2026 KICD CBC Curriculum Design7 Strands · 21 Sub-strands153 Suggested Lessons

Grade 7 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 7 Mathematics. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 7 Mathematics Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 7 Mathematics under the Kenya CBC curriculum framework.

Class / Level: Grade 7
Major Strands: 7 Strands
Annual Lessons: 153 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 7 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	Whole Numbers	By the end of the sub strand, the learner should be able to; a) use place value and total value of digits up to hundreds of millions in real life	1. Why do we write numbers in words and/or symbols?	- identify and write place value and total value of digits using place value apparatus	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) use place value and total value of digits up to hundreds of millions in real life	1. Why do we write numbers in words and/or symbols?	- identify and write place value and total value of digits using place value apparatus	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) use place value and total value of digits up to hundreds of millions in real life	1. Why do we write numbers in words and/or symbols?	- identify and write place value and total value of digits using place value apparatus	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) read and write numbers in symbols up to hundreds of millions in real life situations	1. Why do we write numbers in words and/or symbols?	- read and write numbers in symbols on number cards or charts	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) read and write numbers in symbols up to hundreds of millions in real life situations	1. Why do we write numbers in words and/or symbols?	- read and write numbers in symbols on number cards or charts	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) read and write numbers in words up to millions for fluency	1. Why do we write numbers in words and/or symbols?	- read and write numbers in words on number cards or charts and practice writing dummy cheques for different sums of money	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) read and write numbers in words up to millions for fluency	1. Why do we write numbers in words and/or symbols?	- read and write numbers in words on number cards or charts and practice writing dummy cheques for different sums of money	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) read and write numbers in words up to millions for fluency	1. Why do we write numbers in words and/or symbols?	- read and write numbers in words on number cards or charts and practice writing dummy cheques for different sums of money	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) round off numbers up to the nearest hundreds of millions in real life situations	1. Why do we write numbers in words and/or symbols?	- prepare and use place value charts to round off numbers	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) round off numbers up to the nearest hundreds of millions in real life situations	1. Why do we write numbers in words and/or symbols?	- prepare and use place value charts to round off numbers	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) classify natural numbers as even, odd and prime in different situations	1. Where do we write numbers in words or symbols?	- play a number game, make number cards, sort and classify numbers according to those that are even, odd or prime	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) classify natural numbers as even, odd and prime in different situations	1. Where do we write numbers in words or symbols?	- play a number game, make number cards, sort and classify numbers according to those that are even, odd or prime	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) classify natural numbers as even, odd and prime in different situations	1. Where do we write numbers in words or symbols?	- play a number game, make number cards, sort and classify numbers according to those that are even, odd or prime	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) apply operations of whole numbers in real life situations	1. Where do we write numbers in words or symbols?	- work out or perform 2, 3 or more combined operations in the correct order using digital devices	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) apply operations of whole numbers in real life situations	1. Where do we write numbers in words or symbols?	- work out or perform 2, 3 or more combined operations in the correct order using digital devices	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 7 Mathematics Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 7 Mathematics. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

Numbers

6 Sub-strands48 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:

use place value and total value of digits up to hundreds of millions in real life
read and write numbers in symbols up to hundreds of millions in real life situations
read and write numbers in words up to millions for fluency
round off numbers up to the nearest hundreds of millions in real life situations
classify natural numbers as even, odd and prime in different situations
apply operations of whole numbers in real life situations
identify number sequence in different situations
create number sequence for playing number games i) appreciate use of whole numbers in real life situations

Key Inquiry Questions (KIQs)

Why do we write numbers in words and/or symbols?
Where do we write numbers in words or symbols?

Suggested Experiences

identify and write place value and total value of digits using place value apparatus
read and write numbers in symbols on number cards or charts
read and write numbers in words on number cards or charts and practice writing dummy cheques for different sums of money
prepare and use place value charts to round off numbers
play a number game, make number cards, sort and classify numbers according to those that are even, odd or prime
work out or perform 2, 3 or more combined operations in the correct order using digital devices
identify the number patterns to work out number sequences
play games of creating number puzzles that involve number sequences using IT devices or other materials

Teaching Resources

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

1.2 Factors

Term 17 Lessons

Specific Learning Outcomes (SLOs)

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

test divisibility of numbers by 2, 3, 4, 5, 6, 8, 9,10 and 11 in different situations
express composite numbers as a product of prime factors in different situations
work out the Greatest Common Divisor (GCD) and the Least Common Multiples (LCM) of numbers by factor method in different situations
apply the Greatest Common Divisor (GCD) and the Least Common Multiples (LCM) in real life situations
reflect on use of factors in real life situations

Key Inquiry Questions (KIQs)

Where do we use factors in day to day activities?
How do we use factors in day to day activities?
How do we apply the GCD and the LCM in day to day activities?

Suggested Experiences

determine divisibility of numbers using regrouping and divisibility rule work sheets
write factors of composite numbers by factorization, factor tree, factor rainbow in charts, colour charts or cards using locally available materials
use factors to determine the LCM and the GCD using number cards or charts
use IT to access factors of numbers including songs/poems or games on divisibility tests
work out application questions and solve problems relating to the GCD and the LCM in real life situations
determine the GCD and LCM of numbers using IT to perform exercises on factors such as matching activities or games

Teaching Resources

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

1.3 Fractions

Term 19 Lessons

Specific Learning Outcomes (SLOs)

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

compare fractions in different situations
add fractions in different situations
subtract fractions in different situations
multiply fractions by a whole number, fraction and a mixed number in real life situations
identify the reciprocals of fractions in different situations
divide fractions by a whole number, fraction and a mixed fraction in real life situations
divide a whole number by fractions in different situations
identify number sequence involving fractions in different situations i) create number sequence involving fractions for playing number games j) recognise use of fractions in real life situations

Key Inquiry Questions (KIQs)

How do we use fractions in daily activities?
Where do we use fractions in daily activities?

Suggested Experiences

discuss and arrange fractions in increasing and decreasing order using different strategies
arrange fractions in ascending or descending order using fraction cards
add and subtract fractions in cut outs, cards, charts and concrete objects
multiply and divide fractions in cut outs, cards, charts and models
use flip cards to discuss reciprocals
play games of creating number puzzles that involve fractions number sequences using IT devices or other materials
create a fraction sequence game that can be used for play and learning
use IT devices to work out operations of fractions

Teaching Resources

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

1.4 Decimals

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

identify the place value and the total value of digits in decimals in real life
multiply decimals by a whole number and by a decimal in real life situations
divide decimals by a whole number and by a decimal in real life situations
recognise use of decimals in real life situations

Key Inquiry Questions (KIQs)

Where are decimals applicable in real life?
How do you use decimals in daily activities?

Suggested Experiences

discuss, state and use the place value and total the value of decimals using place value apparatus and worksheets
multiply and divide decimals using cut outs, cards, charts and models
use calculators and other IT devices to work out operations of decimals
play games involving multiplication and division of decimals

Teaching Resources

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

1.5 Squares and Square Roots

Term 15 Lessons

Specific Learning Outcomes (SLOs)

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

determine the squares of whole numbers, fractions and decimals by multiplication in different situations
determine the square roots of whole numbers, fractions and decimals of perfect squares in different situations
appreciate use of squares and square roots in real life situations. Uses place value and total value of digits up to hundreds of millions and decimals correctly Reads and writes numbers in symbols up to hundreds of millions and words up to millions correctly Classifies natural numbers as even, odd and prime accurately Applies operations of whole numbers accurately Identifies and creates number sequence correctly Tests divisibility of numbers by 2, 3, 4, 5, 6, 8, 9,10 and 11 accurately Expresses composite numbers as a product of prime factors correctly

Key Inquiry Questions (KIQs)

Where do we apply squares and square roots in daily activities?
How do we apply squares and square roots in daily activities?
Uses place value or total value of digits up to hundreds of millions Reads or writes numbers in symbols up to millions or words up to hundreds Classifies natural numbers as even, odd or prime with continuous support Applies operations of whole numbers with continuous support Identifies or creates number sequences with continuous support Tests divisibility of some numbers by 2, 3, 4, 5, 6, 8, 9,10 and 11 with difficulties Expresses some composite numbers as a product of prime factors with difficulties?

Suggested Experiences

work out squares of numbers using: ✔ grids and charts ✔ long multiplication method ✔ using calculators
work out square roots of number using: ✔ factors method ✔ division method ✔ calculators
use IT devices to play games involving squares and square roots Uses place value or total value of digits up to hundreds of millions or decimals correctly Reads or writes numbers in symbols up to hundreds of millions or words up to millions correctly Classifies natural numbers as even or odd or prime accurately Applies operations of whole numbers partially accurately Identifies or creates number sequences correctly Tests divisibility of some numbers by 2, 3, 4, 5, 6, 8, 9,10 and 11 accurately Expresses some composite numbers as a product of prime factors correctly

Teaching Resources

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

1.6 Whole Numbers

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

Class activities
Class written tests
Out of school/home
assignments or
activities
Class activities
Class written tests
Out of school/home
assignments
Class activities
Class written tests
Out of school/home
assignments
Class activities
Class written tests
Out of school/home
assignments
Class written tests
Class activities
Class activities
Class written tests
Out of school/home
assignments or
activities
Class activities
Class written tests
Out of school/home
assignments or
activities
Class written tests
Class activities
Class activities
Class written tests
Out of school/home
assignments
Class written tests
Class activities
Class written tests
Out of school/home
assignments or
activities
Class written tests
Class activities
Out of school/home
assignments or
activities
Class written tests
Class activities
Class written tests
Out of school/home
assignments or
activities
Class activities
Out of school/home
assignments or
activities
Class written tests
Class activities
Out of school/home
assignments or
activities
Class activities
Class written tests
Out of school/home
assignments or
activities
Class activities
Class written tests
Class activities
Class written tests

Key Inquiry Questions (KIQs)

Prepare or improvise number charts and different Place value apparatus. Carry out activities involving classifying objects in their immediate environment according to given attributes such as similarities or differences. This can be done at home. Take photos and share with class or school. Use the concept of classification of objects or things at school and home to be orderly. Measure volume of liquids using containers of different sizes from smallest to biggest. Relate this to packaging of goods such as water, milk and other things in the market place and how this affects consumer awareness and protection. Make an improvised weighing machine/beam balance that can be used in markets to weigh 1 or 1/2kgs Record weather changes for a period of time, for example a month/term and discuss how this affects the way one dresses. Undertake project that may involve data collection and presentation?

Suggested Experiences

Place value apparatus, Number charts, Number cards, Multiplication table Multiplication tables Multiplication tables Equivalent fraction board, Circular and Rectangular cut outs, Counters Place value charts, Number cards Information from different sources Information from different sources Information from different sources ladder, stairs, Square cut outs, 1cm squares, 1m squares , Metre Rule, 1metre ticks, Tape measure Square cut outs, 1cm squares, 1m squares Cubes, Cuboids, Cylinders, Pyramids, Spheres, Cut outs of Rectangles, Circles, and Triangles of different Sizes Tea spoons, Soil or Sand, Manual/Electronic weighing machine, Beam balance, Analogue and Digital clocks, Digital watches, Stop watches Thermometer, weather charts Price List, Classroom shop, Electronic money tariffs charts Unit angles, Protractors, Rulers, Straight edges Pair of compasses, rulers, Data from different sources

Teaching Resources

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

Strand 2.0

Ability to work out and apply the Greatest Common

1 Sub-strand1 Lessons

2.1 Work out and applies the Greatest Common Divisor

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

Works out and applies
the Greatest Common
Divisor (GCD) and the

Key Inquiry Questions (KIQs)

Works out or applies the Greatest Common Divisor (GCD) or the?

Suggested Experiences

Works out or applies the Greatest Common Divisor (GCD) and the

Teaching Resources

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

Strand 3.0

Divisor (GCD) and the Least Common Multiples (LCM) of numbers by factor method

1 Sub-strand1 Lessons

3.1 Least Common Multiples

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

Least Common
Multiples (LCM) of
numbers by factor
method correctly
Adds, subtracts and
multiplies fractions
correctly
Determines reciprocals
of fractions and divides
fractions correctly
Multiplies and divides
decimals by a whole
number and by a
decimal correctly
Determines the squares
and square roots of
whole numbers
fractions and decimals
correctly

Key Inquiry Questions (KIQs)

Least Common Multiples (LCM) of numbers by factor method Adds fractions correctly Determines reciprocals of fractions correctly Multiplies and divides decimals by a whole number correctly Determines the squares and square roots of whole numbers correctly?

Suggested Experiences

Least Common Multiples (LCM) of numbers by factor method correctly Adds, subtracts or multiplies fractions correctly Determines reciprocals of fractions or divides fractions correctly Multiplies or divides decimals by a whole number or by a decimal correctly Determines the squares or square roots of whole numbers, fractions or decimals correctly

Teaching Resources

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

Strand 4.0

Algebra

3 Sub-strands19 Lessons

4.1 Algebraic Expressions

Term 15 Lessons

Specific Learning Outcomes (SLOs)

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

form algebraic expressions from real life situations
form algebraic expressions from simple algebraic statements in real life situations
simplify algebraic expressions in real life situations
appreciate use of algebraic expressions in real life

Key Inquiry Questions (KIQs)

How do we use algebraic expressions in daily activities?

Suggested Experiences

discuss and classify objects in their immediate environment according to given attributes such as similarities or differences
discuss how to form algebraic expressions from the classified objects
read and interpret algebraic statements to form algebraic expressions
discuss how to simplify algebraic expressions from the classified objects
use IT to work out exercises and activities in algebra or drag and drop activities to group similar objects

Teaching Resources

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

4.2 Linear Equations

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

form linear equations in one unknown in different situations
solve linear equations in one unknown in different situations
apply linear equations in one unknown to real life situations
reflect on use of linear equations in real life situations

Key Inquiry Questions (KIQs)

How do we use linear equations in real life?
Why do we use linear equations in real life?

Suggested Experiences

role play activities involving equations with one unknown for example weighing using beam balance and shopping activities
discuss how to form and solve linear equations generated from role play activities
use IT to form and solve linear equations

Teaching Resources

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

4.3 Linear Inequalities

Term 28 Lessons

Specific Learning Outcomes (SLOs)

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

apply inequality symbols to inequality statements in learning situations
form simple linear inequalities in one unknown in different situations
illustrate simple inequalities on a number line
form compound inequality statements in one unknown in different situations
illustrate compound inequalities in one unknown on a number line
appreciate use of linear inequalities in real life. Forms and simplifies algebraic expressions correctly Forms, solves and applies linear equations in one unknown accurately Applies inequality symbols to inequality statements accurately Forms simple and compound linear inequality in one unknown and illustrate on a number line correctly

Key Inquiry Questions (KIQs)

How do we use linear inequalities in real life?
Why do we use linear inequalities in real life?
Forms algebraic expressions correctly Forms linear equations in one unknown accurately Applies inequality symbols to inequality statements with difficulties Forms simple linear inequality in one unknown or illustrate on a number line correctly?

Suggested Experiences

use inequality cards to complete simple inequality statements
use inequality cards/objects to form simple linear inequalities with one unknown
draw and represent simple inequality statements on a number line
use inequality cards to complete compound inequality statements
draw and represent compound inequality statements on a number line
use IT graphing tools to present solutions to inequalities. Forms or simplifies algebraic expressions correctly Forms, solves or applies linear equations in one unknown accurately Applies inequality symbols to inequality statements partially Forms simple or compound linear inequality in one unknown or illustrate on a number line correctly

Teaching Resources

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

Strand 5.0

Measurements

7 Sub-strands52 Lessons

5.1 Pythagorean Relationship

Term 24 Lessons

Specific Learning Outcomes (SLOs)

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

recognize the sides of a right-angled triangle in different situations
identify Pythagorean relationship in different situations
apply Pythagorean relationship to real life situations
promote use of Pythagoras Theorem in real life situations

Key Inquiry Questions (KIQs)

How do we use Pythagorean relationship in real life situations?

Suggested Experiences

draw and represent practical cases of right-angled triangle of an object leaning on a wall at different positions and recognize the sides as the hypotenuse the height and the base. For example, a ladder leaning on a wall
do a variety of activities for example, counting squares on different sides of a 3, 4, 5 right angled-triangle, establish the Pythagorean relationship and practice using other right angled- triangles
work out exercises related to Pythagorean relationship
create Pythagorean relationship puzzles
use IT devices to explore the use of Pythagorean relationship in daily life

Teaching Resources

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

5.2 Length

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

convert units of length from one form to another involving cm, dm, m, Dm, Hm in learning situations
perform operations involving units of length in different situations
work out the perimeter of plane figures in different situations
work out the circumference of circles in different situations
promote use of length in real life situations

Key Inquiry Questions (KIQs)

Why do we use different units of measuring length?
How do we measure the perimeter of different objects?

Suggested Experiences

generate conversion tables involving cm, dm, m, Dm, Hm
practice different operations involving length
watch videos on correct procedures of measuring length and working out perimeter
use appropriate measuring tools to measure the length of various objects
measure and work out perimeter of different plane figures including combined shapes
measure the circumference and diameter of different circular objects and establish the relationship between circumference and diameter which is Pi
use Pi to practice working out circumference of circles and can use IT devices for calculations

Teaching Resources

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

5.3 Area

Term 28 Lessons

Specific Learning Outcomes (SLOs)

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

identify square metre (m2), acres and hectares as units of measuring area
work out the area of rectangle, parallelogram, rhombus and trapezium in different situations
work out the area of circles in different situations
calculate the area of borders and combined shapes in real life situations
recognise use of area in real life situations

Key Inquiry Questions (KIQs)

What are plane figures?
How do we work out the areas of plane figures?

Suggested Experiences

generate conversion tables involving acres and hectares as units of measuring area
use cut outs to find the area of the plane figures
watch videos on how to cut out a circle to small sectors to demonstrate how to derive the formula for the area of a circle
cut out a circle into small sectors and rearrange to form a rectangle to derive the formula for the area of a circle
practice cutting out the plane figures of combined shapes into different shapes to work out the area

Teaching Resources

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

5.4 Volume and Capacity

Term 28 Lessons

Specific Learning Outcomes (SLOs)

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

identify metre cube (m3 ) as a unit of volume in measurements
convert metre cube (m3) into centimeter cube (cm3) and vice versa in different situations
work out the volume of cubes, cuboids and cylinder in different situations
identify the relationship between cm3, m3 and litres in real life situations
relate volume to capacity in real life situations
work out the capacity of containers in real life situations
promote use of volume and capacity in real life situations

Key Inquiry Questions (KIQs)

Where do we use volume and capacity in daily activities?
Why do we measure volume?

Suggested Experiences

make a cube of sides 1 metre using locally available materials
discuss and work out the conversions of cm cube (cm3) and m cube (m3)
collect labeled containers of different volume and capacity from the environment
generate conversion tables of volume and capacity
create models of cubes, cuboids, and cylinders which they will use to work out volume
watch videos on volume and capacity

Teaching Resources

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

5.5 Time, Distance and Speed

Term 28 Lessons

Specific Learning Outcomes (SLOs)

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

identify units of measuring time in real life situations
convert units of time from one form to another in learning situations
convert units of measuring distance in learning situations
identify speed as distance covered per unit time in different situations
work out speed in km/h and m/s in real life situations
convert units of speed from kilometers per hour (Km/h) to meters per second (m/s) and vice versa in real life situations
reflect on use of time, distance and speed in real life situations

Key Inquiry Questions (KIQs)

Why do we relate distance, time and speed?
What is the importance of speed in daily activities?

Suggested Experiences

use analog or digital clock to tell time in hours, minutes and seconds and discuss the units of time
create conversion table on units of time
discuss and estimate distances between two or more points and convert from Km to meters and vice versa
engage in activities that involve distance and time such as track events to relate time, distance and speed
discuss how long they take to travel from home to school, discuss the aspects of distance, and time taken to get to school
practice calculating speeds in km/h or m/s
play digital games involving racing or watch marathon

Teaching Resources

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

5.6 Temperature

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

describe the temperature conditions of the immediate environment as either warm, hot or cold
compare temperature using hotter, warmer, colder and same as in different situations
identify units of measuring temperature as degree Celsius and Kelvin in different situations
convert units of measuring temperature from degree Celsius to Kelvin and vice- versa
work out temperature in degree Celsius and Kelvin in real life situations
use IT devices or other resources to read temperature conditions of different places
recognise temperature changes in the environment

Key Inquiry Questions (KIQs)

How does temperature affect our everyday lives?
How do we measure temperature?

Suggested Experiences

move to the field, observe the temperature in the environment and discuss the temperature conditions as either warm, hot or cold
discuss and test temperature of different substances using arbitrary methods like touching, for example cold, warm or hot water (exercise caution when dealing with hot substances)
identify and use tools of measuring temperature, for example, thermometers that are in degrees Celsius
work out conversions of temperature from degrees Celsius to Kelvin and vice versa
practice using IT devices or other resources to determine temperature of different places in degree Celsius and Kelvin

Teaching Resources

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

5.7 Money

Term 2 Term 312 Lessons

Specific Learning Outcomes (SLOs)

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

work out profit and loss in real life situations
calculate the percentage profit and loss in different situations
calculate discount and percentage discount of different goods and services
calculate commission and percentage commission in real life situations
interpret bills at home
prepare bills in real life situations
work out postal charges in real life situations
identify mobile money services for different transactions i) work out mobile money transactions in real life situations j) use IT devices to learn more on money transactions k) recognise use of money in day to day activities

Key Inquiry Questions (KIQs)

Why do we use money in daily activities?
What considerations would we make when buying or selling?
What is involved in mobile money transactions?

Suggested Experiences

role play shopping and selling activities involving profit, loss, discount and commission
work out profit and loss involving different activities and settings
work out percentage profit/loss from the role play activities
work out discount and percentage discount from model shopping activities
work out commission and percentage commission from the role play activities
identify different types of bills and read the components of bills
prepare bills of different items and expenses
visit post office to gather information on postal services and charges
work out postal charges in different situations
discuss and identify mobile money services
work out mobile money transactions, for example, in sending or receiving money, credit and savings
generate bills, pay for goods and services, and other online transactions using IT devices

Teaching Resources

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

Strand 6.0

Geometry

2 Sub-strands22 Lessons

6.1 Angles

Term 310 Lessons

Specific Learning Outcomes (SLOs)

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

relate different types of angles on a straight line in real life situations
solve angles at a point in learning situations
relate angles on a transversal in different situations
solve angles in a parallelogram in different situation
identify angle properties of polygons up to hexagon in different situations
relate interior angles, exterior angles and the number of sides of a polygon up to hexagon in different situations
solve angles and sides of polygons up to hexagon in learning situations
reflect on use of angles in objects within the environment

Key Inquiry Questions (KIQs)

What are angles?
Where do we use angles in real life situations?

Suggested Experiences

discuss positions of objects in the immediate environment in relation to angles
draw straight lines with different angles, measure and relate them
draw different angles at a point, measure, relate and work out angles at point
draw transversals, measure and relate angles
draw parallelograms, measure and relate various angles
use cut outs or drawings of different polygons up to hexagon, measure the interior angles and relate to the number of right angles
use cut outs or drawings of different polygons up to hexagon, measure interior and exterior angles and relate to the number of sides
work out angles and sides in different polygons up to hexagon
draw angles at a point and in parallelograms using IT devices

Teaching Resources

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

6.2 Geometrical Constructions

Term 312 Lessons

Specific Learning Outcomes (SLOs)

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

measure different angles in learning situations
bisect angles using a ruler and a pair of compasses only in learning situations
construct 900, 450 600, 300 and other angles that are multiples of 7.50 using a ruler and a pair of compasses only in learning situations
construct different triangles using a ruler and a pair of compasses only in different situations
construct circles using a ruler and a pair of compasses only in different situations
recognise use of geometric constructions of different shapes in objects

Key Inquiry Questions (KIQs)

Where do we use geometric constructions in real life situations?
Why do we use geometric constructions?

Suggested Experiences

draw and measure different angles
draw and bisect different angles
construct 900, 450 600, 300 including 1200, 1050 and practice with angles that are multiples of 7.50 using a pair of compasses and rulers
construct triangles using a pair of compasses and rulers
construct circles using a pair of compasses and rulers
use IT devices on graphics to draw angles and circles, watch videos of bisecting angles and constructing angles and circles

Teaching Resources

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

Strand 7.0

Data Handling and Probability

1 Sub-strand10 Lessons

7.1 Data Handling

Term 310 Lessons

Specific Learning Outcomes (SLOs)

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

state the meaning of data in learning situation
collect data from different situations
draw frequency distribution table of data from different sources
determine suitable scale for graphs of data from different situations
draw pictographs of data from real life situations
draw bar graphs of data from different sources
interpret bar graphs of data from real life situations
draw pie charts of data from real life situations i) interpret pie charts of data from real life situations j) draw a line graph of data from different situations k) interpret travel graphs from real life situations l) promote use of data in real life situations

Key Inquiry Questions (KIQs)

Why do we collect data?
How do we represent data?
How do we interpret data?

Suggested Experiences

discuss, collect and organize data from immediate environment
tally and represent the data in a frequency tables
discuss and come up with suitable scale to represent data in graphs
discuss and use a suitable scale to draw pictographs from data
discuss and use a suitable scale to draw bar graphs from data
discuss and interpret bar graphs of data
discuss and represent data on pie charts
discuss and interpret pie charts of data
use suitable scale to represent data on line graphs
discuss and interpret travel graphs from real life situations
draw pie charts, pictographs and read data from bar graphs using IT devices or watch videos relating to data

Teaching Resources

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

Grade 7 Mathematics Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 7 Mathematics.

Term 1 Scheme13 Weeks

Numbers
Ability to work out and apply the Greatest Common
Divisor (GCD) and the Least Common Multiples (LCM) of numbers by factor method
Algebra

View Term 1

Term 2 Scheme14 Weeks

Algebra
Measurements

View Term 2

Term 3 Scheme9 Weeks

Measurements
Geometry
Data Handling and Probability

View Term 3

Other Grade 7 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 7.

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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 6 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 7 Mathematics?

The official KICD strands for Grade 7 Mathematics are: Numbers, Ability to work out and apply the Greatest Common, Divisor (GCD) and the Least Common Multiples (LCM) of numbers by factor method, Algebra, Measurements, Geometry, Data Handling and Probability. 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 7 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 7 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 7 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.