2026 KICD CBC Curriculum Design5 Strands · 17 Sub-strands151 Suggested Lessons

Grade 8 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 8 Mathematics. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 8 Mathematics Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 8 Mathematics under the Kenya CBC curriculum framework.

Class / Level: Grade 8
Major Strands: 5 Strands
Annual Lessons: 151 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 8 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	Integers	By the end of the sub strand, the learner should be able to; a) identify integers in different situations	1. Where do we use integers in real life situations?	- identify integers by carrying out activities involving positive and negative numbers and zero. For example, climbing upstairs (positive), going down stairs (negative). Others may include standing at a point (the zero point) and count the number of steps moved either forward or backward	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Numbers	Integers	By the end of the sub strand, the learner should be able to; a) identify integers in different situations	1. Where do we use integers in real life situations?	- identify integers by carrying out activities involving positive and negative numbers and zero. For example, climbing upstairs (positive), going down stairs (negative). Others may include standing at a point (the zero point) and count the number of steps moved either forward or backward	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Numbers	Integers	By the end of the sub strand, the learner should be able to; a) represent integers on a number line in different situations	1. Where do we use integers in real life situations?	- draw and represent integers on number lines on learning materials	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Numbers	Integers	By the end of the sub strand, the learner should be able to; a) carry out operations of addition and subtraction integers on the number line in real life situations	1. How do we carry out operations of integers?	- perform operations, including combined operations of integers on a number line	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Numbers	Integers	By the end of the sub strand, the learner should be able to; a) use IT or print resources for learning more on integers and for skills development	1. How do we carry out operations of integers?	- play creative games that involve number lines, for example jumping steps	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Numbers	Integers	By the end of the sub strand, the learner should be able to; a) reflect on use of integers in real life situations	1. How do we carry out operations of integers?	- use IT tools or other resources to learn more on operations of integers on number lines	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Numbers	Fractions	By the end of the sub strand, the learner should be able to; a) work out reciprocal of fractions in different Situations	1. How do we use fractions in real life situations?	- discuss and use the correct order of operations in fractions	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Numbers	Fractions	By the end of the sub strand, the learner should be able to; a) work out reciprocal of fractions in different Situations	1. How do we use fractions in real life situations?	- discuss and use the correct order of operations in fractions	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Numbers	Fractions	By the end of the sub strand, the learner should be able to; a) carry out combined operations on fractions in different situations	1. How do we use fractions in real life situations?	- discuss and carry out operations on fractions from activities such as model shopping and other real life cases	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Numbers	Fractions	By the end of the sub strand, the learner should be able to; a) carry out combined operations on fractions in different situations	1. How do we use fractions in real life situations?	- discuss and carry out operations on fractions from activities such as model shopping and other real life cases	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Numbers	Fractions	By the end of the sub strand, the learner should be able to; a) promote use of fractions in real life situations	1. How do we use fractions in real life situations?	- play games on operations of fractions using IT devices or other resources	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Numbers	Fractions	By the end of the sub strand, the learner should be able to; a) promote use of fractions in real life situations	1. How do we use fractions in real life situations?	- play games on operations of fractions using IT devices or other resources	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Numbers	Decimals	By the end of the sub strand, the learner should be able to; a) convert fractions to decimals in different situations	1. How do we work out operations on decimals?	- practice converting fractions to decimals	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Numbers	Decimals	By the end of the sub strand, the learner should be able to; a) identify recurring decimals in different situations	1. How do we work out operations on decimals?	- discuss and classify non- recurring and recurring decimals. Indicate the recurring digits	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Numbers	Decimals	By the end of the sub strand, the learner should be able to; a) convert recurring decimals into fractions in different situations	1. How do we work out operations on decimals?	- practice converting recurring decimals to fractions	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 8 Mathematics Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 8 Mathematics. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

Numbers

6 Sub-strands41 Lessons

1.1 Integers

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

identify integers in different situations
represent integers on a number line in different situations
carry out operations of addition and subtraction integers on the number line in real life situations
use IT or print resources for learning more on integers and for skills development
reflect on use of integers in real life situations

Key Inquiry Questions (KIQs)

Where do we use integers in real life situations?
How do we carry out operations of integers?

Suggested Experiences

identify integers by carrying out activities involving positive and negative numbers and zero. For example, climbing upstairs (positive), going down stairs (negative). Others may include standing at a point (the zero point) and count the number of steps moved either forward or backward
draw and represent integers on number lines on learning materials
perform operations, including combined operations of integers on a number line
play creative games that involve number lines, for example jumping steps
use IT tools or other resources to learn more on operations of integers on number lines

Teaching Resources

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

1.2 Fractions

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

work out reciprocal of fractions in different Situations
carry out combined operations on fractions in different situations
promote use of fractions in real life situations

Key Inquiry Questions (KIQs)

How do we use fractions in real life situations?

Suggested Experiences

discuss and use the correct order of operations in fractions
discuss and carry out operations on fractions from activities such as model shopping and other real life cases
play games on operations of fractions using IT devices or other resources

Teaching Resources

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

1.3 Decimals

Term 18 Lessons

Specific Learning Outcomes (SLOs)

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

convert fractions to decimals in different situations
identify recurring decimals in different situations
convert recurring decimals into fractions in different situations
round off a decimal number to a required number of decimal places in different situations
express numbers to a required significant figures in real life situations
express numbers in standard form in different situations
carry out combined operations on decimals in different situations
apply decimals to real life situations i) use IT tools or other resources for learning more on decimals and for enjoyment, j) promote use of decimals in real life situations

Key Inquiry Questions (KIQs)

How do we work out operations on decimals?
How do we use decimals in real life situations?

Suggested Experiences

practice converting fractions to decimals
discuss and classify non- recurring and recurring decimals. Indicate the recurring digits
practice converting recurring decimals to fractions
discuss and round off decimal numbers to a required number of decimal places
write decimal and whole numbers to a given significant figures
write numbers in standard form in learning materials such as cards or charts
work out combined operations on decimals in the correct order
discuss and apply decimals to real life cases
play games of operations on decimals using IT tools or other materials

Teaching Resources

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

1.4 Squares and Square roots

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

work out the squares of numbers from tables in different situations
work out the square roots of numbers from tables in different situations
work out squares and square roots of numbers using a calculator in different situations
enjoy using squares and square roots in real life situations

Key Inquiry Questions (KIQs)

What are squares and square roots of numbers?
Where do we apply squares and square roots in real life situations?

Suggested Experiences

read and write the squares of numbers from tables
read and write the square roots of numbers from tables
practice working out squares and square roots using a calculator
use IT devices or other materials to play square and square root games
create games that involve squares and square roots of numbers

Teaching Resources

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

1.5 Rates, Ratio, Proportions and Percentages

Term 114 Lessons

Specific Learning Outcomes (SLOs)

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

identify rates in different situations
work out rates in real life situations
express fractions as ratios in real life situations
compare two or more ratios in different situations
divide quantities in given ratios in real life situations
work out ratios in different situations
work out increase and decrease of quantities using ratios in real life situations
work out percentage change of given quantities in real life situations. i) identify direct and indirect proportions in real life situations j) work out direct and indirect proportions in real life situations k) promote use of ratios and proportions in real life

Key Inquiry Questions (KIQs)

How do we use rates in real life situations?
How do we use ratios in daily activities?

Suggested Experiences

time while doing different activities such as calling using for example different mobile service providers
role play this activity and note time taken to call, Record on a table and compare
use cut outs from whole objects or substances to relate fractions to ratios
discuss and compare ratios from the cut outs
discuss and share quantities of concrete objects in different ratios
discuss and determine percentage increase and decrease of different quantities
use IT devices or other materials to explore percentage change
role play shopping activities to show and determine direct relationships and can use any other activities
use hourglass to show and determine indirect relationships and can use any other activities
watch videos on ratios and proportions as used in daily activities

Teaching Resources

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

1.6 Integers

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

Key Inquiry Questions (KIQs)

Prepare or improvise number lines games on charts 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 to own things at school and home. Research, identify and discuss different products/goods that appreciate or depreciate. This can be done through online or other forms of searches. Create a table of products and the two prices: one for cash payment, the other for hire purchase payment. This is to inform purchasing decisions that will protect from products that highly lose value with time. Undertake the project?

Suggested Experiences

Number lines games on charts Number cards, steps, 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 Cut outs of sectors, papers, ruler Square cut outs, squares, 1m squares Price Lists for commodities, model shop, Electronic money Unit angles, Protractors, Pair of compasses, Rulers, Straight edges rulers, plotting/graph paper Unit angles, Protractors, Pair of compasses, Rulers, Straight edges Containers, compact solid objects, water, soil, clay, waste news/papers Data from different sources Data from different sources

Teaching Resources

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

Strand 2.0

Algebra

2 Sub-strands13 Lessons

2.1 Algebraic Expressions

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

factorize algebraic expressions in different situations
simplify algebraic fractions in different situations
evaluate algebraic expressions by substituting numerical values in different situations
enjoy using algebraic expressions in real life situations

Key Inquiry Questions (KIQs)

How do we factorize algebraic expressions?
How do we simplify algebraic expressions?

Suggested Experiences

discuss and identify like and unlike terms and factorize algebraic expressions
discuss like and unlike terms and simplify the algebraic fractions
discuss how to substitute the given numerical values to work out a given algebraic expression
use IT to work out exercises and activities in algebra or drag and drop activities of grouping similar terms to simplify algebraic expressions
use other resources to work out exercises involving algebra

Teaching Resources

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

2.2 Linear Equations

Term 17 Lessons

Specific Learning Outcomes (SLOs)

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

form linear equations in two unknowns in real life situations
solve linear equations in two unknowns by Substitution method in real life situations
solve linear equations in two unknowns by elimination method in real life situations
apply linear equations in two unknowns in real life situations
recognize use of linear equations in real life

Key Inquiry Questions (KIQs)

How do we solve linear equations in two unknowns?
Where do we use linear equations in two unknowns in real life situations?

Suggested Experiences

role play activities such as shopping on two different items in the shop to form linear equations in two unknowns
discuss with others and use activities involving two unknowns
discuss and use substitution method to find the solutions of simultaneous equations in two unknowns
discuss and use elimination method to find the solutions of simultaneous equations in two unknowns
practice forming and solving simultaneous equations in two unknowns of real-life cases using any method
watch videos or use other materials involving linear equations in two unknowns

Teaching Resources

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

Strand 3.0

Measurements

3 Sub-strands24 Lessons

3.1 Circles

Term 1 Term 25 Lessons

Specific Learning Outcomes (SLOs)

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

work out the circumference of a circle in real life situations
work out the length of an Arc of a circle in different situations
calculate the perimeter of a sector of a circle in different situations
promote use of circles in real life situations

Key Inquiry Questions (KIQs)

How do we determine the circumference of a circle?
How do we use sectors of a circle in real life situations?

Suggested Experiences

discuss with others and find the circumference of different circular objects in the environment
use cut outs to relate arc length to the circumference of a circle, starting with semicircle, then quarter of a circle etc
draw circles and work out the circumference of a circle, and arc length of a circle
use cut outs of sectors of circles from locally available materials and work out the perimeter of the sectors. Discuss and make any object with the sector that can be used in real life situations
use IT tools or other resources to explore use of sectors of circles in daily life

Teaching Resources

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

3.2 Area

Term 210 Lessons

Specific Learning Outcomes (SLOs)

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

calculate the area of circles in different situations
work out the area of a sector of a circle in different situations
work out the Surface Area of Cubes and Cuboids in real life situations
work out the Surface area of a cylinders in real life situations
determine the Surface Area of a triangular Prism in different situations
work out the Area of irregular shapes using square grids in real life situations
use IT tools and other materials for learning more on area and for enjoyment
recognize use of length in real life situations

Key Inquiry Questions (KIQs)

How do we use area in real life situations?

Suggested Experiences

discuss and work out areas of different circles
use cut outs of sectors of circles from locally available materials and find the area of the sectors and relate the angle of the sector to the area of the circle. Determine the area of a sector of a circle
use models to find the surface area of cubes, cuboids and cylinders and derive the formulas for each
apply the formulas to work out surface area of given cubes, cuboids and cylinders
use models to find the surface area of triangular prisms
draw irregular shapes, for example the palm of hands, feet or leaves and trace on square grid to estimate the area
watch videos on models of cubes, cuboid, cylinders and prisms and how to find the surface area

Teaching Resources

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

3.3 Money

Term 29 Lessons

Specific Learning Outcomes (SLOs)

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

identify interest and principal in real life situations
calculate simple interest in real life situations
calculate compound interest per annum step by step up to three years in real life situations
work out appreciation and depreciation per annum step by step up to three years in different situations
work out hire purchase in real life situations
use calculators to carry out operations related to money
spend money responsibly on needs and leisure

Key Inquiry Questions (KIQs)

What is interest in money?
How do we pay for goods on hire purchase?

Suggested Experiences

visit or invite resource persons from different financial institutions in the neighborhood of the school or home and gather information about simple and compound interests offered on deposits (principal)
enquire and discuss meaning of terms such as interest, deposits (principal) as part of consumer awareness and protection
discuss and work out compound interest
identify and discuss objects or goods that appreciate and depreciate in value to inform decision making on goods that are worth investing in or buying
determine Appreciation and Depreciation using a step by step method
visit shopping centres where items or goods are offered on hire purchase and discuss different terms of purchase. This can be done either as physical or online searches. Relate different pricing of the goods and discuss the installments periods and time to inform purchasing decisions that will protect from products that highly lose value with time
use IT tools to access online shopping platforms and identify terms of sale

Teaching Resources

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

Strand 4.0

Geometry

4 Sub-strands56 Lessons

4.1 Geometrical Constructions

Term 212 Lessons

Specific Learning Outcomes (SLOs)

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

construct parallel and perpendicular lines in different situations
divide a line proportionally in different situations
identify angle properties of polygons in different situations
construct regular polygons up to a hexagon in different situations
construct irregular polygons up to a hexagon in different situations
construct circles passing through the vertices of a triangle in different situations
construct circles touching the sides of the triangle in different situations
admire geometric patterns in objects and substances in real life

Key Inquiry Questions (KIQs)

How do we construct polygons?
Where do we use polygons in real life situations?

Suggested Experiences

practice constructing parallel and perpendicular lines
practice dividing a line proportionally, for example, using a set square and a ruler only or pair of compasses
discuss angle properties of polygons and relate the number of right angles to the number of sides. And determine the angles in a given polygon
construct regular polygons using pair of compasses, rulers and protractors
construct irregular polygons using pair of compasses, rulers and protractors
practice constructing circles passing through vertices of given triangles
practice constructing circles touching sides of given triangles
watch videos on how to construct polygons, use different construction software
use IT or other devices to create patterns using circles touching sides of triangles or polygons

Teaching Resources

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

4.2 Coordinates and graphs

Term 214 Lessons

Specific Learning Outcomes (SLOs)

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

draw a labelled Cartesian plane on different learning materials
identify points on the Cartesian plane in different situations
plot points on the Cartesian plane in different situations
generate table of values for a linear equation in different situations
determine an appropriate scale for a linear equation on the Cartesian plane in different situations
draw a linear graph from table of values on Cartesian plane in different situations
solve simultaneous linear equations graphically in different situations
apply simultaneous equations in real life situations i) use IT or other resources to learn more on coordinates and graphs j) reflect on the use of graphs in real life

Key Inquiry Questions (KIQs)

How do we plot coordinates on a Cartesian plane?
Where do we use linear graphs in real life?

Suggested Experiences

draw and appropriately label the axes on the Cartesian plane
practice locating and plotting points on a Cartesian plane appropriately
discuss and read coordinates of points on the Cartesian plane. And write the coordinates in terms of (horizontal value, vertical value)
discuss, choose and use appropriate scale for a given data
discuss and make an appropriate table of values for a given linear equation and draw the linear graphs
generate values in a table of the simultaneous linear equations and draw the graphs, read the point of intersection as solution for the equations
discuss and form simultaneous equations from statements and solve the equations using graphs
use IT graphing tools to create linear graphs or use other materials to practice drawing linear graphs

Teaching Resources

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

4.3 Scale Drawing

Term 2 Term 314 Lessons

Specific Learning Outcomes (SLOs)

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

represent length to a given scale in different situations
convert actual length to scale length in real life situations
convert scale length to actual length in real life situations
interpret linear scales in statement form in different situations
write linear scales in statement form in different situations
interpret linear scales in ratio form in different situations
write linear scales in ratio form in different situations
convert linear scale from statement form to ratio form and ratio form to statement form in different situations i) make scale drawings in different situations j) apply scale drawing in real life situations. k) recognize the use of scale drawing in maps

Key Inquiry Questions (KIQs)

How do we determine scales in real life?
Where do we use scale drawing in real life situations?

Suggested Experiences

measure and represent length of different objects from immediate environment in his/her work book
discuss and practice converting scale from one form to another
read, discuss and interpret given linear scales in statement form
discuss and write given linear scales in statement form
read, discuss and interpret given linear scales in ratio form
discuss and carry out conversions of scales from one form to another
make scale drawings on different learning materials using appropriate scale
use ICT devices to display the maps and use the zoom functions to demonstrate scale
Use maps to demonstrate scale and locate places

Teaching Resources

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

4.4 Common Solids

Term 316 Lessons

Specific Learning Outcomes (SLOs)

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

identify common solids from the environment
sketch nets of cubes, cuboids, cylinders, pyramids and cones in different situations
work out surface area of the solids from nets of solids in different situations
determine the distance between two points on the surface of a solid in different situations
make models of hollow and compact solids for skills development
use drawing materials to draw models and nets of solids in different situations
promote the use of common solids in real life situations

Key Inquiry Questions (KIQs)

What are common solids?
How do we use common solids in real life?

Suggested Experiences

identify and collect common solids such as cubes, cuboids, cylinders, pyramids and cones from the immediate environment
discuss, open and sketch the nets of hollow solids
work out the surface area of solids from nets
discuss and practice measuring the distance between any two points on the surface of the solids
make models of hollow and compact solids using locally available materials such as clay. Hollow solids (containers) may be of cubes, cuboids, cylinders, pyramids, cones or pots. Compact solids (eg. bricks) may be of cubes, cuboids or cylinders
use IT devices to watch videos on common solids, nets and draw the solids and nets
use other resources to trace or draw nets of solids
carry out a project in ethno math; how pots were molded and decorated in African culture

Teaching Resources

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

Strand 5.0

Data Handling and Probability

2 Sub-strands17 Lessons

5.1 Data Representation and Interpretation

Term 310 Lessons

Specific Learning Outcomes (SLOs)

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

draw bar graphs of data from real life situations
interpret bar graphs of data from real life situations
draw line graphs of given data from real life situations
interpret line graphs of data from real life situations
identify the mode of a set of discrete data from real life situations
calculate the mean of a set of discrete data from real life situations
determine the median of a set of discrete data from real life situations
recognize use of data representation and interpretation in real life situations

Key Inquiry Questions (KIQs)

What are the different ways of representing data?
How do we determine the mean of data?

Suggested Experiences

collect data from their own experiences, for example size of shoes, height or test scores. Use a suitable scale to represent the data in bar graphs
discuss and interpret Bar graphs
discuss and represent data in line graphs
discuss and interpret line graphs
recognize the mode from a given set of discrete data
discuss and work out the average from different sets of discrete data and relate it to the mean
carry out different activities that involve getting the median position. For example, where possible learners use the hand to identify the middle finger in reference to its position
arrange given data in ascending order and identify the middle value which is the median
use IT to create bar graphs and line graphs to represent the data, calculate the mean, the mode and the median
use other resources to represent data on real life cases such as types and number of injuries from roads. Draw bar and line graphs to represent the data

Teaching Resources

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

5.2 Probability

Term 37 Lessons

Specific Learning Outcomes (SLOs)

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

identify events involving chance in real life situations
perform chance experiments in different situations
write the experimental probability outcomes in different situations
express the probability outcomes in fractions in different situations
express the probability outcomes in decimals or percentages in different situations
use IT and other materials to play games involving probability
recognize that there are events that happen by chance in real life situations

Key Inquiry Questions (KIQs)

When do we consider chances that an event is likely to happen?
Why is probability important in real life situations?

Suggested Experiences

discuss daily events that are likely/unlikely to happen/will not happen
discuss and carry out different chance experiments like flipping the coins, tossing the dice or drawing colored balls from a bag one ball at a time
record the probability of the chance outcomes in fractions, decimals and percentages
use IT tools or other resources to play games involving probability

Teaching Resources

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

Grade 8 Mathematics Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 8 Mathematics.

Term 1 Scheme13 Weeks

Numbers
Algebra
Measurements

View Term 1

Term 2 Scheme14 Weeks

Measurements
Geometry

View Term 2

Term 3 Scheme9 Weeks

Geometry
Data Handling and Probability

View Term 3

Other Grade 8 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 8.

Arabic Hub Christian Religious Education Hub English Hub French Hub Creative Arts & Sports Hub Agriculture & Nutrition Hub Pre-Technical Studies Hub German Hub Hindu Religious Education Hub Indigenous Languages Hub Integrated Science Hub Islamic Religious Education Hub Kiswahili Hub Mandarin Hub Social Studies 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 6 Schemes Grade 7 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 8 Mathematics?

The official KICD strands for Grade 8 Mathematics are: Numbers, 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 8 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 8 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 8 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.