2 in working out area in real life?

Suggested Experiences

discuss and measure, trace and cut Out I cm by lcm units, and refer the area of each as one square centimetre ( lcm2)
cover a given sur face usi ng I
centimetre square cut-outs and count the number of cut-outs to get the area in cm2
establish the area of rectangles and squares in cm2 as the product of the number lcm2 units in the row by the number of units in the column, area rectangle or square = length x width
team up with peers to play games involving area using multiplication charts _

Teaching Resources

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

Strand 4.0

Volume

4 Sub-strands24 Lessons

4.1 Sub-strand 36

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 36.

Key Inquiry Questions (KIQs)

Where is volume applicable in real life?

Suggested Experiences

measure the sides of a lcm cube and identify it as a unit of measuring volume, arrange a number of cubes along the length, width and vary the number of layers, count the number of cubes used in activity above and record, establish that the total number of cubes represents the volume of the cube or cuboid formed, count the number of cubes On the length and multiply by the number in the width and the number of layers. establish the formula for volume (v) of cuboid as v = I x w x h
discuss the formula for volume Of a

Teaching Resources

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

4.2 Sub-strand 38

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 38.

Key Inquiry Questions (KIQs)

Where are litres and millilitres used in day today life?

Suggested Experiences

collect safe small containers and read the unit of measurements indicated in use smaller containers with capacity in millilitres to fill bigger containers
identify containers with capacity of 5 millilitres and use them to fill other containers, share tasks with peers while filling small containers with water and measure the capacity in millilitres using a container graduated in millilitres
use digital device Or Other resources to find the relationship between millilitres and litres

Teaching Resources

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

4.3 Sub-strand 40

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 40.

Key Inquiry Questions (KIQs)

Questi s What is the meas urmg mass ?
a) b) c) d) e) g) h) identify the gramme as a unit of measuring mass In real life, measure mass m grammes in different situations, estimate and measure mass In grammes In different situations, identify the relationship between the kilogramme and the gramme in reallife situations, convert ki logrammes to grammes and grammes to kilogrammes in reallife situations, add grammes and kilogrammes in real-life situations, subtract grammes and kilogrammes in real-life situations, multiply grammes and identify different small containers Importance Of with mass labelled grammes, use a spoon or bottle top scoop sand or soil which is estimated to be about 5 grammes, use the spoon or the bottle top to fill other container with soil or sand and estimate their masses, discuss with peers to establish the relationship between the kilogramme and the grammes using a beam balance or electronic weighing machine (Ikg= IOOOg), express various?

Teaching Resources

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

4.4 Sub-strand 42

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 42.

Key Inquiry Questions (KIQs)

(s) How can we read and tell time?
a) b) e) d) e) 0 g) identify the second as a unit Of measuring time from a clock, use digital or analogues clocks to read time in seconds, identify the relationship between the minute and the sec:ond in real-life situations, convert minutes to seconds and seconds to minutes in real life, add minutes and seconds with conversion in real-life situations, subtract minutes and seconds with conversion in real life situations, multiply minutes and seconds by whole numbers in real-life situations, divide minutes and seconds?

Suggested Experiences

work with peers to identify second hand from a clock, carry out activities taking I O seconds
use digital devices and other resources to tell time from clocks. relate the activities to what can be done in one tenth of the time taken to do the activity, the time taken is I second, measure time taken to do various activities In seconds, establish the relationship between seconds and minute using a clock or

Teaching Resources

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

Strand 5.0

Measurement

1 Sub-strand8 Lessons

5.1 Money

Term 2 Term 38 Lessons

Specific Learning Outcomes (SLOs)

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

explain the
term
budget in
real-life
situations
identify the
importance of a
budget in
real
life
prepare a
budget of up to 5 items
used in
daily
life
explain
meaning of tax and its
importance to the go
vernment
identify
sewices by
banks in
real-life
situations
identify
factors to
consider m
order to
save
money
wisely
appreciate use of
budgeting
bank
services and
payment of
taxes in
real
life

Key Inquiry Questions (KIQs)

(s) . I. How do you spend your?

Suggested Experiences

discuss meaning and Importance of a budget
prepare a budget of amut 5 items that can be found in the classroom model shop
discuss meaning and Importance of taxes to the governments, and study receipts from sales to identify amount of taxes discuss provision Of loans, safe custody of items, money deposits and withdrawals, savings as services provided by banks
brainstorm on factors to consider when saving money and share with

Teaching Resources

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

Strand 6.0

Geometry Str and

1 Sub-strand6 Lessons

6.1 Sub-strand 49

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 49.

Suggested Experiences

work with peers to identify lines in the classroom and within the environment, describe lines in the environment and identify them as horizontal and vertical lines, parallel and perpendicular work with peers to draw and model horizontal and vertical lines, parallel and perpendicular lines
use digital devices and other resources to draw more lines

Teaching Resources

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

Strand 7.0

Geometry

2 Sub-strands12 Lessons

7.1 Angles

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Angles.

Key Inquiry Questions (KIQs)

(s) W here are angles used in the e nvironment?

Suggested Experiences

make clockwise, quarter and half turn, and relate them to angles in the environment, discuss the use of angles in the environment, team up with peers to make a unit angle and use it to measure angles in the environment
divide a 100 angle into 10 equal parts and identify each part as equal to I degree, measure angles in degrees using a protractor, work with peers to measure angles m degrees using a protractor and share results with others, use digital devices and other resources to draw plane figures and learn about an Ies. 51

Teaching Resources

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

7.2 Sub-strand 53

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

describe 3-D objects in the environment
describe 2-1) shapes in 3-D objects in the environment
appreciate the use Of 3-D objects in the

Key Inquiry Questions (KIQs)

Inquir y Ques tion(s) Where are 3 D objects used in the environment ?

Suggested Experiences

share tasks with peers to identify, collect objects and discuss cubes, cuboids, cylinders, spheres and pyramids as 3-D objects in the environment, watch a video on 3
D objects, describe 2-1) shapes found in 3-D objects and share with other groups, use digital devices and other resources to draw and learn more about 3

Teaching Resources

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

Strand 8.0

Data Handling Strand Handling

2 Sub-strands12 Lessons

8.1 Sub-strand 56

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 56.

Key Inquiry Questions (KIQs)

Why is representing data in tables important?
a) b) c) d) e) t) collect data of about 30 items relating to real-life draw a table to record data from real-life situations, draw tally marks Of the collected data, prepare a frequency table to represent data, interpret data represented by frequency tables, appreciate use frequency tables in real life. 56?

Suggested Experiences

team up with peers to collect data involving day
to-day experiences such as marks, shoe number, age of learners in a class, discuss other sources of data such as the number and types Of vehicles on a given road near school and home, discuss also number of bicycles or motor cycles, prepare data collection and recording tools and record data On books or charts, discuss and draw tally marks for the data, organise data in a table from real-life situations

Teaching Resources

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

8.2 Sub-strand 59

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

areas skills for the CSL activity
Identify resources required for the activity (locally available materials)
Stagger the activities across the term (Set dates and time for the activities) Communicate to learners, parents/caregivers/guardians, school administration, teachers and other relevant stakeholders in the school community Identify and develop assessment tools 59

Teaching Resources

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

Grade 5 Mathematics Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 5 Mathematics.

Term 1 Scheme13 Weeks

Numbers Str and Numbers
Numbers

View Term 1

Term 2 Scheme14 Weeks

Numbers
Measurement Str and Meas U Rement
Volume
Measurement

View Term 2

Term 3 Scheme9 Weeks

Measurement
Geometry Str and
Geometry
Data Handling Strand Handling

View Term 3

Other Grade 5 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 5.

Agriculture Hub Science & Technology Hub Social Studies Hub Creative Arts Hub CRE Hub IRE Hub HRE Hub French Hub German Hub Arabic Hub Mandarin Hub English Hub Kiswahili Hub Indigenous Language Hub

Explore Schemes for Other CBC Classes

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

PP1 Schemes PP2 Schemes Grade 1 Schemes Grade 2 Schemes Grade 3 Schemes Grade 4 Schemes Grade 6 Schemes Grade 7 Schemes Grade 8 Schemes Grade 9 Schemes

Curriculum Compliance & Official Accreditation

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

Kenya Institute of Curriculum Development (KICD) ↗
Syllabus designs, strands, specific learning outcomes, and inquiry questions.
Ministry of Education Kenya (MoE) ↗
2026 school calendar dates, term durations, and mid-term break schedules.
Teachers Service Commission (TSC) ↗
Compliant with TPAD pedagogical records, professional records, and assessment rubrics.

Help & Answers

Frequently Asked Questions

What are the main strands in Grade 5 Mathematics?

The official KICD strands for Grade 5 Mathematics are: Numbers Str and Numbers, Numbers, Measurement Str and Meas U Rement, Volume, Measurement, Geometry Str and, Geometry, Data Handling Strand 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 5 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 5 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 5 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.