2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons3 Strands in Term 2

Grade 9 Mathematics Schemes of Work & Strands (Term 2 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 9 Mathematics Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 9 Mathematics Term 2 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 9 Mathematics in Term 2.

Class / Grade: Grade 9
Learning Area: Mathematics
Term Duration: 14 Weeks (70 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 14

Full Term Timetable

Grade 9 Mathematics Term 2 Scheme of Work Table

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

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70 Lessons · Weeks Merged← Swipe horizontally to see all columns →

Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	Algebra	Linear Inequalities	By the end of the sub strand, the learner should be able to; a) solve linear inequalities in one unknown	1. How do we represent linear inequalities in graphs?	- discuss why sometimes resources are shared unequally	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Algebra	Linear Inequalities	By the end of the sub strand, the learner should be able to; a) solve linear inequalities in one unknown	1. How do we represent linear inequalities in graphs?	- discuss simple inequality statements, form and work out the inequalities in one unknown	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Algebra	Linear Inequalities	By the end of the sub strand, the learner should be able to; a) represent linear inequalities in one unknown graphically	1. How do we represent linear inequalities in graphs?	- discuss and generate a table of values and draw linear inequalities in one unknown. Indicate and discuss the region that satisfies the inequalities	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Algebra	Linear Inequalities	By the end of the sub strand, the learner should be able to; a) represent linear inequality in two unknowns graphically	1. How do we use linear inequalities in real life situations?	- discuss and generate a table of values and draw linear inequalities in two unknowns. Indicate and discuss the region that satisfies the inequalities	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Algebra	Linear Inequalities	By the end of the sub strand, the learner should be able to; a) apply linear inequalities to real life situations	1. How do we use linear inequalities in real life situations?	- discuss and work out linear inequalities that involve real life cases	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Algebra	Linear Inequalities	By the end of the sub strand, the learner should be able to; a) reflect on the use of linear inequalities in real life	1. How do we use linear inequalities in real life situations?	- use IT or other graphing tools to present linear inequalities	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Algebra	Matrices	By the end of the sub strand, the learner should be able to; a) ● Class activities b) ● Class written tests c) ● Home or extended d) assignments or e) activities f) ● Class activities g) ● Class written tests h) ● Home or extended i) assignments or j) activities k) ● Class activities l) ● Class written tests m) ● Home or extended n) assignments or o) activities p) ● Class written tests q) ● Home or extended r) assignments or s) activities t) ● Class written tests u) ● Home or extended v) assignments or w) activities x) ● Project y) ● Class written tests z) ● Home or extended aa) assignments or ab) activities ac) ● Class written tests ad) ● Home or extended ae) assignments or af) activities ag) ● Project ah) ● Class activities ai) ● Home or extended aj) assignments or ak) activities al) ● Project am) ● Class activities an) ● Home or extended ao) assignments or ap) activities aq) ● Class activities ar) ● Class written tests as) ● Home or extended at) assignments or au) activities av) ● Class activities aw) ● Class written tests ax) ● Home or extended ay) assignments or az) activities ba) ● Project bb) ● Class activities bc) ● Class written tests bd) ● Home or extended be) assignments or bf) activities bg) ● project bh) Data interpretation bi) (Grouped data) bj) Probability	1. 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?	- Class written tests - Home or extended Methods - Class activities - Home or extended	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Measurements	Area	By the end of the sub strand, the learner should be able to; a) calculate the area of a pentagon and a hexagon in different situations	1. How do we determine the area of different surfaces?	- discuss the properties of regular polygons and use cut outs to work out the area of pentagons and hexagons	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Measurements	Area	By the end of the sub strand, the learner should be able to; a) calculate the area of a pentagon and a hexagon in different situations	1. How do we determine the area of different surfaces?	- collect from the environment objects that are spheres, cones/funnels, pyramids, prisms and frustums	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Measurements	Area	By the end of the sub strand, the learner should be able to; a) work out the surface area of triangular and rectangular based prisms	1. How do we determine the area of different surfaces?	- discuss and sketch the nets of the solids	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Measurements	Area	By the end of the sub strand, the learner should be able to; a) work out the surface area of triangular, rectangular and square based pyramids	1. How do we determine the area of different surfaces?	- use models of prisms to work out the surface area of prisms	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Measurements	Area	By the end of the sub strand, the learner should be able to; a) calculate the area of a sector and segment of a circle	1. How do we determine the area of different surfaces?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Measurements	Area	By the end of the sub strand, the learner should be able to; a) work out the surface area of a cone in real life situations	1. How do we determine the area of different surfaces?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Measurements	Area	By the end of the sub strand, the learner should be able to; a) calculate the surface area of a sphere in real life situations	1. How do we determine the area of different surfaces?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Measurements	Area	By the end of the sub strand, the learner should be able to; a) recognize the use of area in real life situations	1. How do we determine the area of different surfaces?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 9 Mathematics Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 in Grade 9 Mathematics. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Algebra

2 Sub-strands7 Lessons in Term 2

1.1 Linear Inequalities

6 Suggested LessonsTerm 2

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?

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

1.2 Matrices

1 Suggested LessonsTerm 2

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?

Learning Experiences

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

Teaching Resources

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

Strand 2.0

Measurements

5 Sub-strands38 Lessons in Term 2

2.1 Area

8 Suggested LessonsTerm 2

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?

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

2.2 Volume of Solids

8 Suggested LessonsTerm 2

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?

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

2.3 Time, Distance and Speed

10 Suggested LessonsTerm 2

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?

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

2.4 Money

7 Suggested LessonsTerm 2

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?

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

2.5 Approximations and Errors

5 Suggested LessonsTerm 2

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?

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

Strand 3.0

Geometry

2 Sub-strands20 Lessons in Term 2

3.1 Coordinates and Graphs

6 Suggested LessonsTerm 2

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?

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

3.2 Scale Drawing

14 Suggested LessonsTerm 2

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?

Learning 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 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 1View Term 1 →

Numbers
Algebra

Term 2Current

Algebra
Measurements
Geometry

Term 3View Term 3 →

Geometry
Data Handling and Probability

Other Grade 9 Schemes of Work for Term 2

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

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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 2

What strands and sub-strands are covered in Grade 9 Mathematics Term 2?

In Term 2, Grade 9 Mathematics covers the following main strands: Algebra, Measurements, Geometry. Each strand is broken down into specific sub-strands with allocated lesson periods across the 14-week term.

What are the specific learning outcomes for Grade 9 Mathematics in Term 2?

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

How is Grade 9 Mathematics Term 2 structured across weeks?

This scheme spans 14 calendar weeks (70 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 14, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 2 scheme in Microsoft Word or PDF?

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