2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons4 Strands in Term 2

Grade 5 Mathematics Schemes of Work & Strands (Term 2 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 5 Mathematics Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 5 Mathematics Term 2 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 2.

Class / Grade: Grade 5
Learning Area: Mathematics
Term Duration: 14 Weeks (70 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 14

Full Term Timetable

Grade 5 Mathematics Term 2 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.

70 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	Sub-strand 27	By the end of the sub strand, the learner should be able to; a) solve simple equations with one unknown involving reallife situations	-	- use real objects to form equations with one unknown, team up with peers to solve equations with one unknown	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Numbers	Sub-strand 27	By the end of the sub strand, the learner should be able to; a) solve simple equations with one unknown involving reallife situations	-	- use real objects to form equations with one unknown, team up with peers to solve equations with one unknown	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Numbers	Sub-strand 27	By the end of the sub strand, the learner should be able to; a) appreciate use Of equations in solving problems in real life _	-	- use digital devices or other resources to learn more about equations	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Numbers	Sub-strand 27	By the end of the sub strand, the learner should be able to; a) appreciate use Of equations in solving problems in real life _	-	- use digital devices or other resources to learn more about equations	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Measurement Str and Meas U Rement	Sub-strand 32	By the end of the sub strand, the learner should be able to; a) identify the b) kilometre (km) as a c) unit of d) measuring e) length in f) real g) life h) estimate i) distance in j) kilometres in k) real-life l) situations m) identify the n) relationship	1. (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?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Measurement Str and Meas U Rement	Sub-strand 32	By the end of the sub strand, the learner should be able to; a) between the b) kilometre (km) and the c) metre (m) in d) different e) situations f) convert g) kilometres to h) metres and i) metres to j) kilometres in k) different l) situations m) metres and n) kilometres in	1. (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?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Measurement Str and Meas U Rement	Sub-strand 32	By the end of the sub strand, the learner should be able to; a) real-life b) situations c) subtract d) metres and e) kilometres In f) real g) life h) situations i) multiply j) metres and k) kilometres by l) whole m) numbers in n) real o) life	1. 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?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Measurement Str and Meas U Rement	Sub-strand 32	By the end of the sub strand, the learner should be able to; a) situations 32 discuss the b) kilometre as a you c) measure d) unit of e) meas f) uring g) length h) distance? real i) life j) team up k) with l) peers to m) estimate n) distance in	1. 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?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Measurement Str and Meas U Rement	Sub-strand 32	By the end of the sub strand, the learner should be able to; a) kilometres b) work c) with d) peers to e) establish the f) relationship g) between the h) kilometre and i) express the j) distance k) from l) kilometres to m) metres and n) metres to	1. Why should you measure distance?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Measurement Str and Meas U Rement	Sub-strand 32	By the end of the sub strand, the learner should be able to; a) kilometres b) carry out c) addition d) involving e) distance in f) kilometres and g) metres h) carry out i) subtraction Involving j) distance in k) kilometres and l) metres, 2. 2. Why m) should you n) measure o) distance?	1. Why should you measure distance?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Measurement Str and Meas U Rement	Sub-strand 32	By the end of the sub strand, the learner should be able to; a) distance?	1. Why should you measure distance?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Measurement Str and Meas U Rement	Sub-strand 34	-	1. Questio s How can you determine the area of different surfaces ?	- discuss and measure, trace and cut Out I cm by lcm units, and refer the area of each as one square centimetre ( lcm2)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Measurement Str and Meas U Rement	Sub-strand 34	-	1. Questio s How can you determine the area of different surfaces ?	- discuss and measure, trace and cut Out I cm by lcm units, and refer the area of each as one square centimetre ( lcm2)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Measurement Str and Meas U Rement	Sub-strand 34	-	1. Questio s How can you determine the area of different surfaces ?	- cover a given sur face usi ng I	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Measurement Str and Meas U Rement	Sub-strand 34	-	1. 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?	- centimetre square cut-outs and count the number of cut-outs to get the area in cm2	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 5 Mathematics Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 in Grade 5 Mathematics. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Numbers

1 Sub-strand6 Lessons in Term 2

1.1 Sub-strand 27

6 Suggested LessonsTerm 2

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.

Strand 2.0

Measurement Str and Meas U Rement

2 Sub-strands12 Lessons in Term 2

2.1 Sub-strand 32

6 Suggested LessonsTerm 2

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

2.2 Sub-strand 34

6 Suggested LessonsTerm 2

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 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?

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

Strand 3.0

Volume

4 Sub-strands24 Lessons in Term 2

3.1 Sub-strand 36

6 Suggested LessonsTerm 2

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 36.

Key Inquiry Questions (KIQs)

Where is volume applicable in real life?

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

3.2 Sub-strand 38

6 Suggested LessonsTerm 2

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 38.

Key Inquiry Questions (KIQs)

Where are litres and millilitres used in day today life?

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

3.3 Sub-strand 40

6 Suggested LessonsTerm 2

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

3.4 Sub-strand 42

6 Suggested LessonsTerm 2

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 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?

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

Strand 4.0

Measurement

1 Sub-strand8 Lessons in Term 2

4.1 Money

8 Suggested LessonsTerm 2

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?

Learning 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 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 1View Term 1 →

Numbers Str and Numbers
Numbers

Term 2Current

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 2

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

Agriculture (Term 2)Science & Technology (Term 2)Social Studies (Term 2)Creative Arts (Term 2)CRE (Term 2)IRE (Term 2)HRE (Term 2)French (Term 2)German (Term 2)Arabic (Term 2)Mandarin (Term 2)English (Term 2)Kiswahili (Term 2)Indigenous Language (Term 2)

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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:

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 2

What strands and sub-strands are covered in Grade 5 Mathematics Term 2?

In Term 2, Grade 5 Mathematics covers the following main strands: Numbers, Measurement Str and Meas U Rement, Volume, Measurement. Each strand is broken down into specific sub-strands with allocated lesson periods across the 14-week term.

What are the specific learning outcomes for Grade 5 Mathematics in Term 2?

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 2 structured across weeks?

This scheme spans 14 calendar weeks (70 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 14, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 2 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.