2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons2 Strands in Term 2

Grade 7 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 7 Mathematics Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 7 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 7 Mathematics in Term 2.

Class / Grade: Grade 7
Learning Area: Mathematics
Term Duration: 14 Weeks (70 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 14

Full Term Timetable

Grade 7 Mathematics Term 2 Scheme of Work Table

Week-by-week lesson 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	Algebra	Linear Equations	By the end of the sub strand, the learner should be able to; a) form linear equations in one unknown in different situations	1. How do we use linear equations in real life?	- role play activities involving equations with one unknown for example weighing using beam balance and shopping activities	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Algebra	Linear Equations	By the end of the sub strand, the learner should be able to; a) form linear equations in one unknown in different situations	1. How do we use linear equations in real life?	- role play activities involving equations with one unknown for example weighing using beam balance and shopping activities	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Algebra	Linear Equations	By the end of the sub strand, the learner should be able to; a) solve linear equations in one unknown in different situations	1. How do we use linear equations in real life?	- discuss how to form and solve linear equations generated from role play activities	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Algebra	Linear Equations	By the end of the sub strand, the learner should be able to; a) apply linear equations in one unknown to real life situations	1. Why do we use linear equations in real life?	- discuss how to form and solve linear equations generated from role play activities	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Algebra	Linear Equations	By the end of the sub strand, the learner should be able to; a) apply linear equations in one unknown to real life situations	1. Why do we use linear equations in real life?	- use IT to form and solve linear equations	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Algebra	Linear Equations	By the end of the sub strand, the learner should be able to; a) reflect on use of linear equations in real life situations	1. Why do we use linear equations in real life?	- use IT to form and solve linear equations	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Algebra	Linear Inequalities	By the end of the sub strand, the learner should be able to; a) apply inequality symbols to inequality statements in learning situations	1. How do we use linear inequalities in real life?	- use inequality cards to complete simple inequality statements	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Algebra	Linear Inequalities	By the end of the sub strand, the learner should be able to; a) apply inequality symbols to inequality statements in learning situations	1. How do we use linear inequalities in real life?	- use inequality cards to complete simple inequality statements	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Algebra	Linear Inequalities	By the end of the sub strand, the learner should be able to; a) form simple linear inequalities in one unknown in different situations	1. How do we use linear inequalities in real life?	- use inequality cards/objects to form simple linear inequalities with one unknown	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Algebra	Linear Inequalities	By the end of the sub strand, the learner should be able to; a) illustrate simple inequalities on a number line	1. Why do we use linear inequalities in real life?	- draw and represent simple inequality statements on a number line	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Algebra	Linear Inequalities	By the end of the sub strand, the learner should be able to; a) form compound inequality statements in one unknown in different situations	1. Why do we use linear inequalities in real life?	- use inequality cards to complete compound inequality statements	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Algebra	Linear Inequalities	By the end of the sub strand, the learner should be able to; a) form compound inequality statements in one unknown in different situations	1. Why do we use linear inequalities in real life?	- use inequality cards to complete compound inequality statements	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Algebra	Linear Inequalities	By the end of the sub strand, the learner should be able to; a) illustrate compound inequalities in one unknown on a number line	1. 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?	- draw and represent compound inequality statements on a number line	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Algebra	Linear Inequalities	By the end of the sub strand, the learner should be able to; a) 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	1. 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?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Measurements	Pythagorean Relationship	By the end of the sub strand, the learner should be able to; a) recognize the sides of a right-angled triangle in different situations	1. How do we use Pythagorean relationship in real life situations?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 7 Mathematics Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 in Grade 7 Mathematics. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Algebra

2 Sub-strands14 Lessons in Term 2

1.1 Linear Equations

6 Suggested LessonsTerm 2

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?

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

1.2 Linear Inequalities

8 Suggested LessonsTerm 2

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?

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

Strand 2.0

Measurements

7 Sub-strands52 Lessons in Term 2

2.1 Pythagorean Relationship

4 Suggested LessonsTerm 2

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?

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

2.2 Length

6 Suggested LessonsTerm 2

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?

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

2.3 Area

8 Suggested LessonsTerm 2

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?

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

2.4 Volume and Capacity

8 Suggested LessonsTerm 2

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?

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

2.5 Time, Distance and Speed

8 Suggested LessonsTerm 2

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?

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

2.6 Temperature

6 Suggested LessonsTerm 2

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?

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

2.7 Money

12 Suggested LessonsTerm 2

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?

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

Grade 7 Mathematics Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 7 Mathematics showing the term-by-term distribution of all 7 strands.

Term 1View Term 1 →

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

Term 2Current

Algebra
Measurements

Term 3View Term 3 →

Measurements
Geometry
Data Handling and Probability

Other Grade 7 Schemes of Work for Term 2

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

Arabic (Term 2)French (Term 2)Creative Arts & Sports (Term 2)Agriculture & Nutrition (Term 2)Pre-Technical Studies (Term 2)Christian Religious Education (Term 2)English (Term 2)Integrated Science (Term 2)Islamic Religious Education (Term 2)German (Term 2)Hindu Religious Education (Term 2)Indigenous Languages (Term 2)Kiswahili (Term 2)Mandarin (Term 2)Social Studies (Term 2)

Explore Schemes for Other CBC Grades

Browse curriculum designs and ready-to-print schemes across Pre-Primary, Primary, and Junior Secondary levels.

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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 7 Mathematics Term 2

What strands and sub-strands are covered in Grade 7 Mathematics Term 2?

In Term 2, Grade 7 Mathematics covers the following main strands: Algebra, Measurements. 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 7 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 7 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.