2026 KICD CBC Curriculum Design9 Weeks · 45 Lessons4 Strands in Term 3

Grade 5 Mathematics Schemes of Work & Strands (Term 3 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 5 Mathematics Term 3. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 5 Mathematics Term 3 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 3.

Class / Grade: Grade 5
Learning Area: Mathematics
Term Duration: 9 Weeks (45 Lessons)
Key Milestones: Mid: Wk 5 · Exam: Wk 9

Full Term Timetable

Grade 5 Mathematics Term 3 Scheme of Work Table

Week-by-week lesson matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

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45 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	Measurement	Money	By the end of the sub strand, the learner should be able to; a) services and b) payment of c) taxes in d) real e) life	1. (s) . I. How do you spend your?	- brainstorm on factors to consider when saving money and share with	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Geometry Str and	Sub-strand 49	-	-	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Geometry Str and	Sub-strand 49	-	-	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Geometry Str and	Sub-strand 49	-	-	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Geometry Str and	Sub-strand 49	-	-	- use digital devices and other resources to draw more lines	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Geometry Str and	Sub-strand 49	-	-	- use digital devices and other resources to draw more lines	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Geometry Str and	Sub-strand 49	-	-	- use digital devices and other resources to draw more lines	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Geometry	Angles	-	1. (s) W here are angles used in the e nvironment?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Geometry	Angles	-	1. (s) W here are angles used in the e nvironment?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Geometry	Angles	-	1. (s) W here are angles used in the e nvironment?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Geometry	Angles	-	1. (s) W here are angles used in the e nvironment?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Geometry	Angles	-	1. (s) W here are angles used in the e nvironment?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Geometry	Angles	-	1. (s) W here are angles used in the e nvironment?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Geometry	Angles	-	1. (s) W here are angles used in the e nvironment?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Geometry	Sub-strand 53	By the end of the sub strand, the learner should be able to; a) describe 3-D objects in the environment	1. Inquir y Ques tion(s) Where are 3 D objects used in the environment ?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 5 Mathematics Term 3 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 3 in Grade 5 Mathematics. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Measurement

1 Sub-strand8 Lessons in Term 3

1.1 Money

8 Suggested LessonsTerm 3

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.

Strand 2.0

Geometry Str and

1 Sub-strand6 Lessons in Term 3

2.1 Sub-strand 49

6 Suggested LessonsTerm 3

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 49.

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

Strand 3.0

Geometry

2 Sub-strands12 Lessons in Term 3

3.1 Angles

6 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills in Angles.

Key Inquiry Questions (KIQs)

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

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

3.2 Sub-strand 53

6 Suggested LessonsTerm 3

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 ?

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

Strand 4.0

Data Handling Strand Handling

2 Sub-strands12 Lessons in Term 3

4.1 Sub-strand 56

6 Suggested LessonsTerm 3

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 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?

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

4.2 Sub-strand 59

6 Suggested LessonsTerm 3

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 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 2View Term 2 →

Numbers
Measurement Str and Meas U Rement
Volume
Measurement

Term 3Current

Measurement
Geometry Str and
Geometry
Data Handling Strand Handling

Other Grade 5 Schemes of Work for Term 3

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

Agriculture (Term 3)Science & Technology (Term 3)Social Studies (Term 3)Creative Arts (Term 3)CRE (Term 3)IRE (Term 3)HRE (Term 3)French (Term 3)German (Term 3)Arabic (Term 3)Mandarin (Term 3)English (Term 3)Kiswahili (Term 3)Indigenous Language (Term 3)

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 3

What strands and sub-strands are covered in Grade 5 Mathematics Term 3?

In Term 3, Grade 5 Mathematics covers the following main strands: Measurement, Geometry Str and, Geometry, Data Handling Strand Handling. Each strand is broken down into specific sub-strands with allocated lesson periods across the 9-week term.

What are the specific learning outcomes for Grade 5 Mathematics in Term 3?

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 3 structured across weeks?

This scheme spans 9 calendar weeks (45 lesson slots), with Mid-Term Break in Week 5 and End-of-Term Assessment in Week 9, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 3 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.