2026 KICD CBC Curriculum Design9 Weeks · 45 Lessons2 Strands in Term 3

Grade 8 Mathematics Schemes of Work & Strands (Term 3 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 8 Mathematics Term 3. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 8 Mathematics Term 3 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 8 Mathematics in Term 3.

Class / Grade: Grade 8
Learning Area: Mathematics
Term Duration: 9 Weeks (45 Lessons)
Key Milestones: Mid: Wk 5 · Exam: Wk 9

Full Term Timetable

Grade 8 Mathematics Term 3 Scheme of Work Table

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

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Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	Geometry	Scale Drawing	By the end of the sub strand, the learner should be able to; a) interpret linear scales in ratio form in different situations	1. Where do we use scale drawing in real life situations?	- make scale drawings on different learning materials using appropriate scale	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Geometry	Scale Drawing	By the end of the sub strand, the learner should be able to; a) write linear scales in ratio form in different situations	1. Where do we use scale drawing in real life situations?	- use ICT devices to display the maps and use the zoom functions to demonstrate scale	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Geometry	Scale Drawing	By the end of the sub strand, the learner should be able to; a) write linear scales in ratio form in different situations	1. Where do we use scale drawing in real life situations?	- use ICT devices to display the maps and use the zoom functions to demonstrate scale	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Geometry	Scale Drawing	By the end of the sub strand, the learner should be able to; a) 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	1. Where do we use scale drawing in real life situations?	- Use maps to demonstrate scale and locate places	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Geometry	Common Solids	By the end of the sub strand, the learner should be able to; a) identify common solids from the environment	1. What are common solids?	- identify and collect common solids such as cubes, cuboids, cylinders, pyramids and cones from the immediate environment	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Geometry	Common Solids	By the end of the sub strand, the learner should be able to; a) identify common solids from the environment	1. What are common solids?	- identify and collect common solids such as cubes, cuboids, cylinders, pyramids and cones from the immediate environment	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Geometry	Common Solids	By the end of the sub strand, the learner should be able to; a) identify common solids from the environment	1. What are common solids?	- discuss, open and sketch the nets of hollow solids	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Geometry	Common Solids	By the end of the sub strand, the learner should be able to; a) sketch nets of cubes, cuboids, cylinders, pyramids and cones in different situations	1. What are common solids?	- discuss, open and sketch the nets of hollow solids	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Geometry	Common Solids	By the end of the sub strand, the learner should be able to; a) sketch nets of cubes, cuboids, cylinders, pyramids and cones in different situations	1. What are common solids?	- work out the surface area of solids from nets	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Geometry	Common Solids	By the end of the sub strand, the learner should be able to; a) work out surface area of the solids from nets of solids in different situations	1. What are common solids?	- work out the surface area of solids from nets	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Geometry	Common Solids	By the end of the sub strand, the learner should be able to; a) work out surface area of the solids from nets of solids in different situations	1. What are common solids?	- discuss and practice measuring the distance between any two points on the surface of the solids	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Geometry	Common Solids	By the end of the sub strand, the learner should be able to; a) determine the distance between two points on the surface of a solid in different situations	1. What are common solids?	- discuss and practice measuring the distance between any two points on the surface of the solids	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Geometry	Common Solids	By the end of the sub strand, the learner should be able to; a) determine the distance between two points on the surface of a solid in different situations	1. How do we use common solids in real life?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Geometry	Common Solids	By the end of the sub strand, the learner should be able to; a) determine the distance between two points on the surface of a solid in different situations	1. How do we use common solids in real life?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Geometry	Common Solids	By the end of the sub strand, the learner should be able to; a) make models of hollow and compact solids for skills development	1. How do we use common solids in real life?	- use IT devices to watch videos on common solids, nets and draw the solids and nets	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 8 Mathematics Term 3 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 3 in Grade 8 Mathematics. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Geometry

2 Sub-strands30 Lessons in Term 3

1.1 Scale Drawing

14 Suggested LessonsTerm 3

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?

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

1.2 Common Solids

16 Suggested LessonsTerm 3

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?

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

Strand 2.0

Data Handling and Probability

2 Sub-strands17 Lessons in Term 3

2.1 Data Representation and Interpretation

10 Suggested LessonsTerm 3

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?

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

2.2 Probability

7 Suggested LessonsTerm 3

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?

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

Grade 8 Mathematics Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 8 Mathematics showing the term-by-term distribution of all 5 strands.

Term 1View Term 1 →

Numbers
Algebra
Measurements

Term 2View Term 2 →

Measurements
Geometry

Term 3Current

Geometry
Data Handling and Probability

Other Grade 8 Schemes of Work for Term 3

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

Arabic (Term 3)Christian Religious Education (Term 3)English (Term 3)French (Term 3)Creative Arts & Sports (Term 3)Agriculture & Nutrition (Term 3)Pre-Technical Studies (Term 3)German (Term 3)Hindu Religious Education (Term 3)Indigenous Languages (Term 3)Integrated Science (Term 3)Islamic Religious Education (Term 3)Kiswahili (Term 3)Mandarin (Term 3)Social Studies (Term 3)

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 8 Mathematics Term 3

What strands and sub-strands are covered in Grade 8 Mathematics Term 3?

In Term 3, Grade 8 Mathematics covers the following main strands: Geometry, Data Handling and Probability. Each strand is broken down into specific sub-strands with allocated lesson periods across the 9-week term.

What are the specific learning outcomes for Grade 8 Mathematics in Term 3?

Each sub-strand defines measurable learning outcomes covering knowledge, psychomotor skills, and values. Learners engage in hands-on activities, realia observation, and collaborative problem-solving as outlined in the syllabus breakdown above.

How is Grade 8 Mathematics Term 3 structured across weeks?

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

Can I download and edit this Term 3 scheme in Microsoft Word or PDF?

Yes. You can instantly download a completely editable Microsoft Word document (.docx) or print-ready PDF, or open it directly in the online scheme builder to customize teacher name, school name, and TSC details.