2026 KICD CBC Curriculum Design2 Strands · 9 Sub-strands74 Suggested Lessons

Grade 6 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 6 Mathematics. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 6 Mathematics Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 6 Mathematics under the Kenya CBC curriculum framework.

Class / Level: Grade 6
Major Strands: 2 Strands
Annual Lessons: 74 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 6 Mathematics Term 1 Scheme Table

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

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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	Whole Numbers	By the end of the sub strand, the learner should be able to; a) place	1. Qlesti s How do we read and write numbers m symbols and in a) b) c) d) e) use place value and total value of digits up to millions in real life, use numbers up to millions in symbols in real life, read and write numbers up to in words in real life, order numbers up to 100,000 in real-life situations, round off numbers up to 100, 000 to the nearest thousand in different situations, apply squares of whole numbers up to 100 in different situations?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Numbers	Whole Numbers	By the end of the sub strand, the learner should be able to; a) value and b) total	1. Qlesti s How do we read and write numbers m symbols and in a) b) c) d) e) use place value and total value of digits up to millions in real life, use numbers up to millions in symbols in real life, read and write numbers up to in words in real life, order numbers up to 100,000 in real-life situations, round off numbers up to 100, 000 to the nearest thousand in different situations, apply squares of whole numbers up to 100 in different situations?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Numbers	Whole Numbers	By the end of the sub strand, the learner should be able to; a) value of b) digits up to	1. Qlesti s How do we read and write numbers m symbols and in a) b) c) d) e) use place value and total value of digits up to millions in real life, use numbers up to millions in symbols in real life, read and write numbers up to in words in real life, order numbers up to 100,000 in real-life situations, round off numbers up to 100, 000 to the nearest thousand in different situations, apply squares of whole numbers up to 100 in different situations?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Numbers	Whole Numbers	By the end of the sub strand, the learner should be able to; a) millions in b) real	1. Qlesti s How do we read and write numbers m symbols and in a) b) c) d) e) use place value and total value of digits up to millions in real life, use numbers up to millions in symbols in real life, read and write numbers up to in words in real life, order numbers up to 100,000 in real-life situations, round off numbers up to 100, 000 to the nearest thousand in different situations, apply squares of whole numbers up to 100 in different situations?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Numbers	Whole Numbers	By the end of the sub strand, the learner should be able to; a) life	1. Qlesti s How do we read and write numbers m symbols and in a) b) c) d) e) use place value and total value of digits up to millions in real life, use numbers up to millions in symbols in real life, read and write numbers up to in words in real life, order numbers up to 100,000 in real-life situations, round off numbers up to 100, 000 to the nearest thousand in different situations, apply squares of whole numbers up to 100 in different situations?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Numbers	Whole Numbers	By the end of the sub strand, the learner should be able to; a) numbers up to b) millions in	1. Qlesti s How do we read and write numbers m symbols and in a) b) c) d) e) use place value and total value of digits up to millions in real life, use numbers up to millions in symbols in real life, read and write numbers up to in words in real life, order numbers up to 100,000 in real-life situations, round off numbers up to 100, 000 to the nearest thousand in different situations, apply squares of whole numbers up to 100 in different situations?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Numbers	Whole Numbers	By the end of the sub strand, the learner should be able to; a) symbols in b) real	1. Qlesti s How do we read and write numbers m symbols and in a) b) c) d) e) use place value and total value of digits up to millions in real life, use numbers up to millions in symbols in real life, read and write numbers up to in words in real life, order numbers up to 100,000 in real-life situations, round off numbers up to 100, 000 to the nearest thousand in different situations, apply squares of whole numbers up to 100 in different situations?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Numbers	Whole Numbers	By the end of the sub strand, the learner should be able to; a) life b) read and	1. Qlesti s How do we read and write numbers m symbols and in a) b) c) d) e) use place value and total value of digits up to millions in real life, use numbers up to millions in symbols in real life, read and write numbers up to in words in real life, order numbers up to 100,000 in real-life situations, round off numbers up to 100, 000 to the nearest thousand in different situations, apply squares of whole numbers up to 100 in different situations?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Numbers	Whole Numbers	By the end of the sub strand, the learner should be able to; a) write	1. Qlesti s How do we read and write numbers m symbols and in a) b) c) d) e) use place value and total value of digits up to millions in real life, use numbers up to millions in symbols in real life, read and write numbers up to in words in real life, order numbers up to 100,000 in real-life situations, round off numbers up to 100, 000 to the nearest thousand in different situations, apply squares of whole numbers up to 100 in different situations?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Numbers	Whole Numbers	By the end of the sub strand, the learner should be able to; a) numbers up to in b) words in	1. Qlesti s How do we read and write numbers m symbols and in a) b) c) d) e) use place value and total value of digits up to millions in real life, use numbers up to millions in symbols in real life, read and write numbers up to in words in real life, order numbers up to 100,000 in real-life situations, round off numbers up to 100, 000 to the nearest thousand in different situations, apply squares of whole numbers up to 100 in different situations?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Numbers	Whole Numbers	By the end of the sub strand, the learner should be able to; a) real b) life	1. Qlesti s How do we read and write numbers m symbols and in a) b) c) d) e) use place value and total value of digits up to millions in real life, use numbers up to millions in symbols in real life, read and write numbers up to in words in real life, order numbers up to 100,000 in real-life situations, round off numbers up to 100, 000 to the nearest thousand in different situations, apply squares of whole numbers up to 100 in different situations?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Numbers	Whole Numbers	By the end of the sub strand, the learner should be able to; a) order b) numbers up to 100,000 in	1. Qlesti s How do we read and write numbers m symbols and in a) b) c) d) e) use place value and total value of digits up to millions in real life, use numbers up to millions in symbols in real life, read and write numbers up to in words in real life, order numbers up to 100,000 in real-life situations, round off numbers up to 100, 000 to the nearest thousand in different situations, apply squares of whole numbers up to 100 in different situations?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Numbers	Whole Numbers	By the end of the sub strand, the learner should be able to; a) real-life	1. Qlesti s How do we read and write numbers m symbols and in a) b) c) d) e) use place value and total value of digits up to millions in real life, use numbers up to millions in symbols in real life, read and write numbers up to in words in real life, order numbers up to 100,000 in real-life situations, round off numbers up to 100, 000 to the nearest thousand in different situations, apply squares of whole numbers up to 100 in different situations?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Numbers	Whole Numbers	By the end of the sub strand, the learner should be able to; a) situations b) round off	1. Qlesti s How do we read and write numbers m symbols and in a) b) c) d) e) use place value and total value of digits up to millions in real life, use numbers up to millions in symbols in real life, read and write numbers up to in words in real life, order numbers up to 100,000 in real-life situations, round off numbers up to 100, 000 to the nearest thousand in different situations, apply squares of whole numbers up to 100 in different situations?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Numbers	Whole Numbers	By the end of the sub strand, the learner should be able to; a) numbers up to 100, 000 to the b) nearest	1. Qlesti s How do we read and write numbers m symbols and in a) b) c) d) e) use place value and total value of digits up to millions in real life, use numbers up to millions in symbols in real life, read and write numbers up to in words in real life, order numbers up to 100,000 in real-life situations, round off numbers up to 100, 000 to the nearest thousand in different situations, apply squares of whole numbers up to 100 in different situations?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 6 Mathematics Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 6 Mathematics. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

Numbers

7 Sub-strands62 Lessons

1.1 Whole Numbers

Term 120 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
millions in
real
life
numbers up to
millions in
symbols in
real
life
read and
write
numbers up to in
words in
real
life
order
numbers up to 100,000 in
real-life
situations
round off
numbers up to 100, 000 to the
nearest
thousand in
different
situations
apply
squares of
whole
numbers up to 100 in
different
situations

Key Inquiry Questions (KIQs)

Qlesti s How do we read and write numbers m symbols and in a) b) c) d) e) use place value and total value of digits up to millions in real life, use numbers up to millions in symbols in real life, read and write numbers up to in words in real life, order numbers up to 100,000 in real-life situations, round off numbers up to 100, 000 to the nearest thousand in different situations, apply squares of whole numbers up to 100 in different situations?

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:

multiply up to a 4 digit
number by a 2 digit
number in
real-life
situations
estimate
products by
rounding off
numbers
being
multiplied to the
nearest ten in
real-life
situations
make
patterns
involving
multiplication of
numbers not
exceeding I ,OOO in
different
situations
appreciate use of
multiplication in
reallife

Key Inquiry Questions (KIQs)

How do we multiply numbers?
a) b) c) d) multiply up to a 4 digit number by a 2 digit number in real-life situations, estimate products by rounding off numbers being multiplied to the nearest ten in real-life situations, make patterns involving multiplication of numbers not exceeding I ,OOO in different situations, appreciate use of multiplication in reallife?

Teaching Resources

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

1.3 Sub-strand 17

Term 1 Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

divide up to a 4 digit number by up to a 3 digit number where the dividend is greater than the divisor in rea14ife 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 up to 3 digit number
appreciate use of division of whole numbers in real life

Key Inquiry Questions (KIQs)

Where is division used in real life?

Suggested Experiences

divide up to a 4-digit number by up to a 3-digit number and share the answers where the dividend is greater than the divisor using
relationship between multiplication and division long method, work out quotients by rounding off the dividend and divisor to the nearest ten, work out questions involving two, three orfour Operations up to 3
digit numbers, divide whole numbers using digital devices or other resources

Teaching Resources

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

1.4 Fractions

Term 212 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 Fractions.

Key Inquiry Questions (KIQs)

Questi s I _ I . How do we add or subtract fractions?
Whereis percentage used in day today life?
a) b) c) d) e) add fractions using LCM in different situations, s ubtract fractions using LCM in different situations, add mixed numbers in different situations, subtract m ixed numbers in different situations, identify reciprocal of proper fractions up to a 2 digit number in different situations, work out squares of fractions with a numerator of one digit and denominator of a 2 digit number in?

Suggested Experiences

identify LCM of numbers given from number cards , add and subtract fractions using LCM by listing multiples, add and subtract mixed fractions by converting the fractions to improper fractions , add and subtract mixed fractions by adding and subtracting whole number and fraction parts separately, list the inverse of numbers between I and 10, calculate the reciprocal of a number by dividing I (one) by the number. Always start by working our rhe reciprocal of whole numbers before solving the reciprocal of proper fractions up to a 2- digit number
discuss the various reciprocals of a proper fraction , calculate squares of fractions through multi lication or icall

Teaching Resources

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

1.5 Sub-strand 23

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

form simple inequalities m one unknown involving real-life situations
simplify inequalities in one unknown involving real-life situations
solve simple Inequalities In one unknown involving real-life situations
appreciate use of inequalities in real-life situations

Key Inquiry Questions (KIQs)

How do we solve simple inequalities?

Suggested Experiences

discuss meaning of inequality symbols 'and form inequalities in one unknown using different operations, simplify inequalities in one unknown using cards or charts, work out simple inequalities Involving one unknown, play games involving inequalities using digital devices or other

Teaching Resources

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

1.6 Sub-strand 29

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

work out area of triangles in square centimetres (cm2)
work out area of combined shapes Involving squares, rectangles and triangles in em
estimate the area of circles by counting squares
appreciate the use of cm2 in working out area in real life

Key Inquiry Questions (KIQs)

Where is area used in real life?

Suggested Experiences

establish that the area of a triangle is equal to a half of the area of a rectangle or a square when the rectangle or the square is divided by a diagonal, work out the area of triangles in cm2 using the relationship between a rectangle and a triangle (Area ofa triangle is equal to % area of a rectangle or square. sketch a circle on a unit square grid and count the full squares to estimate the area of circles and compare answers
prepare own combined shapes Involving rectangles, squares, triangles and ask peers to determine the area, play games involving area using di ital tools or other resources _

Teaching Resources

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

1.7 Sub-strand 35

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 35.

Key Inquiry Questions (KIQs)

Ques s How do we read and tell time?

Suggested Experiences

discuss time in a.m. and p.m. from digital and analogue clocks. determine time in a.m. and p.m. from digital and analogue clocks equate time in a.m. and p.m_to the 24h clock system using a chart. change time from the 12h to 24h system and 24h to 12h using a interpret travel timetables to create travel schedules for different determine time durations of travelling using travel timetables within the country. check local time using digital clock or analogue in 12h and 24h sys tems

Teaching Resources

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

Strand 2.0

Data Handling

2 Sub-strands12 Lessons

2.1 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.

Key Inquiry Questions (KIQs)

Questio s How can bar graphs be used in real-life situations?

Suggested Experiences

discuss with peers and collect data on identified topic from immediate environment and organise the data in a frequency table
collect data
discuss and Organise it in pictographs , pile similar objects such as match boxes vertically to represent data
discuss and organise data in form of bar graphs
discuss information represented on bar graphs and explain what it represents
use digital devices or other resources to draw bar graplus and other charts to ent data

Teaching Resources

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

2.2 Sub-strand 55

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/earegivers\guardians, school administration, teachers and other relevant stakeholders in the school community Identify and develop assessment tools

Teaching Resources

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

Grade 6 Mathematics Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 6 Mathematics.

Term 1 Scheme13 Weeks

Numbers

View Term 1

Term 2 Scheme14 Weeks

Numbers

View Term 2

Term 3 Scheme9 Weeks

Numbers
Data Handling

View Term 3

Other Grade 6 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 6.

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 5 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 6 Mathematics?

The official KICD strands for Grade 6 Mathematics are: Numbers, Data Handling. Each strand is broken down into structured sub-strands with specific learning outcomes, inquiry questions, and suggested lesson periods.

Which sub-strands are taught across Term 1, Term 2, and Term 3 in Grade 6 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 6 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 6 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.