KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

A Skilled and Ethical Society

JUNIOR SCHOOL CURRICULUM DESIGN

MATHEMATICS

GRADE 9
 First published 2024

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ISBN:

Published and printed by Kenya Institute of Curriculum Development

TABLE OF CONTENTS

FOREWORD ................................................................................................................................... Error! Bookmark not defined.

PREFACE ........................................................................................................................................ Error! Bookmark not defined.
ACKNOWLEDGEMENT ............................................................................................................... Error! Bookmark not defined.
TABLE OF CONTENTS .................................................................................................................................................................... i
SUGGESTED TIME ALLOCATION ............................................................................................................................................... ii
NATIONAL GOALS OF EDUCATION ........................................................................................ Error! Bookmark not defined.
ESSENCE STATEMENT ............................................................................................................... Error! Bookmark not defined.
GENERAL LEARNING OUTCOMES .......................................................................................... Error! Bookmark not defined.

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NATIONAL GOALS OF EDUCATION
Education in Kenya should:
1. Foster nationalism and patriotism and promote national unity
Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They must
be able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of
nationhood by removing conflicts and promoting positive attitudes of mutual respect which enable them to live together in
harmony and foster patriotism in order to make a positive contribution to the life of the nation.

2. Promote the social, economic, technological and industrial needs for national development
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
i) Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth
progress of a rapidly developing modern economy. There is bound to be a silent social revolution following in the wake of
rapid modernization. Education should assist our youth to adapt to this change.

ii) Economic Needs

Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are required
to support a growing economy. Kenya is building up a modern and independent economy which is in need of an adequate
and relevant domestic workforce.

iii) Technological and Industrial Needs

Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya
recognizes the rapid industrial and technological changes taking place, especially in the developed world. We can only be
part of this development if our education system is deliberately focused on the knowledge, skills and attitudes that will
prepare our young people for these changing global trends.

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3. Promote individual development and self-fulfilment
Education should provide opportunities for the fullest development of individual talents and personality. It should help children
to develop their potential interests and abilities. A vital aspect of individual development is the building of character.

4. Promote sound moral and religious values

Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of
sound moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens.

5. Promote social equity and responsibility

Education respect should promote social equality and foster a sense of social responsibility within an education system which
provides equal educational opportunities for all. It should give all children varied and challenging opportunities for collective
activities and corporate social service irrespective of gender, ability or geographical environment.

6. Promote for and development of Kenya’s rich and varied cultures

Education should instill in the youth of Kenya an understanding of past and present cultures and their valid place in
contemporary society. Children should be able to blend the best of traditional values with the changing requirements that must
follow rapid development in order to build a stable and modern society.

7. Promote international consciousness and foster positive attitudes towards other nations
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations.
Education should therefore lead the youth of the country to accept membership of this international community with all the
obligations and responsibilities, rights and benefits that this membership entails.

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8. Promote positive attitudes towards good health and environmental protection
Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that will
lead to physical or mental ill health. It should foster positive attitudes towards environmental development and conservation.
It should lead the youth of Kenya to appreciate the need for a healthy environment.

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LESSON ALLOCATION AT JUNIOR SCHOOL
S/No Learning Area Number of Lessons
1. English 5
2. Kiswahili / Kenya Sign Language 4
3. Mathematics 5
4. Religious Education 4
5. Social Studies 4
6. Integrated Science 5
7. Pre-Technical Studies 4
8. Agriculture and Nutrition 4
9. Creative Arts and Sports 5
Pastoral /Religious Instructional Program 1
Total 40 + 1

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LEARNING OUTCOMES FOR JUNIOR SCHOOL
By end of Junior School, the learner should be able to:
1. Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
2. Communicate effectively, verbally and non-verbally, in diverse contexts.
3. Demonstrate social skills, spiritual and moral values for peaceful co-existence.
4. Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
5. Practise relevant hygiene, sanitation and nutrition skills to promote health.
6. Demonstrate ethical behaviour and exhibit good citizenship as a civic responsibility.
7. Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
8. Manage pertinent and contemporary issues in society effectively.
9. Apply digital literacy skills for communication and learning.

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ESSENCE STATEMENT
We live in a world o Mathematics whereby we count, add, subtract, multiply or divide quantities and substances throughout our
daily interactions. Mathematics involves understanding numbers and the numerical operations used to develop strategies for mental
mathematical problem solving skills, estimation and computational fluency. We live in a world of space, shape and structures. It
is impossible to think of a world without Mathematics. It is applied in the economic activities, scientific, social, religious and
political worlds. It is therefore imperative that children are taught Mathematics from early years.

In Junior Secondary, Mathematics builds on the competencies acquired by the learner from primary school. It enhances the learner's
competencies in mathematical skills as a foundation for Science, Technology, Engineering and Mathematics (STEM) and other
pathways at Senior School. Mathematics also prepares the learner to have sufficient skills and competencies for application in
solving problems in real life situations. This is in line with vision 2030 and sessional paper number 1 of 2019 which emphasizes
on STEM areas.

SUBJECT GENERAL LEARNING OUTCOMES

By the end of the Junior Secondary, the learner should be able to:
1) Demonstrate mastery of number concepts by working out problems in day to day life
2) Represent and apply algebraic expressions in different ways
3) Apply measurement skills to find solutions to problems in a variety of contexts
4) Use money and carry out financial transactions in real life situations
5) Generate geometrical shapes and describe spatial relationships in different contexts
6) Collect and organize data to inform and solve problems in real life situations
7) Develop logical thinking, reasoning, communication and application skills through a mathematical approach to problem
solving
8) Apply mathematical ideas and concepts to other learning areas or subjects and in real life contexts.
9) Develop confidence and interest in mathematics for further training and enjoyment.
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STRAND: WHOLE NUMBERS

Sub strand: Integers

Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
1.0 1.1 INTEGERS By the end of the sub- The learner is guided to: 1. How do we carry
NUMBERS (5 LESSONS) strand the learner  discuss and work out basic out operations of
should be able to; operations on integers using integers in real life
a) perform basic number cards and charts. Play situations?
operations on games involving numbers and 2. How do we apply
Integers in different operations. Pick integers and integers in daily
situations perform all basic operations. activities?
b) work out combined  work out combined operations
Operations on of integers in the correct order
Integers in different  carry out activities such as
situations reading temperature changes in
c) apply Integers to a thermometer and discuss how
real life situations to record it. Consider
d) use IT or other temperatures below zero points.
resources to learn They should consider cases of
more on integers use of integers in real life.
e) appreciate use of  use IT and other resources such
integers in real life as print to carry out operations
situations. on integers.
 play creative games that
involve integers.

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Core Competencies to be developed;
 Critical thinking and problem solving- interpretation and inference: as learners work out combined operations of integers
in the correct order
 Learning to learn- organizing own learning; as learners carry out activities such as reading temperature changes in a
thermometer and discuss how to record it.
 Digital literacy- interacting with technologies; as learners use IT devices to determine temperature.
Values
 Respect; as learners work in pairs/groups to carry out activities such as reading temperature changes in a thermometer and
discuss how to record it.
 Unity; as learners work towards achieving set goals of reading thermometer.
PCIs
Environmental education; as learners read temperature changes in a thermometer that tell about the climate
Link to other subjects
Learners discuss in groups using language skills on how to work out combined operations of integers in the correct order.

Sub strand: Cubes and cube roots

Strand Sub-Strand Specific Learning Outcomes Suggested Learning Suggested Key
Experiences Inquiry Question(s)
1.0 1.2 CUBES AND By the end of the sub- strand The learner is guided to: 1. How do we work
NUMBERS CUBE ROOTS the learner should be able to;  use stacks of cubes to out the cubes of
(5 LESSONS) demonstrate the concept numbers?
a) Work out cubes of of cube and cube roots. 2. How do we work
numbers by multiplication  demonstrate stacking of out the cube roots
in real life situations cubes. of numbers?

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 b) Determine cubes of  discuss the volume of a 3.Where do we apply
numbers from cube and determine both cubes and cube
mathematical tables in the cube and cube root roots in real life
different situations and relate the two. situations?
c) Determine cube roots of  read the cube of
numbers by factor method numbers from
in different situations mathematical tables and
d) Determine cube roots of relate to cube roots
numbers from  use IT devices to
mathematical tables in determine cube and
different situations cube roots of numbers.
e) Apply cubes and cube
roots in real life situations
f) Work out cubes and cube
roots using IT devices

Core Competencies to be developed;

 Communication and collaboration- speaking and listening; as learners work in groups to use stacks of cubes to
demonstrate the concept of cube and cube roots.
 Imagination and creativity- open mindedness and creativity; as learners determine both the cube and cube root and relate
the two.
Values
 Respect; as learners appreciate each other’s contribution in pairs/groups discussion.
Learners use stacks of cubes to demonstrate the concept of cube and cube roots, relate to objects in the environment.
Link to other subjects
Learners use new terms in reading measurements of length in cubes as learnt in Languages.

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Sub strand: Matrix
Strand Sub-Strand Specific Learning Outcomes Suggested Learning Suggested Key
Experiences Inquiry
Question(s)
1.0 1.3 INDICES AND By the end of the sub- strand Learners is guided to: How do we express
ALGEBRA LOGARITHMS the learner should be able to;  discuss indices and numbers in powers?
(6 LESSONS) a) Express numbers in index identify the base.
form in different  show the laws of indices
situations. using multiplication and
b) Generate the laws of division.
Indices in different  use the laws of indices to
situations work out indices
c) Apply the laws of indices  discuss and relate powers
in different situations of 10 to common
d) Relate Powers of 10 to logarithms
common logarithms in  use IT to work out
different situations common logarithms or use
e) Use IT to learn more on mathematical tables
indices and common
logarithms
f) Appreciate use of indices
and logarithms in real life
situations

Core Competencies to be developed;

 Critical thinking and problem solving; as learners show the laws of indices using multiplication and division.
 Self-efficacy; as learners discuss and relate powers of 10 to common logarithms
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Values
 Responsibility; as learners take their roles in turns to lead the groups in discussions on indices.
 Unity; as learners measure capacity in groups.
PCIs
Learners relate self-awareness to their own ides as they discuss concept of Indices.
Link to other subjects
Learners express numbers as indices and powers as used in Integrated Science.

Sub strand: Matrix

Strand Sub-Strand Specific Learning Outcome Suggested Learning Suggested Key
Experiences Inquiry
Question(s)
1.0 1.4 COMPOUND By the end of the sub- strand, the Learners is guided to: 1. What are
NUMBERS PROPORTIONS AND learner should be able to;  discuss and divide proportions?
RATES OF WORK a) divide quantities into quantities into 2. Why do we
(12 LESSONS) proportional parts in real life proportional parts and work fast?
situations express as a fraction
b) relate different ratios in real  compare and write
life situations different ratios
c) work out compound  determine compound
proportions using ratio proportions using ratios
method in different  work out rates of work.
situations.  play games on rates of
d) calculate rates of work in work using IT devices.
real life situations

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 e) use IT devices to learn more
on Compound proportions
and rates of work
f) appreciate use of Compound
proportions and rates of work
in real life situations.
Core Competencies to be developed;
 Citizenship- active community life skills; as learners work in pairs/groups to discuss and divide quantities into
proportional parts and express as a fraction.
 Critical thinking and problem solving- interpretation and inference; as learners work out rates of work.
Values
 Responsibility; as learners commit to working out answers of given tasks on rates.
 Respect for self and others; as learners in pairs/groups and work out rates of work.
PCIs
Self-esteem; as learners device personal strategies to estimate products in multiplication.
Link to other subjects
Agriculture and nutrition helps learners to estimate harvests, seeds or fertilizer required for sowing or application as part of
rates of work.

Level Exceeds Expectations Meets Expectations Approaches Below Expectations

Expectations
Indicator

Ability to Work out Works out combined Works out combined Works out combined Works out combined
combined Operations Operations on Integers Operations on Integers Operations on Integers Operations on Integers
on Integers partially accurately
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 accurately and accurately and with continuous
Systematically Systematically support
Ability to Work out Works out cubes and Works out cubes and Works out cubes or Works out cubes of
cubes and cue roots cube roots of numbers by cube roots of numbers cube roots of numbers numbers by
of numbers by multiplication and from by multiplication and by multiplication and multiplication or from
multiplication and mathematical tables from mathematical from mathematical mathematical tables
from mathematical accurately and tables accurately tables accurately accurately
tables systematically
Generate and apply Generates and applies Generates and applies Generates or applies Generates the laws of
the laws of Indices the laws of Indices the laws of Indices the laws of Indices Indices correctly
correctly and correctly correctly
Systematically
Relate Powers of 10 Relates Powers of 10 to Relates Powers of 10 Relates Powers of 10 Relates Powers of 10
to common common logarithms to common logarithms to common logarithms to common logarithms
logarithms Comprehensively accurately partially accurately with continuous
support
Divide quantities into divides quantities into Divides quantities into Divides quantities into Divides quantities into
Proportional parts Proportional parts Proportional parts Proportional parts Proportional parts with
Precisely correctly partially correctly continuous support
Relate different ratios Relates different ratios Relates different ratios Relates different ratios Relates different ratios
Comprehensively accurately partially accurately Calculate rates of work
with continuous
support
Work out Compound works out Compound Work out Compound Work out Compound Works out Compound
proportions using proportions using ratio proportions using ratio proportions using ratio proportions using ratio
ratio method method Systematically method accurately method partially method with
accurately continuous support

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 Calculate rates of calculates rates of work Calculate rates of work Calculate rates of work Calculates rates of
work Systematically correctly partially correctly work with continuous
support

STRAND 2.0: ALGEBRA

Strand Sub-strand Specific Learning Suggested Learning Experiences Suggested Key

Outcome Inquiry
Questions
2.0 Algebra 2.1 Matrices By the end of the sub-strand The learner is guided to; How do we use
the learner should be able matrices in real
(8 lessons) ● discuss the use of tables such as football
to; life situations?
league tables, travel schedules, shopping
a) identify a matrix in lists and any other. Count the number of
different situations. rows and columns in the table, which is a
b) determine the order of a matrix.
matrix in different ● arrange items in rows and columns and
situations. discuss how to represent a matrix.
c) determine the position ● organize objects in rows and columns
of items in a matrix in and give the order of the matrix in terms
different situations. of row and columns (row x column).
d) determine compatibility ● discuss and identify the position of each
of matrices in addition item or element in terms of row and
and subtraction. column.
● discuss and identify matrices that have
equal number of rows and equal number

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 e) carry out addition and of columns (same order) for
subtraction of matrices compatibility in addition and subtraction.
in real life situations. ● discuss and note what is represented by
f) reflect on the use of the rows and what is represented by the
matrices in real life columns from two or more matrices to
situations. carry out addition or subtraction.
Core competencies to be developed:
● Communication and collaboration - as learners discuss use of tables to represent matrices.
● Learning to learn - as learners arrange items or elements in rows and columns to form matrices.
Values:
Integrity - as learners organize objects in rows and columns and give the order of the matrix
Pertinent and Contemporary Issues:
● Social and economic issues - as learners discuss the use of tables such as football league tables and shopping lists.
● Citizenship - as learners discuss how to use travel schedules to different places.
Link to other subjects
Learners generate tables of results in sports and refer to league schedules and relate this to sporting activities in creative Arts
and Sports.

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Strand Sub-Strand Specific Learning Outcome Suggested Learning Experiences Suggested
Key Inquiry
Questions
2.0 Algebra 2.2 Equations By the end of the sub strand the The learner is guided to; How do we
learner should be able to; use gradient
of a Straight ● discuss steepness in relation to
or steepness
a) identify the gradient in real life gradient from the immediate
Line in our daily
situations. environment.
● incline a ladder at different activities?
b) determine the gradient of a line
from two known points. positions on the wall to
(15 lessons) c) determine the equation of a demonstrate change in steepness
straight line given two points. of gradient. Discuss and compare
d) determine the equation of a the positions that the ladder is
straight line from a known point steeper.
and a gradient. ● observe and climb up and down
e) express the equation of a straight places such as the stairs or hills
line in the form of 𝑦 = 𝑚𝑥 + 𝑐 and relate to gradients.
f) interpret the equation 𝑦 = 𝑚𝑥 + ● work out the equation of a
𝑐 in different situations. straight line given two points or
g) determine the x and y intercepts given a point and a gradient.
of a straight line. ● discuss and rewrite the equation
h) recognize the use of equations of of a straight line as 𝑦 = 𝑚𝑥 + 𝑐.
straight lines in real life. 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.
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 ● use IT or other resources to show
different hills and mountains and
discuss steepness.
Core competencies to be developed:
● Digital literacy - as learners IT or others resources to explore steepness or gradient of places.
● Learning to learn - as learners place the ladder at different points on the ground as they discuss and compare steepness.
Values:
Integrity - as learners observe gradient/steepness in staircases in buildings, bridges or ramps.
Pertinent and Contemporary Issues:
Safety - as learners climb up and down places such as the stairs or hills and relate to gradients.
Link to other subjects:
● Integrated science helps learners relate use the ladder to make work easier by using different gradients.
● Pre-technical Studies as learners discuss and compare the gradients of parallel and perpendicular lines as it is done in
technical drawing.

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Strand Sub-strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Questions
2.0 Algebra 2.3 Linear By the end of the sub-strand The learner is guided to; 1. How do we
the learner should be able to; represent
Inequalities ● discuss why sometimes resources are linear
a) solve linear inequalities in shared unequally. inequalities in
one unknown. ● discuss simple inequality statements, graphs?
(6 lessons) b) represent linear form and work out the inequalities in 2. How do we
inequalities in one one unknown. use linear
unknown graphically. ● discuss and generate a table of values inequalities in
c) represent linear inequality and draw linear inequalities in one real life
in two unknowns unknown. Indicate and discuss the situations?
graphically. region that satisfies the inequalities.
d) apply linear inequalities to ● discuss and generate a table of values
real life situations. and draw linear inequalities in two
e) reflect on the use of linear unknowns. Indicate and discuss the
inequalities in real life. 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
Core competencies to be developed:
● Digital literacy - as learners use IT resources to present linear inequalities.
● Communication and collaboration - as learners discuss and generate table of values and draw linear inequalities.

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Values:
Social justice - as learners apply concepts of inequalities and equity in sharing available resources real in life situations.
Pertinent and Contemporary Issues:
Citizenship - as learners discuss and indicate the regions that satisfy inequalities.
Link to other subjects:
Social studies - as learners discuss inequality statements that may involve distribution of resources.

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STRAND 3.0: MEASUREMENTS
Strand Sub-strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
3.0 3.1 Area By the end of the sub- strand The learner is guided to; How do we
Measurements the learner should be able to; ● discuss the properties of regular determine the
(8 lessons) a) calculate the area of a polygons and use cut outs to work out area of different
pentagon and a hexagon the area of pentagons and hexagons. surfaces?
in different situations. ● collect from the environment objects
b) work out the surface area that are spheres, cones/funnels,
of triangular and pyramids, prisms and frustums.
rectangular based ● discuss and sketch the nets of the
prisms. solids.
c) work out the surface area ● use models of prisms to work out the
of triangular, rectangular surface area of prisms.
and square based ● open up the net and draw the faces of
pyramids. a pyramid. Use the relevant formulas
d) calculate the area of a of area of plane figures to work out
sector and segment of a the surface area of the pyramid.
circle. ● draw a circle with a sector, a chord
e) work out the surface area and a segment and discuss the
of a cone in real life relationship and make cut outs of a
situations. sector and a segment. Determine the
f) calculate the surface area area of a sector and a segment.
of a sphere in real life ● open the cone to form a net and
situations. determine the curved surface area of a
cone. Work out the surface area of a
closed and an open cone.
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 g) recognize the use of area ● use relevant formulas to work out the
in real life situations. surface area of different sizes of
spherical balls.
● use IT or other resources to sketch
different models and nets.
Core competencies to be developed:
● Communication and collaboration - as learners work in groups to discuss the properties of regular polygons and use cut
outs to work out the area of pentagon and hexagon.
● Creativity and imagination - as learners open nets of different models and work out surface area.
Values:
Responsibility - as learners take care and work out surface area using models and open nets of different objects.
Pertinent and Contemporary Issues:
Patriotism - as learners collect objects from the environment, use and dispose of them safely.
Link to other subjects:
Pre-Technical Studies as learners use models and open nets of different objects.

\
Strand Sub-strand Specific Learning Suggested Learning Suggested Key
Outcome Experiences Inquiry Question(s)
3.0 Measurements 3.2 Volume By the end of the sub- The learner is guided to; 1. How do we
of Solids strand the learner should be ● collect different containers determine the
(8 lessons) able to; and objects. This may volume of
a) work out the volume of include prisms, pyramids, different
a triangular and cones, funnels and balls. solids?
rectangular based ● identify and discuss the 2. How do we
prisms. model of a prism. Using use the volume
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 b) calculate the volume of the relevant formulas, of solids in
a triangular, rectangular determine the volume of a real life
and squares based prism. situations?
pyramids.. ● use relevant formulae to
c) work out the volume of work out the volume of
a cone in real life pyramids and cones.
situations. ● identify and work out the
d) determine the volume volume of models of a
of a frustum in real life pyramid. Cut the pyramid
situations. into two parts to get a
e) calculate the volume of frustum and a small
a sphere in real life pyramid and determine the
situations. volume of the frustum
f) promote use of volume using relevant formula.
and capacity of ● Play any games involving
different containers in different sizes of balls and
real life situations. work out volume of a
sphere.
● use IT or other resources
to determine the volumes
of solids.
Core competencies to be developed:
● Critical thinking and problem solving - as learners identify and work out the volume of a frustum from a pyramid
● Creativity and Imagination - as learners identify, discuss and work out volume of solids.
Values:
● Responsibility - as learners take care of the models of pyramids, cones, and spheres.

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● Patriotism - as learners collect objects from the environment to determine and discuss models/objects for different volumes
of solids.

Pertinent and Contemporary Issues:

● Environmental Education - as learners take care of the environment while collecting the containers and objects.
● Safety - as learners collect containers and objects cautiously.
Link to other subjects;
Creative Arts and sports - as learners make models of pyramids, cones/funnels and spheres/balls from available materials.

Strand Sub-strand Specific Learning Suggested Learning Experiences Suggested

Outcomes Suggested
Key Inquiry
Question(s)

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3.0 Measurements 3.3 Mass, Volume, By the end of the sub- The learner is guided to; How do you
Weight and strand the learner should ● discuss different instruments weigh
Density be able to; and tools used in weighing materials and
a) convert units of mass materials or objects and relate objects?
(8 Lessons) from one form to to consumer awareness and
another in different protection.
situations. ● Collect and weigh different
b) relate mass and weight materials or objects and
in real life situations. change one unit of mass to
c) determine mass, another.
volume and density in ● discuss the relationship
different situations. between mass and weight.
d) apply density to real ● carry out activities relating
life situations. mass and volume to density
e) recognize the use of using containers or different
density in daily life. substances.
● discuss and find the density of
different materials or objects.
● work out mass, volume and
density using IT or other
resources.
Core competencies to be developed:
● Communication and collaboration - as learners discuss the relationship between mass and weight.
● Creativity and imagination - as learners determine the density of different materials or objects.
● Digital literacy - as learners use IT devices to determine the mass, volume and density of different objects.
Values:
● Integrity - as learners give correct masses and weights of different material and objects.

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● Responsibility - as learners work and take care of weighing machines and other resources.
Pertinent and Contemporary Issues:
● Education for Sustainable Development (ESD) - Careers in business such as shop keeping.
● Self-awareness - as learners weigh themselves for health purposes.
Link to other subjects:
● Home Science - as learners weigh different quantities for a variety of recipes.
● Integrated science - as learners use machines and tools which involve weighing and balancing.

Strand Sub-strand Specific Learning Suggested Learning Experiences Suggested

Outcomes Suggested Key
Inquiry
Question(s)
3.0 Measurements 3.4 Time, By the end of the sub- The learner is guided to; 1. How do we
Distance and strand the learner should ● engage in activities that will observe
Speed be able to; involve measuring distances and speed in daily
a) work out speed in km/h time, for example running track activities?
(10 lessons) and m/s in real life events to determine speed. 2. Why does
situations. ● discuss and relate distance and time vary in
b) work out average speed time. different
in real life situations. ● discuss the difference between places of the
c) determine velocity in velocity and speed. world?
real life situations. ● Discuss and determine
d) work out acceleration acceleration from track events
in real life situations. in school or community.

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 e) identify the longitudes ● discuss and use maps and
on the globe. models of a globe to work out
f) relate longitudes to and relate time of different
time on the globe. places on the earth.
g) determine local time of ● use IT devices to watch videos
places on the earth on the globe, longitudes and
along different time zones in different parts of
longitudes. the earth.
h) appreciate use of time ● use other resources such as
and distance in real life maps to locate different places
situations. (cities) on the earth and discuss
time differences.
Core competencies to be developed:
● Self-efficacy - as learners participate in track events to measure speed.
● Digital literacy -as learners use IT devices to determine time in different zones in the world.
● Citizenship- global citizenship as learners determine local time in different parts of the world.
Values:
● Integrity- as learners correctly record individual running time during track events and other games.
● Respect - as learners adhere to their lanes on track events and other games.
Pertinent and Contemporary Issues:
● Safety - as learners observe safety measures and time during games and sports.
● Education for Sustainable Development (ESD) - as learners participate and choose careers in games and sporting
activities.
● Self-awareness - as learners participate and time themselves in games.
Link to other subjects:
Integrated science - as learners use digital devices to tell time in different zones of the world.

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Strand Sub-strand Specific Learning Outcomes Suggested Learning Experiences Suggested
Suggested Key
Inquiry
Question(s)
3.0 3.5 Money By the end of the sub- strand, The learner is guided to; 1. Why do we
Measurements the learner should be able to; ● use IT or other resources to obtain change
(7 lessons) a) identify currencies that are and compile a collage of currencies currencies
used in different countries. from different countries. For from one
b) convert currency from one example, currencies of East African form to
form to another in real life Countries, US dollars, Euro, Yen and another?
situations. Sterling pound. 2. What are the
c) work out import and export ● work out currency exchange from types of
duties charged on goods Kenya Shillings to any other taxes the
and services. currency and vice versa. government
d) work out excise duty ● discuss and determine the export and levy on its
charged on goods and import duty charges on different citizens?
services. goods.
e) determine value added tax ● discuss and identify goods that attract
charged on goods and excise duty. Determine excise duty.
services. ● use receipts from shopping to discuss
f) appreciate use of money in and work out VAT on goods and
day to day activities. services.
● identify currency exchange rates
from different sources including
daily papers, IT devices, financial
Page | 21
 institutions and relate this to
consumer awareness and protection.

Core competencies to be developed:

● Global Citizenship - as learners of different currencies of the world.
● Digital Literacy - as learners use digital devices to learn on exchange rates for foreign currency.
Values:
● Integrity - as learners accurately work out currency, import and exchange rates.
● Social Cohesion - as learners work and appreciate exchange rates for other countries.
Pertinent and Contemporary Issues:
● Financial Literacy - as learners learn the currencies used in different countries
● Education for Sustainable Development (ESD) - as learners choose careers in business, imports and exports.
Link to other subjects:
Pre-technical studies - as learners work out VAT and currency exchange.

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Strand Sub-strand Specific Learning Suggested Learning Suggested
Outcome Experiences Suggested
Key Inquiry
Question(s)
3.0 Measurements 3.6 Approximations By the end of the sub- The learner is guided to; How do we
and Errors strand the learner should be ● carryout activities of estimate
able to; measurements of different measurements
(5 lessons) a) approximate quantities quantities such as length, of different
in measurements in area, volume, capacity and quantities?
different situations. mass using arbitrary units.
b) determine errors using ● Estimate and measure
estimations and actual different quantities using
measurements of appropriate instruments.
quantities. compare the estimates and
c) determine percentage the actual measurements
errors using actual and determine the error.
measurements of ● work out the percentage
quantities error from the estimated and
the actual measurements
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 d) appreciate ● work out errors using IT
approximations and devices or other resources
errors in real life and relate this to consumer
situations. awareness.

Core competencies to be developed:

● Creativity and imagination - as learners carry out measurements of different quantities and discuss error.
● Digital literacy - as learners use IT devices as they compute errors.
Values:
● Integrity - as learners measure different quantities and minimize errors.
● Responsibility - as learners take care of tools for measuring different quantities.
Pertinent and Contemporary Issues:
Safety - as learners handle measuring tools with care.
Link to other subjects:
Integrated science - as learners measure different quantities that may involve errors as they carry out experiments.

Assessment Rubric
Page | 24
 Level Exceeds Expectation Meets Expectation Approaches Below Expectation
Expectation
Indicators
Ability to calculate the Calculates the area of a Calculates the area of a Calculates the area of a Calculates the area of a
Area of a pentagon and pentagon and a pentagon and a pentagon or a hexagon pentagon correctly
a hexagon. hexagon correctly and hexagon correctly correctly
Proficiently.
Ability to work out the Works out the surface Works out the surface Works out the surface Works out the surface
surface Area of a prism area of a prism and a area of a prism and a area of a prism or a area of a prism
and pyramid. pyramid accurately and pyramid accurately pyramid accurately accurately
systematically.
Ability to calculate the Calculates the area of a Calculates the area of a Calculates the area of a Calculates the area of a
area of a sector and sector and segment of sector and segment of sector or segment of a sector of a circle
segment of a circle. a circle correctly and a circle correctly circle correctly correctly
systematically.
Ability to work out the Works out the surface Works out the surface Works out the surface Works out the surface
surface area of a cone area of a cone and a area of a cone and a area of a cone or a area of a cone
and a sphere. sphere accurately and sphere accurately sphere accurately accurately
systematically.
Ability to work out the Works out the volume Works out the volume Works out the volume Works out the volume
Volume a triangular, of a triangular, of a triangular, of a triangular, of a triangular,
rectangular and rectangular and rectangular and rectangular or squares rectangular based
squares based prisms squares based prisms squares based prisms based prisms and prisms correctly
and pyramids. and pyramids correctly and pyramids correctly pyramids correctly
and systematically.

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Ability to work out the Works out the volume Works out the volume Works out the volume Works out the volume
Volume of a cone, of a cone, frustum and of a cone, frustum and of a cone, frustum or of a cone correctly
frustum and sphere. sphere correctly and sphere correctly sphere correctly
systematically.
Ability to determine Determines mass, Determines mass, Determines mass, Determines mass or
the mass, volume and volume and density volume and density volume or density volume correctly
density. correctly and correctly correctly
systematically
Ability to work out Works out speed in Works out speed in Works out speed in Works out speed in
speed in Km/h and Km/h and m/s, velocity Km/h and m/s, velocity Km/h and m/s, velocity Km/h and m/s,
m/s, velocity and and acceleration and acceleration or acceleration accurately
acceleration. accurately and accurately accurately
systematically
Ability to determine Determines local time Determines local time Determines local time Determines local time
local time of places on of places on the earth of places on the earth of places on the earth of places on the earth
the earth along along different along different along different along different
different longitudes. longitudes correctly longitudes correctly longitudes partially longitudes with
and systematically correctly continuous support
Ability to identify Identifies currencies Identifies currencies Identifies currencies Identifies currencies
currencies used in that are used in that are used in that are used in that are used in
different countries and different countries and different countries and different countries or different countries
convert currency convert currency convert currency convert currency accurately
from one form to from one form to from one form to from one form to
another another accurately and another accurately another accurately
comprehensively

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Ability to work out Works out import, Works out import, Works out import, Works out import
import, export and export and excise export and excise export or excise duties duties correctly
excise duties duties correctly and duties correctly correctly
systematically
Ability to determine Determines Value Determines Value Determines Value Determines Value
Value Added Tax Added Tax correctly Added Tax correctly Added Tax partially Added Tax with
and systematically correctly continuous support
Ability to approximate Approximates Approximates approximate quantities Approximate quantities
quantities in quantities in quantities in in measurements in measurements with
measurements measurements measurements Partially Accurately continuous support
Accurately and Accurately
systematically
Ability determine Determines errors Determines errors Determines errors Determines errors
errors using using estimations and using estimations and using estimations or using estimations
estimations and actual actual measurements actual measurements actual measurements accurately
measurements of of quantities of quantities of quantities
quantities. Accurately and accurately. accurately.
systematically.

STRAND 4.0: GEOMETRY

Strand Sub-strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
4.0 4.1 By the end of the sub-strand, The learner is guided to; 1. How do we
Geometry Coordinates the learner should be able to; ● work in groups and locate the point draw graphs
and Graphs a) plot out points on a of intersection of the x coordinate of straight
(6 lessons) Cartesian plane and the y- coordinates on a lines?
Cartesian plane.
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 b) draw a straight line graph ● generate a table of values from 2. How do we
given an equation. equation a of a straight line, plot interpret
c) draw parallel lines on the and join the points to form a graphs of
Cartesian plane. straight line. straight
d) relate the gradients of ● Generate table of values for each of lines?
parallel lines. the given equations, plot and join
e) draw perpendicular lines them to form straight lines on the
on the Cartesian plane. Cartesian plane
f) relate the gradients of ● work out the gradients of each of
perpendicular lines. the lines and compare them to
g) apply graphs of straight establish their relationship of
line in real life situation 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.
Core Competencies to be developed:
● Communication and collaboration - learners work in groups to locate the point of intersection of straight lines
● Critical thinking and problem solving - as learners generate a table of values.
Values:
Responsibility - as learners take care of graphing instruments and other resources.
Pertinent and Contemporary Issues:

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● Education for Sustainable Development (ESD) - as learners generate tables of values and draw graphs of straight lines.
● Safety - as learners handle graphing instruments with sharp ends.
Link to other subjects:
Integrated Science - as learners plot graphs of straight lines in different quantities.

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Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
4.0 Geometry 4.2 Scale By the end of the sub-strand, the Leaner is guided to: How do we use
Drawing learner should be able to; ● draw and discuss the compass scale drawing in
(14 lessons) a) identify compass and true directions and relate to the real life?
bearings in real life compass and true North bearings.
situations. ● discuss and locate places from
b) determine the bearing of one different points using bearings.
point from another in real ● discuss and locate a place using
life situations. bearing and distance. Sketch and
c) locate a point using bearing use scale drawing to show the
and distance in real life position of places from given
situations. points.
d) identify angles of elevation ● carryout different activities
in real life situations. involving angles of elevation, for
e) determine angles of example observing different
elevation in different objects or points that are above.
situations. Discuss, sketch and make a scale
f) identify angles of depression drawing to determine the angles of
in real life situations. elevation.
g) determine angles of ● Carryout different activities
depression in different involving angles of depression, for
situations. example observing different
h) apply scale drawing in objects or points that are below.
simple surveying.

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 i) appreciate the use of scale ● discuss, sketch and make a scale
drawing in real life drawing to determine the angles of
situations. depression.
● discuss and use scale drawing in
simple surveying.
● observe maps or watch videos on
bearings and simple surveying.
Core competencies to be developed:
● Creativity and imagination - as learners sketch and determine angles of elevation and depression
● Citizenship - as learners use scale drawing in simple surveying
Values:
● Unity - as learners sketch and agree on points in simple surveying.
● Social Cohesion - as learners observe maps and watch videos on land surveying.
Pertinent and Contemporary Issues:
Learners discuss possible Careers in scale drawing and surveying.
Link to other subjects:
Social studies helps learners work in groups to observe maps in surveying in locating bearing.

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 Strand Sub-strand Specific Learning Outcomes Suggested Learning Suggested Key
Experiences Inquiry
Question(s)
4.0 Geometry 4.3 Similarity and By the end of the sub- strand, the The learner is guided to; 1. What are
Enlargement learner should be able to; ● collect objects and sort similar
a) identify similar figures and according to similarity. objects?
(10 lessons) their properties. Discuss and note down 2. How do we
b) draw similar figures in properties of similar use
different situations. objects. enlargement in
c) determine properties of ● use properties of similar real life
enlargement of different objects to scale-draw situations?
figures. similar figures.
d) apply properties of ● discuss and identify
enlargement to draw similar properties of
objects and their images. enlargement.
e) determine the linear scale ● use properties of
factor of similar figures. enlargement to represent
f) promote use of similarity and objects and their images.
enlargement in real life ● determine the linear
situations. relationship of similar
figures and objects.
● enlarge objects and
figures using IT devices
Core Competencies to be developed:
● Critical thinking and problem solving - as learners draw similar and enlarged objects and figures.

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● Digital literacy - as learners learn, use digital devices to enlarge objects and figures.
Values:
● Responsibility - as learners collect similar objects and take care of them in the learning process.
● Social cohesion - as learners work in groups to draw similar objects and figures.
Pertinent and Contemporary Issues:
Environmental Education -as learners collect similar objects from the environment.
Link to other subjects:
Pre-Technical Studies contribute to learners scale-drawing similar figures and objects.

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Strand Sub-Strand Specific Learning Outcomes Suggested Learning Suggested
Experiences Key Inquiry
Question(s)
4.0 Geometry 4.4 Trigonometry By the end of the sub- strand, the The learner is guided to: What is the
learner should be able to; ● draw right angled relationship
(8 lessons) a) identify angles and sides of right triangles and recognize between
angled triangles in different angles and sides. angles and
situations. Discuss the relationship sides in a right
b) identify Sine, Cosine and Tangent between angles and angled
ratios from a right angled triangle sides. triangle?
in different situations. ● discuss and relate the
c) read tables of trigonometric ratios trigonometric ratios to
for acute angles. angles in a right angled
d) determine trigonometric ratios of triangle.
acute angles using calculators ● use trigonometric ratios
e) apply trigonometric ratios to to determine lengths
calculate lengths and angles of and angles of right
right angled triangles in different angled triangles
situations. ● use Mathematical tables
f) appreciate use of trigonometric or IT devices to find
ratios in real life situations. trigonometric ratios of
given angles.
Core competencies to be developed:
● Critical thinking and problem solving - as learners relate the trigonometric ratios to angles in a right angled triangle.
● Digital literacy - as learners use tables or calculators to find trigonometric ratios of given angles.

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Values:
Responsibility - as learners take care of digital devices, mathematical tables and drawing materials.
Pertinent and Contemporary Issues:
Safety - As learners plug and use digital devices
Link to other subjects:
Pre-Technical Studies as learners draw right angled triangles and recognize angles and sides.

Assessment Rubric

Level Exceeds Expectation Meets Expectation Approaches Below Expectation

Expectation
Indicators
Ability to draw a Draws a straight line Draws a straight line Draws a straight line Draws a straight line
straight line graph graph given an equation graph given an graph given an graph given an equation
given an equation, and parallel and equation, parallel and equation, parallel or accurately
parallel and perpendicular lines perpendicular lines perpendicular lines
perpendicular lines accurately and precisely accurately accurately
Ability to relate the Relates the gradients of Relates the gradients of Relates the gradients Relates the gradients of
gradients of parallel parallel and parallel and of parallel or parallel lines correctly
and perpendicular perpendicular lines perpendicular lines perpendicular lines
lines. correctly and correctly correctly
Comprehensively.
Determining the Determines the bearing Determines the bearing Determines the Determines the bearing
bearing of one point of one point from of one point from bearing of one point of one point from
from another. another correctly and another correctly from another partially another with continuous
proficiently. correctly support
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Determining angles of Determines angles of Determines angles of Determines angles of Determines angles of
elevation and elevation and elevation and elevation and elevation and depression
depression. depression accurately depression accurately depression accurately accurately
and systematically.
Applying scale Applies scale drawing Applies scale drawing Applies scale drawing Applies scale drawing
drawing in simple in simple surveying in simple surveying in simple surveying in simple surveying
surveying. accurately and accurately partially accurately with continuous support
appropriately
Ability to identify Precisely Identifies Identifies angles and Partially identifies Identifies angles and
Angles and sides of angles and sides of right sides of right angled angles and sides of sides of right angled
right angled triangles. angled triangles. triangles. right angled triangles.
triangles with
difficulties.
Ability to determine Determines properties Determines properties Determines properties Determines properties
properties of of enlargement and of enlargement and of enlargement or of enlargement
enlargement and draw draw similar figures draw similar figures draw similar figures accurately
similar figures. accurately and accurately accurately
consistently.
Ability to determine Determines the linear Determines the linear Determines the linear Determines the linear
the linear scale factor scale factor of similar scale factor of similar scale factor of similar scale factor of similar
of similar figures. figures accurately and figures accurately figures partially figures with continuous
systematically. accurately support
Ability to identify Identifies Sine, Cosine Identifies Sine, Cosine Identifies Sine, Identifies any one of;
Sine, Cosine and and Tangent ratios from and Tangent ratios Cosine or Tangent Sine, Cosine and
Tangent ratios from a a right angled triangle from a right angled ratios from a right Tangent ratios from a
right angled triangle. accurately and triangle accurately. angled triangle right angled triangle
consistently. accurately accurately.

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Ability to read tables Reads tables of Reads tables of Reads tables of Reads tables of
of trigonometric trigonometric ratios trigonometric ratios trigonometric ratios trigonometric ratios
ratios. accurately and accurately. partially accurately. with assistance.
comprehensively.
Ability to determine Determines Determines Determines Determines
trigonometric ratios trigonometric ratios of trigonometric ratios of trigonometric ratios trigonometric ratios of
of acute angles using acute angles using acute angles using of acute angles using acute angles using
calculators calculators accurately calculators accurately calculators partially calculators with
and consistently accurately continuous support
Ability to apply Applies trigonometric Applies trigonometric Applies trigonometric Applies trigonometric
trigonometric ratios to ratios to calculate ratios to calculate ratios to calculate ratios to calculate
calculate lengths and lengths and angles of lengths and angles of lengths or angles of lengths accurately
angles of right angled right angled triangles right angled triangles right angled triangles.
triangles. accurately and accurately
systematically

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STRAND 5.0: DATA HANDLING AND PROBABILITY
Strand Sub-strand Specific Learning Outcomes Suggested Learning Suggested
Experiences Key Inquiry
Question(s)
5.0 Data 5.1 Data By the end of the sub- strand, the The learner is guided to: How do we
Handling Interpretation learner should be able to; ● collect data and work out an interpret
and (Grouped Data) a) determine appropriate class appropriate class width. data?
Probability width for grouping data. ● tally the data and represent it
(8 lessons) b) draw frequency distribution in a frequency distribution
tables of grouped data table.
c) identify the modal class of ● recognize the modal class
grouped data. from a set of grouped data.
d) calculate the mean of a grouped ● work out the mean from
data from real life situations. different sets of grouped
e) determine the median of a data.
grouped data from real life ● use the frequencies to
situations. determine the median class
f) appreciate data interpretation in of grouped data.
real life situations. ● work out the median from
different sets of grouped
data.
● use IT or other materials to
determine the mean and
median of grouped data.
Core competencies to be developed:
● Learning to learn - as learners collect, organize and interpret data.

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● Critical thinking and problem solving - as learners discuss and determine the modal class, mean and median of grouped
data.
● Digital literacy - as learners use IT or other materials to determine the mean and median of grouped data.
Values:
● Respect - as learners work together in groups to collect data from the immediate environment.
Pertinent and Contemporary Issues:
● Citizenship - as learners collect data that may relate to the population.
Link to other subjects:
● Integrated science - as the learners interpret data related to different organisms and materials.
● Learners relate analyzing and interpreting data in different social aspects in Social Studies.

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Strand Sub-strand Specific Learning Outcomes Suggested Learning Suggested Key
Experiences Inquiry
Question(s)
5.0 Data 5.2 Probability By the end of the sub-strand, the The learner is guided to; Why is
Handling and learner should be able to; ● discuss and carry out probability
Probability (6 lessons) a) perform experiments involving experiments of events important in
equally and likely outcomes in involving equally and real life
different situations. likely outcomes. situations?
b) determine the range of probability ● work out the range of
of an event. probability of different
c) identify mutually exclusive events events.
in real life situations. ● discuss and carry out
d) perform experiments of single experiments involving
chance involving mutually mutually inclusive events.
exclusive events ● discuss and carry out
e) perform experiments involving experiments involving
independent events in different independent events.
situations. ● practice representing
f) draw a tree diagram for a single probability occurrences in
outcome a tree diagram.
g) appreciate the probability of events ● use IT or other resources to
occurring in real life situations. explore more on
probability.

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Core Competencies to be developed:
● Communication and collaboration - as learners discuss and carry out experiments of events involving equally likely
outcomes.
● Critical thinking and problem solving - as learners carry out experiments involving mutually inclusive events.
● Self- efficacy -as learners carry out experiments involving independent events and avoid harmful practices of gambling.
Values:
● Responsibility - as learners discuss and carry out experiments involving mutually inclusive events
● Social cohesion - as learners work in groups and practice representing probability occurrences in a tree diagram.
Pertinent and Contemporary Issues:
Financial Literacy - as learners carry out experiments involving independent events and avoid harmful practices of gambling
using money
Link to other subjects:
Learners work in groups to explore the weather patterns as they have learnt how it affects Agriculture.

Assessment Rubric

Level Exceeds Expectation Meets Expectation Approaches Below Expectation

Indicators Expectation
Ability to determine Determines appropriate Determines appropriate Determines appropriate Determines appropriate
appropriate width and width and draw width and draw width or draw width for grouping
draw frequency frequency distribution frequency distribution frequency distribution data accurately
distribution tables for tables for grouping tables for grouping tables for grouping
grouping data. data accurately and data accurately data accurately
systematically.

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Ability to determine Determines the modal Determines the modal Determines the modal Determines the modal
the modal class, mean class, mean and the class, mean and the class, mean or the class or mean of
and the median of median of grouped median of grouped median of grouped grouped data
grouped data. data accurately and data accurately data accurately accurately
systematically
Ability to perform Performs experiments Performs experiments performs experiments Performs experiments
experiments involving involving equally involving equally involving equally involving equally
equally likely likely outcomes likely outcomes likely outcomes likely outcomes with
outcomes. accurately and accurately. Partially accurately. support.
Systematically.
Ability to determine Proficiently Determines the range determines the range of Determines the range
the range of probability Determines the range of probability of an probability of an event of probability of an
of an event. of probability of an event. Partially accurately event with difficulties.
event.
Ability to identify Identifies mutually Identifies mutually Identifies mutually Identifies mutually
mutually exclusive exclusive events exclusive events exclusive events exclusive events with
events. accurately and accurately. Partially accurately. support.
Proficiently.
Ability to perform Performs experiments Performs experiments Performs experiments Performs experiments
experiments of single of single chance of single chance of single chance of single chance
chance involving involving mutually involving mutually involving mutually involving mutually
mutually exclusive exclusive events exclusive events exclusive events exclusive events with
events. correctly and correctly. Partially correctly. support.
Systematically
Ability to perform Performs experiments Performs experiments Performs experiments Performs experiments
experiments involving involving independent involving independent involving independent involving independent
independent events. events accurately events with support.

Page | 42
 events accurately and events partially
Proficiently. accurately.
Ability to draw a tree Draws a tree diagram Draws a tree diagram Draws a tree diagram Draws a tree diagram
diagram for a single for a single outcome for a single outcome for a single outcome for a single outcome
outcome. correctly and precisely. correctly. partially correctly with support.

COMMUNITY SERVICE LEARNING PROJECT

Introduction
In Grade 9, learners will undertake a CSL activity on thematic areas provided to them. They will be required to identify a
community problem through research, design solution and come up with a plan to solve the problem. The preparations will be
carried out in convenient groups. Learners will build on CSL knowledge, skills and attitudes acquired during Social Studies as
well as other learning areas.

CSL Skills to be covered:

i) Leadership: Learners develop leadership skills as they undertake various roles during preparation.
ii) Financial Literacy and Entrepreneurship Skills: Learners will gain skills on wise spending, saving and investing for
sustained economic growth. They could consider ways of generating income as they undertake the CSL project through
innovative ways. Moreover, they could identify business ideas and opportunities as well as resources to meet the needs of the
community.
iii) Research: Learners will exploit research skills as they identify a problem or a pertinent issue in the community, design a
solution and plan how the problem will be solved. They will then do a report of the project accomplished.
iv) Communication and collaboration: Learners will develop these skills as they interrogate the problem in the society, research
and brainstorm on solution, and collaborate with the members of the community in the implementation process.

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v) Citizenship: Learners will engage in the CSL activities, in appreciation of their responsibilities, rights and privileges as
citizens, giving them a sense of belonging and attachment to the nation. They will also be empowered to engage and assume
active roles in shaping a more cohesive, peaceful and inclusive society.
i) Life Skills: Learners will develop life skills in the areas of decision making, assertiveness, effective communication, and
problem solving and stress management.
ii) Community Development: Learners will be sensitized with the needs or gaps in the community, and empowered to take
responsibility within their means for stronger and more resilient communities.

Suggested PCIs Specific Learning Suggested Learning Experiences Suggested Key

Outcomes Inquiry Question(s)
By the end of the CSL The learner is guided to: 1. How does one
project, the learner should ● brainstorm on pertinent and contemporary issues determine a
be able to: in their community that need attention in groups community need?
a) identify a problem in ● choose a PCI that needs immediate attention and 2. Why is it
the community explain why in groups necessary to
through research ● carry out research using digital devices print make adequate
b) design a solution to media/interactions with members of the preparations
the identified problem, community/resource persons in identifying a before embarking
c) plan to solve the community problem to address in groups on a project?
identified problem in ● discuss possible solutions to the identified issue
the community, in groups
d) implement the plan to ● propose the most appropriate solution to the
solve the problem, problem in groups
e) report and reflect on
the concluded project
Page | 44
 f) appreciate the need to ● discuss ways and instruments they can use to
belong to a collect data on the problem (questionnaires,
community. interviews, observation schedule, etc)
● develop instruments for data collection
● identify resources needed for the CSL project
(human, technical, financial)
● discuss when the project will begin and end
● prepare a programme/timetable of the entire
project execution
● Assign roles to be carried by all group members
● reflect on how the project preparation enhanced
learning.
Key Component of CSL developed:
a) identification of a problem in the community through research,
b) designing solution(s) to the identified problem,
c) planning to implement the solution,
d) implementing the plan to solve the problem,
e) conclude, reflect, report on the project.
Core Competencies to be Developed:
● Communication and collaboration: Learners will make the preparations in groups and conduct discussions on best ways of
carrying out the project.
● Self-efficacy: Learner develops the skills of self-awareness and leadership as they undertake the CSL project
● Creativity and Imagination: Learner will come up with creative ways of solving the identified community problem
● Critical Thinking and Problem Solving: Learners will demonstrate autonomy in identifying a community need, exploring
plausible solutions and making necessary preparations to address the problem.
● Digital Literacy: Learner can use technology when as they research on a community problem that they can address.

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● Learning to Learn: Learner gains new knowledge and skills as they identify a community problem to be addressed and
make preparations to carry out the project.
● Citizenship: This is enhanced as learner chooses a PCI that needs immediate attention in the community.
Pertinent and contemporary Issues
● Social cohesion as learner discusses possible solutions to the identified issue.
● Critical thinking as learner discusses possible solutions to the identified issue.
Values
● Integrity as learner carries out research using digital devices and print media as they identify a community problem to
address.
● Respect as learner brainstorms on pertinent and contemporary issues in their community that need attention

Assessment Rubric
Indicator Exceeds Expectation Meets Expectation Approaches Below Expectation
Expectation
Ability to identify Exhaustively identifies a Identifies a problem Fairly identifies a Only with prompts
a problem in the problem in the community in the community problem in the identifies a problem in
community community the community
Ability to design Elaborately designs solutions Designs solutions to Fairly designs With assistance designs
solutions to the to the identified problem the identified solutions to the solutions to the
identified problem identified problem identified problem
problem
Ability to plan to Thoroughly plans to solve the Plans to solve the Fairly plans to solve With assistance plans to
solve the identified problem identified problem the identified problem solve the identified
identified problem
problem

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 Ability to Comprehensively implements Implements the plan Fairly implements the With assistance
implement the the plan to solve the problem to solve the problem plan to solve the implements the plan to
plan to solve the problem solve the problem
problem

Ability to report Exhaustively reports on the Reports on the Partially reports on With assistance reports
on the concluded concluded project concluded project the concluded project on the concluded project
project
APPENDIX 1: LIST OF ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL ACTIVITIES
Strand Sub-strand Suggested Assessment Suggested Learning Suggested Non-Formal
Methods Resources Activities
Numbers Integers ● Class activities Number lines, games on Prepare or improvise number
● Class written tests charts, number cards, lines games on charts.
● Home or extended steps, up and down stairs.
assignments or
activities.
● Project
Cubes and cube ● Class activities Multiplication, cubes and
roots ● Class written tests cube root tables.
● Home or extended
assignments or
activities.
Indices and ● Class activities Mathematical tables
logarithms ● Class written tests Calculators.
● Home or extended
assignments or
activities.

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Strand Sub-strand Suggested Assessment Suggested Learning Suggested Non-Formal
Methods Resources Activities
Compound ● Class activities Digital clocks
proportions and ● Class written tests
rates of work ● Home or extended
assignments or
activities.
Algebra Matrices ● Class activities Information from different Carry out activities involving
● Class written tests sources on arrangement of arranging objects from their
● Home or extended items in rows and immediate environment into
assignments or columns. rows and columns.
activities. This can be done at home.
Take photos and share with
class or school. Use the
concept of organizing
objects/items at school and
home.
Equations of a ● Class activities Rulers, drawing tools,
straight line ● Class written tests graph papers/ squared
● Home or extended books
assignments or
activities.
Linear inequalities ● Class activities Rulers, drawing tools,
● Class written tests graph papers/ squared
● Home or extended books
assignments or
activities.

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Strand Sub-strand Suggested Assessment Suggested Learning Suggested Non-Formal
Methods Resources Activities
Measurement Area ● Class written tests Square cut outs, squares,
● Home or extended writing materials
assignments or
activities.
Volume of solids ● Class written tests Solids such as prisms, Make models of prisms,
● Home or extended pyramids, cones, spheres pyramids cones and spheres
assignments or that can be used as learning
activities resources for Mathematics and
● Project other subjects.
Mass, volume, ● Class written tests Solids such as prisms,
weight and density ● Home or extended pyramids, cones, spheres
assignments or
activities.
Time, distance and ● Class written tests Clocks, ropes, metre rule, Use digital devices or maps
speed ● Home or extended globe, maps, digital and other resources to
assignments or devices determine local time of
activities different cities in the world.
● Project Use this information to
generate possible travel flight
schedules.
Money ● Class activities Currency dummies, paper Prepare dummies or paper cut
● Home or extended cut out of foreign outs of currencies from
assignments or currencies different countries and role
activities play currency exchange
● Project activities.

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Strand Sub-strand Suggested Assessment Suggested Learning Suggested Non-Formal
Methods Resources Activities
Approximation ● Class activities Rulers, digital clocks
and errors ● Home or extended
assignments or
activities.
Geometry Coordinates and ● Class activities Rulers, plotting/graph
graphs ● Class written tests paper
● Home or extended
assignments or
activities.
Scale drawing ● Class activities Pair of compasses, Rulers, Observe the position of
● Class written tests Straight edges different structures or objects
● Home or extended in the school or home
assignments or compound and sketch.
activities Estimate the distance between
● Project the structures or objects and
scale draw the school or home
compound.
Similarity and ● Class activities Similar containers, objects Collect similar containers from
enlargement ● Class written tests of different sizes the immediate environment
● Home or extended including home, discuss how
assignments or they are used especially in
activities packaging different quantities.
● project Discuss how packaging can be
used to protect consumers.

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Strand Sub-strand Suggested Assessment Suggested Learning Suggested Non-Formal
Methods Resources Activities
Trigonometry ● Class activities Pair of compasses, Rulers,
● Class written tests Straight edges

Data Data interpretation ● Class activities Data from different

handling and (Grouped data) ● Class written tests sources
probability Probability ● Class activities Coins, dice, Data from
● Class written tests different sources

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APPENDIX 2: USE OF ICT TOOLS
The following ICT tools may be used in learning and teaching of mathematics at this level:
1. Learner digital devices (LDD)
2. Teacher digital devices(TDD)
3. Mobile phones
4. Digital clocks
5. Television sets
6. Videos
7. Cameras
8. Projectors
9. Radios
10. DVD players
11. CD’s
12. Scanners
13. Internet
14. Other resources.

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