2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons2 Strands in Term 1

Grade 9 Mathematics Schemes of Work & Strands (Term 1 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 9 Mathematics Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 9 Mathematics Term 1 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 9 Mathematics in Term 1.

Class / Grade: Grade 9
Learning Area: Mathematics
Term Duration: 13 Weeks (65 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 13

Full Term Timetable

Grade 9 Mathematics Term 1 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	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)

Curriculum Design & Content

Grade 9 Mathematics Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 9 Mathematics. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Numbers

3 Sub-strands22 Lessons in Term 1

1.1 INTEGERS

5 Suggested LessonsTerm 1

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?

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

1.2 CUBES AND CUBE ROOTS

5 Suggested LessonsTerm 1

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?

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

1.3 COMPOUND PROPORTIONS AND RATES OF WORK

12 Suggested LessonsTerm 1

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?

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

Strand 2.0

Algebra

3 Sub-strands29 Lessons in Term 1

2.1 INDICES AND LOGARITHMS

6 Suggested LessonsTerm 1

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?

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

2.2 Matrices

8 Suggested LessonsTerm 1

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?

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

2.3 Equations of a Straight Line

15 Suggested LessonsTerm 1

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?

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

Grade 9 Mathematics Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 9 Mathematics showing the term-by-term distribution of all 5 strands.

Term 1Current

Numbers
Algebra

Term 2View Term 2 →

Algebra
Measurements
Geometry

Term 3View Term 3 →

Geometry
Data Handling and Probability

Other Grade 9 Schemes of Work for Term 1

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

Arabic (Term 1)Creative Arts & Sports (Term 1)French (Term 1)Agriculture & Nutrition (Term 1)Pre-Technical Studies (Term 1)Christian Religious Education (Term 1)English (Term 1)Integrated Science (Term 1)Islamic Religious Education (Term 1)German (Term 1)Hindu Religious Education (Term 1)Indigenous Languages (Term 1)Kiswahili (Term 1)Mandarin (Term 1)Social Studies (Term 1)

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 9 Mathematics Term 1

What strands and sub-strands are covered in Grade 9 Mathematics Term 1?

In Term 1, Grade 9 Mathematics covers the following main strands: Numbers, Algebra. Each strand is broken down into specific sub-strands with allocated lesson periods across the 13-week term.

What are the specific learning outcomes for Grade 9 Mathematics in Term 1?

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 9 Mathematics Term 1 structured across weeks?

This scheme spans 13 calendar weeks (65 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 13, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 1 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.