2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons2 Strands in Term 1

Grade 5 Mathematics Schemes of Work & Strands (Term 1 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 5 Mathematics Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

Select Term:

Term 1Term 1 Scheme & Strands Term 2Term 2 Scheme & Strands Term 3Term 3 Scheme & Strands

Grade 5 Mathematics Term 1 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 5 Mathematics in Term 1.

Class / Grade: Grade 5
Learning Area: Mathematics
Term Duration: 13 Weeks (65 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 13

Full Term Timetable

Grade 5 Mathematics Term 1 Scheme of Work Table

Week-by-week lesson 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 →

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)

Curriculum Design & Content

Grade 5 Mathematics Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 5 Mathematics. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Numbers Str and Numbers

5 Sub-strands30 Lessons in Term 1

1.1 Sub-strand 13

6 Suggested LessonsTerm 1

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 ?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.2 Sub-strand 15

6 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills 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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.3 Sub-strand 17

6 Suggested LessonsTerm 1

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.4 Sub-strand 19

6 Suggested LessonsTerm 1

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.5 Sub-strand 21

6 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills 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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

Strand 2.0

Numbers

3 Sub-strands18 Lessons in Term 1

2.1 Sub-strand 23

6 Suggested LessonsTerm 1

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2.2 Sub-strand 25

6 Suggested LessonsTerm 1

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 ?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2.3 Sub-strand 27

6 Suggested LessonsTerm 1

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 _

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

Grade 5 Mathematics Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 5 Mathematics showing the term-by-term distribution of all 8 strands.

Term 1Current

Numbers Str and Numbers
Numbers

Term 2View Term 2 →

Numbers
Measurement Str and Meas U Rement
Volume
Measurement

Term 3View Term 3 →

Measurement
Geometry Str and
Geometry
Data Handling Strand Handling

Other Grade 5 Schemes of Work for Term 1

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

Agriculture (Term 1)Science & Technology (Term 1)Social Studies (Term 1)Creative Arts (Term 1)CRE (Term 1)IRE (Term 1)HRE (Term 1)French (Term 1)German (Term 1)Arabic (Term 1)Mandarin (Term 1)English (Term 1)Kiswahili (Term 1)Indigenous Language (Term 1)

Explore Schemes for Other CBC Grades

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: Grade 5 Mathematics Term 1

What strands and sub-strands are covered in Grade 5 Mathematics Term 1?

In Term 1, Grade 5 Mathematics covers the following main strands: Numbers Str and Numbers, Numbers. Each strand is broken down into specific sub-strands with allocated lesson periods across the 13-week term.

What are the specific learning outcomes for Grade 5 Mathematics in Term 1?

Each sub-strand defines measurable learning outcomes covering knowledge, psychomotor skills, and values. Learners engage in hands-on activities, realia observation, and collaborative problem-solving as outlined in the syllabus breakdown above.

How is Grade 5 Mathematics Term 1 structured across weeks?

This scheme spans 13 calendar weeks (65 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 13, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 1 scheme in Microsoft Word or PDF?

Yes. You can instantly download a completely editable Microsoft Word document (.docx) or print-ready PDF, or open it directly in the online scheme builder to customize teacher name, school name, and TSC details.