2026 KICD CBC Curriculum Design5 Strands · 18 Sub-strands140 Suggested Lessons

Grade 9 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 9 Mathematics. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 9 Mathematics Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 9 Mathematics under the Kenya CBC curriculum framework.

Class / Level: Grade 9
Major Strands: 5 Strands
Annual Lessons: 140 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 9 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) perform basic operations on Integers in different situations	1. How do we carry out operations of integers in real life situations?	- discuss and work out basic operations on integers using number cards and charts. Play games involving numbers and operations. Pick integers and perform all basic operations	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) work out combined Operations on Integers in different situations	1. How do we carry out operations of integers in real life situations?	- work out combined operations of integers in the correct order	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) apply Integers to real life situations	1. How do we carry out operations of integers in real life situations?	- carry out activities such as reading temperature changes in a thermometer and discuss how to record it. Consider temperatures below zero points. They should consider cases of use of integers in real life	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) use IT or other resources to learn more on integers	1. How do we apply integers in daily activities?	- use IT and other resources such as print to carry out operations on integers	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) appreciate use of integers in real life situations	1. How do we apply integers in daily activities?	- play creative games that involve integers	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) appreciate use of integers in real life situations	1. How do we apply integers in daily activities?	- play creative games that involve integers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Numbers	CUBES AND CUBE ROOTS	By the end of the sub strand, the learner should be able to; a) Work out cubes of numbers by multiplication in real life situations	1. How do we work out the cubes of numbers?	- use stacks of cubes to demonstrate the concept of cube and cube roots	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Numbers	CUBES AND CUBE ROOTS	By the end of the sub strand, the learner should be able to; a) Determine cubes of numbers from mathematical tables in different situations	1. How do we work out the cubes of numbers?	- demonstrate stacking of cubes	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Numbers	CUBES AND CUBE ROOTS	By the end of the sub strand, the learner should be able to; a) Determine cube roots of numbers by factor method in different situations	1. How do we work out the cube roots of numbers?	- discuss the volume of a cube and determine both the cube and cube root and relate the two	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Numbers	CUBES AND CUBE ROOTS	By the end of the sub strand, the learner should be able to; a) Determine cube roots of numbers from mathematical tables in different situations	1. How do we work out the cube roots of numbers?	- read the cube of numbers from mathematical tables and relate to cube roots	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Numbers	CUBES AND CUBE ROOTS	By the end of the sub strand, the learner should be able to; a) Apply cubes and cube roots in real life situations b) Work out cubes and cube roots using IT devices	1. Where do we apply cubes and cube roots in real life situations?	- use IT devices to determine cube and cube roots of numbers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Numbers	COMPOUND PROPORTIONS AND RATES OF WORK	By the end of the sub strand, the learner should be able to; a) divide quantities into proportional parts in real life situations	1. What are proportions?	- discuss and divide quantities into proportional parts and express as a fraction	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Numbers	COMPOUND PROPORTIONS AND RATES OF WORK	By the end of the sub strand, the learner should be able to; a) divide quantities into proportional parts in real life situations	1. What are proportions?	- discuss and divide quantities into proportional parts and express as a fraction	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Numbers	COMPOUND PROPORTIONS AND RATES OF WORK	By the end of the sub strand, the learner should be able to; a) relate different ratios in real life situations	1. What are proportions?	- discuss and divide quantities into proportional parts and express as a fraction	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Numbers	COMPOUND PROPORTIONS AND RATES OF WORK	By the end of the sub strand, the learner should be able to; a) relate different ratios in real life situations	1. What are proportions?	- compare and write different ratios	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 9 Mathematics Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 9 Mathematics. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

Numbers

3 Sub-strands22 Lessons

1.1 INTEGERS

Term 15 Lessons

Specific Learning Outcomes (SLOs)

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

perform basic operations on Integers in different situations
work out combined Operations on Integers in different situations
apply Integers to real life situations
use IT or other resources to learn more on integers
appreciate use of integers in real life situations

Key Inquiry Questions (KIQs)

How do we carry out operations of integers in real life situations?
How do we apply integers in daily activities?

Suggested Experiences

discuss and work out basic operations on integers using number cards and charts. Play games involving numbers and operations. Pick integers and perform all basic operations
work out combined operations of integers in the correct order
carry out activities such as reading temperature changes in a thermometer and discuss how to record it. Consider temperatures below zero points. They should consider cases of use of integers in real life
use IT and other resources such as print to carry out operations on integers
play creative games that involve integers

Teaching Resources

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

1.2 CUBES AND CUBE ROOTS

Term 15 Lessons

Specific Learning Outcomes (SLOs)

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

Work out cubes of numbers by multiplication in real life situations
Determine cubes of numbers from mathematical tables in different situations
Determine cube roots of numbers by factor method in different situations
Determine cube roots of numbers from mathematical tables in different situations
Apply cubes and cube roots in real life situations
Work out cubes and cube roots using IT devices

Key Inquiry Questions (KIQs)

How do we work out the cubes of numbers?
How do we work out the cube roots of numbers?
Where do we apply cubes and cube roots in real life situations?

Suggested Experiences

use stacks of cubes to demonstrate the concept of cube and cube roots
demonstrate stacking of cubes
discuss the volume of a cube and determine both the cube and cube root and relate the two
read the cube of numbers from mathematical tables and relate to cube roots
use IT devices to determine cube and cube roots of numbers

Teaching Resources

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

1.3 COMPOUND PROPORTIONS AND RATES OF WORK

Term 112 Lessons

Specific Learning Outcomes (SLOs)

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

divide quantities into proportional parts in real life situations
relate different ratios in real life situations
work out compound proportions using ratio method in different situations
calculate rates of work in real life situations
use IT devices to learn more on Compound proportions and rates of work
appreciate use of Compound proportions and rates of work in real life situations

Key Inquiry Questions (KIQs)

What are proportions?
Why do we work fast?

Suggested Experiences

discuss and divide quantities into proportional parts and express as a fraction
compare and write different ratios
determine compound proportions using ratios
work out rates of work
play games on rates of work using IT devices

Teaching Resources

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

Strand 2.0

Algebra

5 Sub-strands36 Lessons

2.1 INDICES AND LOGARITHMS

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

Express numbers in index form in different situations
Generate the laws of Indices in different situations
Apply the laws of indices in different situations
Relate Powers of 10 to common logarithms in different situations
Use IT to learn more on indices and common logarithms
Appreciate use of indices and logarithms in real life situations

Key Inquiry Questions (KIQs)

How do we express numbers in powers?

Suggested Experiences

discuss indices and identify the base
show the laws of indices using multiplication and division
use the laws of indices to work out indices
discuss and relate powers of 10 to common logarithms
use IT to work out common logarithms or use mathematical tables

Teaching Resources

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

2.2 Matrices

Term 18 Lessons

Specific Learning Outcomes (SLOs)

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

identify a matrix in different situations
determine the order of a matrix in different situations
determine the position of items in a matrix in different situations
determine compatibility of matrices in addition and subtraction
carry out addition and subtraction of matrices in real life situations
reflect on the use of matrices in real life situations

Key Inquiry Questions (KIQs)

How do we use matrices in real life situations?

Suggested Experiences

discuss the use of tables such as football league tables, travel schedules, shopping lists and any other. Count the number of rows and columns in the table, which is a matrix
arrange items in rows and columns and discuss how to represent a matrix
organize objects in rows and columns and give the order of the matrix in terms of row and columns (row x column)
discuss and identify the position of each item or element in terms of row and column
discuss and identify matrices that have equal number of rows and equal number of columns (same order) for compatibility in addition and subtraction
discuss and note what is represented by the rows and what is represented by the columns from two or more matrices to carry out addition or subtraction

Teaching Resources

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

2.3 Equations of a Straight Line

Term 115 Lessons

Specific Learning Outcomes (SLOs)

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

identify the gradient in real life situations
determine the gradient of a line from two known points
determine the equation of a straight line given two points
determine the equation of a straight line from a known point and a gradient
express the equation of a straight line in the form of 𝑦 = 𝑚𝑥+𝑐
interpret the equation 𝑦 = 𝑚𝑥+ 𝑐 in different situations
determine the x and y intercepts of a straight line
recognize the use of equations of straight lines in real life

Key Inquiry Questions (KIQs)

How do we use gradient or steepness in our daily activities?
● use IT or other resources to show different hills and mountains and discuss steepness?

Suggested Experiences

discuss steepness in relation to gradient from the immediate environment
incline a ladder at different positions on the wall to demonstrate change in steepness of gradient. Discuss and compare the positions that the ladder is steeper
observe and climb up and down places such as the stairs or hills and relate to gradients
work out the equation of a straight line given two points or given a point and a gradient
discuss and rewrite the equation of a straight line as 𝑦 = 𝑚𝑥+𝑐. Explain the variables and constants in the equation
work out the value of x when y is zero and the value of y when is zero

Teaching Resources

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

2.4 Linear Inequalities

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

solve linear inequalities in one unknown
represent linear inequalities in one unknown graphically
represent linear inequality in two unknowns graphically
apply linear inequalities to real life situations
reflect on the use of linear inequalities in real life

Key Inquiry Questions (KIQs)

How do we represent linear inequalities in graphs?
How do we use linear inequalities in real life situations?

Suggested Experiences

discuss why sometimes resources are shared unequally
discuss simple inequality statements, form and work out the inequalities in one unknown
discuss and generate a table of values and draw linear inequalities in one unknown. Indicate and discuss the region that satisfies the inequalities
discuss and generate a table of values and draw linear inequalities in two unknowns. Indicate and discuss the region that satisfies the inequalities
discuss and work out linear inequalities that involve real life cases
use IT or other graphing tools to present linear inequalities

Teaching Resources

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

2.5 Matrices

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

● Class activities
● Class written tests
● Home or extended
assignments or
activities
● Class activities
● Class written tests
● Home or extended
assignments or
activities
● Class activities
● Class written tests
● Home or extended
assignments or
activities
● Class written tests
● Home or extended
assignments or
activities
● Class written tests
● Home or extended
assignments or
activities
● Project
● Class written tests
● Home or extended
assignments or
activities
● Class written tests
● Home or extended
assignments or
activities
● Project
● Class activities
● Home or extended
assignments or
activities
● Project
● Class activities
● Home or extended
assignments or
activities
● Class activities
● Class written tests
● Home or extended
assignments or
activities
● Class activities
● Class written tests
● Home or extended
assignments or
activities
● Project
● Class activities
● Class written tests
● Home or extended
assignments or
activities
● project
Data interpretation
(Grouped data)
Probability

Key Inquiry Questions (KIQs)

Information from different sources on arrangement of items in rows and columns. Rulers, drawing tools, graph papers/ squared books Rulers, drawing tools, graph papers/ squared books Square cut outs, squares, writing materials Solids such as prisms, pyramids, cones, spheres Solids such as prisms, pyramids, cones, spheres Clocks, ropes, metre rule, globe, maps, digital devices Currency dummies, paper cut out of foreign currencies Rulers, digital clocks Rulers, plotting/graph paper Pair of compasses, Rulers, Straight edges Similar containers, objects of different sizes Methods ● Class activities ● Class written tests ● Class activities ● Class written tests ● Class activities ● Class written tests?

Suggested Experiences

Class written tests
Home or extended Methods
Class activities
Home or extended

Teaching Resources

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

Strand 3.0

Measurements

5 Sub-strands38 Lessons

3.1 Area

Term 28 Lessons

Specific Learning Outcomes (SLOs)

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

calculate the area of a pentagon and a hexagon in different situations
work out the surface area of triangular and rectangular based prisms
work out the surface area of triangular, rectangular and square based pyramids
calculate the area of a sector and segment of a circle
work out the surface area of a cone in real life situations
calculate the surface area of a sphere in real life situations
recognize the use of area in real life situations

Key Inquiry Questions (KIQs)

How do we determine the area of different surfaces?

Suggested Experiences

discuss the properties of regular polygons and use cut outs to work out the area of pentagons and hexagons
collect from the environment objects that are spheres, cones/funnels, pyramids, prisms and frustums
discuss and sketch the nets of the solids
use models of prisms to work out the surface area of prisms
open up the net and draw the faces of a pyramid. Use the relevant formulas of area of plane figures to work out the surface area of the pyramid
draw a circle with a sector, a chord and a segment and discuss the relationship and make cut outs of a sector and a segment. Determine the area of a sector and a segment
open the cone to form a net and determine the curved surface area of a cone. Work out the surface area of a closed and an open cone
use relevant formulas to work out the surface area of different sizes of spherical balls
use IT or other resources to sketch different models and nets

Teaching Resources

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

3.2 Volume of Solids

Term 28 Lessons

Specific Learning Outcomes (SLOs)

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

work out the volume of a triangular and rectangular based prisms. 3.3 Mass, Volume, Weight and Density (8 Lessons)

Key Inquiry Questions (KIQs)

How do we determine the volume of different solids?
How do we use the volume the relevant formulas, determine the volume of a prism. ● use relevant formulae to work out the volume of pyramids and cones. ● identify and work out the volume of models of a pyramid. Cut the pyramid into two parts to get a frustum and a small pyramid and determine the volume of the frustum using relevant formula. ● Play any games involving different sizes of balls and work out volume of a sphere. ● use IT or other resources to determine the volumes of solids. The learner is guided to; ● discuss different instruments and tools used in weighing materials or objects and relate to consumer awareness and protection. ● Collect and weigh different materials or objects and change one unit of mass to another. ● discuss the relationship between mass and weight. ● carry out activities relating mass and volume to density using containers or different substances. ● discuss and find the density of different materials or objects. ● work out mass, volume and density using IT or other resources?

Suggested Experiences

collect different containers and objects. This may include prisms, pyramids, cones, funnels and balls
identify and discuss the model of a prism. Using b) calculate the volume of a triangular, rectangular and squares based pyramids.. c) work out the volume of a cone in real life situations. d) determine the volume of a frustum in real life situations. e) calculate the volume of a sphere in real life situations. f) promote use of volume and capacity of different containers in real life situations. By the end of the sub- strand the learner should be able to; a) convert units of mass from one form to another in different situations. b) relate mass and weight in real life situations. c) determine mass, volume and density in different situations. d) apply density to real life situations. e) recognize the use of density in daily life

Teaching Resources

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

3.3 Time, Distance and Speed

Term 210 Lessons

Specific Learning Outcomes (SLOs)

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

work out speed in km/h and m/s in real life situations
work out average speed in real life situations
determine velocity in real life situations
work out acceleration in real life situations

Key Inquiry Questions (KIQs)

How do we observe speed in daily activities?
Why does time vary in different places of the world?
● discuss and use maps and models of a globe to work out and relate time of different places on the earth. ● use IT devices to watch videos on the globe, longitudes and time zones in different parts of the earth. ● use other resources such as maps to locate different places (cities) on the earth and discuss time differences?

Suggested Experiences

engage in activities that will involve measuring distances and time, for example running track events to determine speed
discuss and relate distance and time
discuss the difference between velocity and speed
Discuss and determine acceleration from track events in school or community. e) identify the longitudes on the globe. f) relate longitudes to time on the globe. g) determine local time of places on the earth along different longitudes. h) appreciate use of time and distance in real life situations

Teaching Resources

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

3.4 Money

Term 27 Lessons

Specific Learning Outcomes (SLOs)

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

identify currencies that are used in different countries
convert currency from one form to another in real life situations
work out import and export duties charged on goods and services
work out excise duty charged on goods and services
determine value added tax charged on goods and services
appreciate use of money in day to day activities

Key Inquiry Questions (KIQs)

Why do we change currencies from one form to another?
What are the types of taxes the government levy on its citizens?
institutions and relate this to consumer awareness and protection?

Suggested Experiences

use IT or other resources to obtain and compile a collage of currencies from different countries. For example, currencies of East African Countries, US dollars, Euro, Yen and Sterling pound
work out currency exchange from Kenya Shillings to any other currency and vice versa
discuss and determine the export and import duty charges on different goods
discuss and identify goods that attract excise duty. Determine excise duty
use receipts from shopping to discuss and work out VAT on goods and services
identify currency exchange rates from different sources including daily papers, IT devices, financial

Teaching Resources

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

3.5 Approximations and Errors

Term 25 Lessons

Specific Learning Outcomes (SLOs)

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

approximate quantities in measurements in different situations
determine errors using estimations and actual measurements of quantities
determine percentage errors using actual measurements of quantities Meets Expectation Calculates the area of a pentagon and a hexagon correctly Works out the surface area of a prism and a pyramid accurately Calculates the area of a sector and segment of a circle correctly Works out the surface area of a cone and a sphere accurately Works out the volume of a triangular, rectangular and squares based prisms and pyramids correctly Works out the volume of a cone, frustum and sphere correctly Determines mass, volume and density correctly Works out speed in Km/h and m/s, velocity and acceleration accurately Determines local time of places on the earth along different longitudes correctly Identifies currencies that are used in different countries and convert currency from one form to another accurately Works out import, export and excise duties correctly Determines Value Added Tax correctly Approximates quantities in measurements Accurately Determines errors using estimations and actual measurements of quantities accurately

Key Inquiry Questions (KIQs)

How do we estimate measurements of different quantities?
● work out errors using IT devices or other resources and relate this to consumer awareness. Below Expectation Calculates the area of a pentagon correctly Works out the surface area of a prism accurately Calculates the area of a sector of a circle correctly Works out the surface area of a cone accurately Works out the volume of a triangular, rectangular based prisms correctly Works out the volume of a cone correctly Determines mass or volume correctly Works out speed in Km/h and m/s, accurately Determines local time of places on the earth along different longitudes with continuous support Identifies currencies that are used in different countries accurately Works out import duties correctly Determines Value Added Tax with continuous support Approximate quantities in measurements with continuous support Determines errors using estimations accurately?

Suggested Experiences

carryout activities of measurements of different quantities such as length, area, volume, capacity and mass using arbitrary units
Estimate and measure different quantities using appropriate instruments. compare the estimates and the actual measurements and determine the error
work out the percentage error from the estimated and the actual measurements d) appreciate approximations and errors in real life situations. Approaches Expectation Calculates the area of a pentagon or a hexagon correctly Works out the surface area of a prism or a pyramid accurately Calculates the area of a sector or segment of a circle correctly Works out the surface area of a cone or a sphere accurately Works out the volume of a triangular, rectangular or squares based prisms and pyramids correctly Works out the volume of a cone, frustum or sphere correctly Determines mass, volume or density correctly Works out speed in Km/h and m/s, velocity or acceleration accurately Determines local time of places on the earth along different longitudes partially correctly Identifies currencies that are used in different countries or convert currency from one form to another accurately Works out import, export or excise duties correctly Determines Value Added Tax partially correctly approximate quantities in measurements Partially Accurately Determines errors using estimations or actual measurements of quantities accurately

Teaching Resources

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

Strand 4.0

Geometry

4 Sub-strands38 Lessons

4.1 Coordinates and Graphs

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

a ) p l o t out points on a
Cartesian plane

Key Inquiry Questions (KIQs)

How do we draw graphs of straight lines?
● generate a table of values from equation a of a straight line, plot and join the points to form a straight line. ● Generate table of values for each of the given equations, plot and join them to form straight lines on the Cartesian plane ● work out the gradients of each of the lines and compare them to establish their relationship of parallelism. ● Generate table of values for each of the given equations of perpendicular lines, plot and join them to form straight lines on the Cartesian plane ● work out the gradients of each of the lines and compare them to establish the relationship of perpendicular lines?

Suggested Experiences

work in groups and locate the point of intersection of the x coordinate and the y- coordinates on a Cartesian plane. b) draw a straight line graph given an equation. c) draw parallel lines on the Cartesian plane. d) relate the gradients of parallel lines. e) draw perpendicular lines on the Cartesian plane. f) relate the gradients of perpendicular lines. g) apply graphs of straight line in real life situation

Teaching Resources

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

4.2 Scale Drawing

Term 2 Term 314 Lessons

Specific Learning Outcomes (SLOs)

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

identify compass and true bearings in real life situations
determine the bearing of one point from another in real life situations
locate a point using bearing and distance in real life situations
identify angles of elevation in real life situations
determine angles of elevation in different situations
identify angles of depression in real life situations
determine angles of depression in different situations
apply scale drawing in simple surveying

Key Inquiry Questions (KIQs)

How do we use scale drawing in real life?
● discuss, sketch and make a scale drawing to determine the angles of depression. ● discuss and use scale drawing in simple surveying. ● observe maps or watch videos on bearings and simple surveying?

Suggested Experiences

Leaner is guided to
draw and discuss the compass directions and relate to the compass and true North bearings
discuss and locate places from different points using bearings
discuss and locate a place using bearing and distance. Sketch and use scale drawing to show the position of places from given points
carryout different activities involving angles of elevation, for example observing different objects or points that are above. Discuss, sketch and make a scale drawing to determine the angles of elevation
Carryout different activities involving angles of depression, for example observing different objects or points that are below. i) appreciate the use of scale drawing in real life situations

Teaching Resources

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

4.3 Similarity and Enlargement

Term 310 Lessons

Specific Learning Outcomes (SLOs)

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

identify similar figures and their properties
draw similar figures in different situations
determine properties of enlargement of different figures
apply properties of enlargement to draw similar objects and their images
determine the linear scale factor of similar figures
promote use of similarity and enlargement in real life situations

Key Inquiry Questions (KIQs)

What are similar objects?
How do we use enlargement in real life situations?

Suggested Experiences

collect objects and sort according to similarity. Discuss and note down properties of similar objects
use properties of similar objects to scale-draw similar figures
discuss and identify properties of enlargement
use properties of enlargement to represent objects and their images
determine the linear relationship of similar figures and objects
enlarge objects and figures using IT devices

Teaching Resources

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

4.4 Trigonometry

Term 38 Lessons

Specific Learning Outcomes (SLOs)

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

identify angles and sides of right angled triangles in different situations
identify Sine, Cosine and Tangent ratios from a right angled triangle in different situations
read tables of trigonometric ratios for acute angles
determine trigonometric ratios of acute angles using calculators
apply trigonometric ratios to calculate lengths and angles of right angled triangles in different situations
appreciate use of trigonometric ratios in real life situations

Key Inquiry Questions (KIQs)

What is the relationship between angles and sides in a right angled triangle?

Suggested Experiences

draw right angled triangles and recognize angles and sides. Discuss the relationship between angles and sides
discuss and relate the trigonometric ratios to angles in a right angled triangle
use trigonometric ratios to determine lengths and angles of right angled triangles
use Mathematical tables or IT devices to find trigonometric ratios of given angles

Teaching Resources

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

Strand 5.0

Data Handling and Probability

1 Sub-strand6 Lessons

5.1 Probability

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

perform experiments involving equally and likely outcomes in different situations
determine the range of probability of an event
identify mutually exclusive events in real life situations
perform experiments of single chance involving mutually exclusive events
perform experiments involving independent events in different situations
draw a tree diagram for a single outcome
appreciate the probability of events occurring in real life situations

Key Inquiry Questions (KIQs)

Why is probability important in real life situations?

Suggested Experiences

discuss and carry out experiments of events involving equally and likely outcomes
work out the range of probability of different events
discuss and carry out experiments involving mutually inclusive events
discuss and carry out experiments involving independent events
practice representing probability occurrences in a tree diagram
use IT or other resources to explore more on probability

Teaching Resources

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

Grade 9 Mathematics Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 9 Mathematics.

Term 1 Scheme13 Weeks

Numbers
Algebra

View Term 1

Term 2 Scheme14 Weeks

Algebra
Measurements
Geometry

View Term 2

Term 3 Scheme9 Weeks

Geometry
Data Handling and Probability

View Term 3

Other Grade 9 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 9.

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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 7 Schemes Grade 8 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 9 Mathematics?

The official KICD strands for Grade 9 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 9 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 9 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 9 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.