KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

A skilled and Ethical Society

PRIMARY SCHOOL CURRICULUM DESIGN

MATHEMATICS

GRADE 4

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 First Published 2017

Revised 2024

All rights reserves. No part of this book may be reproduced, stored in a retrieval system or transcribed, in any form or by any
means, electronic, mechanical, photocopy, recording or otherwise, without the prior written permission of the publisher.

ISBN:

Published and printed by Kenya Institute of Curriculum Development

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TABLE OF CONTENTS

LESSON ALLOCATION AT UPPER PRIMARY...........................................................................................................................iv

NATIONAL GOALS OF EDUCATION...........................................................................................................................................v
LEVEL LEARNING OUTCOMES..................................................................................................................................................vii
ESSENCE STATEMENT.................................................................................................................................................................vii
SUBJECT GENERAL LEARNING OUTCOMES.........................................................................................................................viii
STRAND 1.0: NUMBERS.................................................................................................................................................................1
STRAND 2.0: MEASUREMENT....................................................................................................................................................21
STRAND 3.0: GEOMETRY............................................................................................................................................................39
STRAND 4.0: DATA HANDLING.................................................................................................................................................45
APPENDIX I: SUGGESTED ASSESSMENT METHODS............................................................................................................50
APPENDIX II: SUGGESTED LEARNING RESOURCES............................................................................................................50
APPENDIX III: SUGGESTED NON-FORMAL ACTIVITIES......................................................................................................51
APPENDIX IV: CSL GUIDELINES FOR UPPER PRIMARY (GRADE 4-6)..............................................................................52
ASSESSMENT OF THE CSL ACTIVITY......................................................................................................................................54

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LESSON ALLOCATION AT UPPER PRIMARY
S/No Learning Area Number of Lessons
1. English 5
2. Kiswahili / Kenya Sign Language 4
3. Mathematics 5
4. Religious Education 3
5. Science & Technology 4
6. Agriculture and Nutrition 4
7. Social Studies 3
8. Creative Arts 6
9. Pastoral/Religious Instruction Programme 1
Total 35

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NATIONAL GOALS OF EDUCATION

1. Foster nationalism, patriotism, and promote national unity

Kenya’s people belong to different communities, races and religions and should be able to live and interact as one people.
Education should enable the learner acquire a sense of nationhood and patriotism. It should also promote peace and mutual
respect for harmonious co-existence.

2. Promote social, economic, technological and industrial needs for national development
Education should prepare the learner to play an effective and productive role in the nation.
a) Social Needs
Education should instill social and adaptive skills in the learner for effective participation in community and national
development.
b) Economic Needs
Education should prepare a learner with requisite competences that support a modern and independent growing economy.
This should translate into high standards of living for every individual.
c) Technological and Industrial Needs
Education should provide the learner with necessary competences for technological and industrial development in
tandem with changing global trends.

3. Promote individual development and self-fulfillment

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 Education should provide opportunities for the learner to develop to the fullest potential. This includes development of
one’s interests, talents and character for positive contribution to the society.

4 Promote sound moral and religious values

Education should promote acquisition of national values as enshrined in the Constitution. It should be geared towards
developing a self-disciplined and ethical citizen with sound moral and religious values.

5. Promote social equity and responsibility

Education should promote social equity and responsibility. It should provide inclusive and equitable access to quality
and differentiated education; including learners with special educational needs and disabilities. Education should also
provide the learner with opportunities for shared responsibility and accountability through service learning.

6. Promote respect for and development of Kenya’s rich and varied cultures
Education should instill in the learner appreciation of Kenya’s rich and diverse cultural heritage. The learner should
value own and respect other people’s culture as well as embrace positive cultural practices in a dynamic society.

7. Promote international consciousness and foster positive attitudes towards other nations
Kenya is part of the interdependent network of diverse peoples and nations. Education should therefore enable the
learner to respect, appreciate and participate in the opportunities within the international community. Education should
also facilitate the learner to operate within the international community with full knowledge of the obligations,
responsibilities, rights and benefits that this membership entails.

8. Good health and environmental protection

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 Education should inculcate in the learner the value of physical and psychological well-being for self and others. It should
promote environmental preservation and conservation, including animal welfare for sustainable development.

LEVEL LEARNING OUTCOMES

By the end of the Primary Education, the learner should be able to:
a) Communicate appropriately using verbal and or non-verbal modes in a variety of contexts.
b) Demonstrate mastery of number concepts to solve problems in day to day life
c) Demonstrate social skills, moral and religious values for positive contribution to society
d) Develop one’s interests and talents for personal fulfilment
e) Make informed decisions as local and global citizens of a diverse, democratic society in an interdependent world.
f) Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development
g) Acquire digital literacy skills for learning and enjoyment.
h) Appreciate the country’s rich, diverse cultural heritage for harmonious living

ESSENCE STATEMENT
Mathematics is a learning area that involves computation in numbers and arithmetic, shapes, spatial relations and information
processing in the form of data. It is a vehicle of development and improvement of a country’s economic development. By
learning mathematics, learners develop an understanding of numbers, logical thinking skills and problem solving skills.
Mathematics is applied in business, social and political worlds. At this level mathematics will build on the competencies
acquired by the learner in the early years of education. Learning mathematics will also enhance the learner’ competencies in
numeracy as a foundation of STEM at the higher levels of Education cycle. Mathematics is also a subject of enjoyment and
excitement as it gives learners opportunities for creative work and fun.

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SUBJECT GENERAL LEARNING OUTCOMES
By the end of Primary Education, the learner should be able to:
1) Demonstrate mastery of number concepts by working out problems in day-to-day life.
2) Apply measurement skills to find solutions to problems in a variety of contexts.
3) Apply properties of geometrical shapes and spatial relationships in real life experiences.
4) Apply data handling skills to solve problems in day-to-day life.
5) Analyze information using algebraic expressions in real life situations.
6) Apply mathematical ideas and concepts to other learning areas or subjects and in real life contexts.
7) Develop confidence and interest in mathematics for further learning and enjoyment.
8) Develop values and competencies for a cohesive harmonious living in the society.
9) Manage pertinent and contemporary issues for enhanced inter-personal relationships.

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ix
STRAND 1.0: NUMBERS

Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Questions
1.0 1.1 By the end of the sub The learner is guided to: 1. What do you
Numbers Whole strand, the learner  in pairs/groups identify place consider
Numbers should be able to: value of numbers up to tens when writing
of thousands using place numbersin
a) use place value and
value apparatus. words?
total value of digits up
 in pairs/groups identify total 2. Why do we
to tens of thousands in
values of digits up to ten determine
daily in daily life
thousand. the place
situations,
 in groups read numbers up to value of a
b) read and write
10,000 in symbols in real digit in a
numbers up to 10,000
life situations. number?
in symbols in real life
 in groups/ individually to
situations,
read and write numbers up to
c) read and write
1,000 in words froma
numbers up to 1,000 in
number chart.
words in day to day
 in pairs arrange numbers up to
activities,
1,000 from smallest to largest
d) order numbers up to
and largest to smallest using
1,000 in different
number cards and share with
situations,
others.
e) round off numbers up

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 to 1,000 to the nearest  in pairs or groups or
ten in different individually round off
situations, numbers up to 1,000 to
f) identify factors of the nearest ten and share
numbers upto 50 with others.
in different  in groups identify
contexts, factors/divisors of numbers up
g) identify multiples of to 50 and share with others.
numbers up to100 in  in groups identify multiples of
different situations, numbers up to 100 and share
h) use even and odd with others.
numbers up to 100  in groups identify even and
in different odd numbers up to 100 and
situations, share with others.
i) make patterns involving  in pairs use number cards to
even and odd make patterns involving
numbers in real life even and odd numbers.
situations,  in groups write Hindu
j) represent Hindu Arabic numerals using
Arabic Roman numerals up to ‘X’
numerals using using number charts.
Roman  in groups use digital devices to
numerals up to ‘X’ in play digital games involving
different situations, whole numbers.
k) appreciate use of
whole numbers in real
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lifesituations.

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Core Competencies to be developed:
 Critical thinking and problem solving: learner uses place value apparatus to identify place value
of numbers up to tens of thousands.
 Learning to learn: learner rounds off numbers up to 1,000 to the nearest ten and share experiences
with others.
Values:
 Respect: learner takes turn to represent Hindu Arabic numerals using Roman numerals up to ‘X’
using number charts.
 Unity: learner works amicably in groups to identify multiples of numbers up to 100 and share
with others.
PCIs:
Learner works harmoniously in groups in identifying factors/divisors of numbers up to 50 to enhance
social cohesion.
Link to other subjects
Learner relates rounding off numbers up to 1,000 to the nearest ten to rounding off distances on a map in
Social Studies.

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Suggested Key
Experiences Inquiry
Questions
1.0 1.2 By the end of the sub strand, The learner is guided to: 1. When do you
Numbers Addition the learner should be able to:  in groups add up totwo useaddition in
(8 Lessons) a) add up to two 4-digit 4-digit numbers with real life?
numbers with single single regrouping up to a 2. How do you
regrouping up to a sum sum of 10,000 using make number
of 10,000 in different number cards, charts or patterns
situations, place value apparatus. involving
b) add up to two 4-digit  in groups add up to two addition?
numbers with double 4-digit numbers with
regrouping up to a sum double regrouping up to a
of 10,000 in real life sum of 10,000 inreal life
situations, situations.
c) estimate sum by  in groups discuss and
rounding off numbers to estimate sum by
the nearest ten in rounding off numbers to
different situations, the nearest ten in
d) create patterns involving different situations.
addition up to a sum of  in pairs generate
10,000 in real life patterns involving
situations, addition of numbers up
e) appreciate application of to a sum of 10,000.
addition of numbers in  in pairs/groups play

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 real life situations. digital games involving
addition.
Core Competencies to be developed:
 Self-efficacy: learner successfully uses number cards, place value charts or place value apparatus to
add up to two 4- digit numbers with single regrouping with the sum not exceeding 10,000.
 Creativity and imagination: learner in groups generates patterns involving addition up to a sum of 10,000.
Values:
Unity: learner works harmoniously in groups to add up to two 4-digit numbers with double regrouping up to
a sum of 10,000 in real life situations.
PCIs:
 Learner amicably works in group in adding up to two 4-digit numbers with single regrouping up to a
sum of 10,000 to enhance social cohesion.
 Learner supports one another in generating patterns involving addition of numbers up to a sum of 10,000
to enhance peer education.
Link to other subjects:
Learner relates adding up to two 4-digit numbers with single regrouping to adding quantities in Science and
Technology.

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Suggested Key
Experiences Inquiry Questions
1.0 1.3 By the end of the sub The learner is guided to: 1. How do you
Numbers Subtraction strand, the learner should be  in groups subtract estimate the
(8 Lessons) able to: numbers up to 4-digit difference of
a) subtract up to 4-digit numbers without givennumbers?
numbers without regrouping using place 2. How do you
regrouping in real life value apparatus createpatterns
situations, prepared from locally involving
b) subtract up to 4-digit available materials. subtraction?
numbers with regrouping  in pairs subtract up to
in real life situations, 4- digit numbers with
c) estimate difference by regrouping using
rounding off numbers to number cards.
the nearest ten in different  in groups approximate
contexts, and work out
d) create patterns involving difference by rounding
subtraction from up to off the numbers to the
10,000, nearest ten in real life
e) appreciate application of situations.
subtraction of numbers in  in groups generate
real life situations. patterns involving
subtraction of numbers
up to 10,000.

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  in pairs or groups play
games involving
subtraction using digital
device or other
resources.
Core Competencies to be developed:
 Creativity and imagination: learner generates patterns involving subtraction of numbers from up to 10,000
 Digital literacy: learner in pairs plays games involving subtraction using digital devices.
Values:
Respect: learner patiently works in a group to subtract numbers up to 4-digit numbers without regrouping using
number cards.
PCIs:
Learner uses locally available materials to prepare place value apparatus for subtracting numbers up to 4-
digit numbers without regrouping to enhance environmental education.
Link to other subjects
Learner relates reading and writing numbers up to 10,000 in symbols to preparing planting site and planting
costs in Agriculture and Nutrition.

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Strand Sub Strand Specific Learning Suggested Learning Suggested Key
Outcomes Experiences Inquiry
Questions
1.0 1.4 By the end of the sub strand, the The learner is guided to: 1. When do
Numbers Multiplication learner should be able to:  in pairs multiply 2-digit number you use
(8 Lessons) by multiples of 10 using number multiplicati
a) multiply up to a two-digit cards, on in real
number by multiples of 10 in  in pairs or groups multiply up to a
life?
different situations, two-digit number by two-digit 2. How do you
b) multiply up to a two-digit number with and without
number by two-digit number create
regrouping using counters and patterns
with and without regrouping, prepare a corresponding
c) estimate products by rounding involving
multiplication chart, multiplicati
off numbers to the nearest 10  in groups estimate and work out
with product not exceeding on?
product by rounding off numbers
1,000, to the nearest ten with product not
d) create patterns involving exceeding 1,000,
multiplication with product not  in groups generate patterns
exceeding 100, involving multiplication with
e) appreciate application of products not exceeding 100 and
multiplication of numbers in prepare multiplication charts
real life situation. using locally available materials,
 in groups play digital games on
multiplication.

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Core Competencies to be developed:
Creativity and imagination: learner generates patterns involving multiplication with product not exceeding
100.
Values:
Unity: learner collaborates with others in groups to estimate and workout answers by rounding off numbers to
the nearest ten with product not exceeding 1,000.
PCIs:
Learner prepares multiplication charts using locally available materials to enhance environment education.
Link to other subjects
Learner relates multiplication to square plot for gardening skills in Agriculture and Nutrition.

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 Strand Sub Specific Learning Suggested Learning Experiences Suggested
Strand Outcomes Key Inquiry
Questions
1. 0 1.5 By the end of the sub strand, the The learner is guided to: When do you
Numbers Division learner should be able to:  in pairs and groups discuss and carry out usedivision in
(8 Lessons) a) divide up to a two-digit division of up to a two-digit number by a real life?
number by a one-digit number one-digit number without remainder using
with and without remainder number cards.
b) relate multiplication of  in groups carry out division up to a two-
numbers to division of same digit number by a one-digit number with
numbers in different remainder and prepare division charts.
situations,  in groups carry out division and
c) use digital resources to learn multiplication of same numbers to
division of numbers, establish relationship between
d) appreciate the use of division multiplication and division. Discuss and
in day to day life. share their results with other groups.
 in pairs play games involving division
using digital devices.
Core Competencies to be developed:
 Learning to learn: learner carries out division and multiplication of same numbers in group to establish relationship
between multiplication and division.
 Digital literacy: learner in pairs plays games involving division using digital device.
Values:
Love: learner respects others group members opinions while carrying out division and multiplication of same numbers to
establish relationship between multiplication and division.

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PCIs:
Learner contributes in group discussions on establishing relationship between multiplication and division to enhance peer
education.
Link to other subjects
Learner relates groups discussions while carrying out division of up to a two-digit number by a one-digit number without
remainder to discussions in languages.

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Strand Sub Strand Specific Learning Outcome Suggested Learning Suggested Key
Experiences Inquiry
Questions
1.0 1.6 By the end of the sub strand, The learner is guided to: 1. When do you
Numbers Fractions the learnershould be able to:  discuss in groups the top usefractions
(6 Lessons) a) identify the numerator and (numerator) and bottom in real life?
denominator in a fraction (denominator) numbers in 2. How can
in different situations, a fraction and share with you
b) represent a fraction with others. represent
denominators not  illustrate in groups fractions?
exceeding 12 as part of fractions as part of whole
a whole and as part of a or part of a group.
group,  illustrate in pairs/groups
c) identify different types of fractions as part of a whole
fractions in real life or part of a group using
situations, cut outs, counters or clock
d) convert improper fractions face.
to mixed fractions in  Workout in groups
different situations, proper, improper and
e) convert mixed fractions to mixed fractions as part of
improper fractions in a whole or as part of a
different contexts, group using paper cut
f) use digital devices and outs or counters.

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 other resources for  Discuss in groups changing
learning more on ofimproper fractions to
fractions, mixed fractions.
g) appreciate application of  Discuss in groups
fractions in real life changing of mixed
situations. fractions to improper
fractions.
 individually play digital
games involving
fractions.
Core Competencies to be developed:
Self-efficacy: Learner in groups confidently illustrates fractions as part of a whole or part of a group using
cut outs, counters or clock face.
Values:
Responsibility: Learner in groups share roles while illustrating proper, improper and mixed fractions as part
of a whole or as part of a group using paper cut outs or counters.
PCIs:
Learner assists each other to change mixed fractions to improper fractions to enhance peer education.
Link to other subjects
Leaners relates fractions as part of a whole or part of a group using cut outs, counters or clock face to
mixtures in Science and Technology

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested
Key Inquiry
Question
1.0 1.7 By the end of the sub strand, the The learner is guided to: How do you
Numbers Decimals learner should be able to:  discuss in pairs/groups where use decimals
(10 Lessons) a) identify a tenth and a tenths and hundredths are in real life
hundredth inreal life used in real lifesituations. situations?
situations,  illustrate in pairs/groups
b) represent decimals using decimals using place value
decimalnotation in given charts.
situations,  represent decimals using
c) identify place value of placevalue charts and reuse
decimals upto hundredths in charts for other activities.
real life,  individually write tenths and
d) order decimals up to hundredths using decimal
hundredths indifferent notation on a place value
contexts, chart.
e) use digital devices or other  in groups order given
resources for learning decimals in ascending
about decimals different and descending order.
situation,  in pairs play digital games
f) appreciate use of decimals involving decimals.
in reallife situations.
Core Competencies to be developed:
Learning to learn: learners discuss in pairs/groups where tenths and hundredths are used in real life

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situations.
Values:
Peace: learner in a group works in harmony to represent tenths and hundredths using place value charts.
PCIs:
Learner in a group represents decimals using place value charts and reuse charts for other activities to
enhance environmental awareness.
Link to other subjects
Learner relates discussion of cases in groups where tenths and hundredths are used in real life situations to
discussion in languages.

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 Specific Learning Suggested Learning Suggested Key
Strand Sub Strand Inquiry
Outcomes Experiences
Question
1.0 1.8 Use of letters By the end of the sub The learner is guided to: Why do we
Numbers strand, thelearner should  represent various items represent
(6 Lessons) from diverse
be able to: information using
a) represent information using geographical locations letters?
letters in real life using letters.
situations,  in groups form
b) form simple expressions expressions to
to represent real life illustrate real life
situations, situations.
c) simplify expressions  in groups simplify
representing real life expressions
situations, representing real life
d) appreciate the use of situations.
expressions.  in pairs play
digital games
involving
expressions.
Core competencies to be developed:
 Citizenship: learner represents various items from diverse geographical locations using letters.
 Communication and collaboration: learner forms expressions to represent real life situation.
Values:
Respect: learner gives each other a chance to play digital games involving expressions.
PCIs:

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 Learners works harmoniously in a group to represent various items from diverse geographical locations using
letters to enhance social cohesion.
Link to other subjects:
Learner relates various items from diverse geographical locations using letters to letters of the alphabet in
languages.

Assessment Rubrics
Level Exceeds Expectations Meets Approaches Below expectations
Expectations Expectations
Indicators
Ability to use place Uses place value and Uses place value Uses place value or Uses place value
value and total value total value up to tens and total value total value up to tens or total value less
of digits up to tens of of thousands correctly up to tens of of thousands than tens of
thousands in daily and systematically. thousands correctly. thousands
life situations. correctly. correctly.
Ability to read and Reads and writes numbers Reads and writes Reads or writes Reads or writes
write numbers in in symbols and in words numbers in numbers in symbols numbers in symbols
symbols and in accurately and fluently. symbols and in and in words or in words
words. words accurately. accurately. accurately.
Ability to order and Order and round off numbers Orders and rounds orders or rounds off Orders or rounds off
round off numbers up to up to 1000 correctly and off numbers up to numbers up to 1000 numbers up to 500
1000. systematically. 1000 correctly. correctly. correctly
Ability to Identify Identifies factors and Identifies factors Identifies factors or Identify factors and
factors and multiples of multiples of numbers up to and multiples of multiples of numbers up multiples of numbers
number up to 50. 50 correctly and numbers up to 50 to 50 correctly. up to 30 correctly

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 methodically. correctly.

Ability to Make patterns Makes patterns involving Makes patterns Makes patterns Makes patterns
involving even and odd even and odd numbers up to involving even involving even or odd involving even or odd
numbers up to 100 correctly and creatively. and odd numbers numbers up to 100 numbers up to 50
100. up to 100 correctly. correctly.
correctly.
Ability to Represent Represents Hindu Arabic Represents Hindu Represents Hindu Ability to
Hindu Arabic numerals using Roman Arabic numerals Arabic numerals using Represent Hindu
numerals using numerals up to ‘X’ correctly using Roman Roman numerals up to Arabic numerals
Roman numerals up and naturally. numerals up to ‘X’ ‘VII’ correctly. using Roman
to ‘X’. correctly. numerals up to
‘IV’.
Ability to add up to Adds up to two 4-digit Adds up to two 4- Adds up to two 4-digit Adds up to two 4-
two 4-digit numbers numbers with single and digit numbers with numbers with single digit numbers
with single and double regrouping single and double regrouping. without regrouping.
double regrouping. correctly and regrouping
systematically. correctly.
Ability to create Creates patterns involving Creates patterns Creates patterns Creates patterns
patterns involving addition, subtraction and involving addition, involving any two of involving any one of
addition, subtraction multiplication accurately subtraction and addition, subtraction or addition, subtraction
and multiplication. and creatively. multiplication multiplication or multiplication
accurately. accurately. accurately.

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Ability to subtract Adds up to two 4-digit Subtracts up to two Subtracts up to two 4- Subtracts up to two
up to two 4-digit numbers with single and 4-digit numbers digit numbers with 4-digit numbers
numbers with single double regrouping with single and single regrouping. without regrouping.
and double correctly and double regrouping
regrouping systematically. correctly.
Ability to Multiply Multiplies up to two 4- Multiplies up to two Multiplies up to two Multiplies up to two
up to a two-digit digit numbers with single 4-digit numbers with 4-digit numbers with 4-digit numbers
number by a two and double regrouping single and double single regrouping. without regrouping.
digit number with correctly and thoroughly. regrouping
and without correctly.
regrouping.
Ability to divide up to a Divides up to a two digit Divides up to a Divides up to a two digit Divides up to a one
two digit number by a number by a one digit number two digit number number by a one digit digit number by a
one digit number with without remainder accurately by a one digit number without one digit number
and without remainder. and thoroughly. number without remainder accurately. without remainder
remainder correctly.
accurately.
Ability to identify Identifies types of fractions Identifies types of Identifies some types of Identifies fractions
different types of correctly systematically fractions correctly. fractions correctly. correctly.
fractions.
Ability to convert Converts improper fractions to Converts improper Converts improper Converts improper
improper fractions to mixed fractions and mixed fractions to mixed fractions to mixed fractions to mixed
mixed fractions and fractions to improper fractions fractions and mixed fractions or mixed fractions accurately.
mixed fractions to accurately and methodically. fractions to improper fractions to improper
improper fractions. fractions accurately. fractions accurately.

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Ability to identify a tenth Identifies a tenth and a Identifies a tenth and Identifies a tenth or a Identifies a tenth in a
and a hundredth in a hundredth in a decimal number a hundredth in a hundredth in a decimal decimal number
decimal number. accurately methodically. decimal number number accurately. accurately.
accurately.

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STRAND 2.0: MEASUREMENT

Strand Sub Strand Specific Learning Suggested Learning Suggested

Outcomes Experiences Key Inquiry
Questions
2.0 2.1 Length By the end of the sub The learner is guided to: 1. How can
Measurement (10 Lessons) strand, thelearner  in groups identify the you
should be able to: centimetre and mark out measure
a) identify the centimetre lengths of one centimetre distance
as a unit ofmeasuring using a ruler. ?
length in real life  in pairs measure the length 2. Why do we
situations, of a given object in measure
b) measure length in centimetres using a metre distancein
centimetres inreal life ruler or a tape measure. real life?
situations,  in groups estimate the length
c) establish the of a given object in
relationship between centimetres.
metres and centimetres  measure actual length of the
practically, estimated length in
d) convert metres to centimetres.
centimetres and  in groups measure length of
centimetres to metres in objects in classrooms in
real life situation, metres and centimetres and
e) work out perimeter establish the relationship
of plane figures in between the units.

22
 different contexts,  in groups use the
f) work out addition relationship between
involving length in centimetres and metres.
metres and centimetres  in pairs convert metres into
in real life situations, centimetres and
g) work out subtraction centimetres into metres
involving length in using whole numbers,
metres and centimetres decimals or fractions in
in real life situations, real life situations.
h) carryout multiplication  in groups calculate perimeter
involvingmetres and of plane figures
centimetres in real life  in groups calculate addition
situations, and subtraction involving
i) carryout division metres and centimetres
involving metres and  in groups work out
centimetres in real life multiplication
situations, involving metres and
j) appreciate use of metres centimetres.
and centimetres in  in pairs work out division
measuring distancein involving metres and
real life. centimetres.
 play digital games involving
length.
Core Competencies to be developed:
 Learning to learn: learner measures length of objects in classrooms in metres and centimetres and
establish the relationship between the units.
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 Critical thinking and problem solving: learner demonstrates autonomy in measuring the length of a
given object in centimetres using a metre ruler or a tape measure.

Values:
Responsibility: learner takes care of metre ruler and a tape measure while measuring lengths of objects.
PCIs:
Learner estimates and measures the length of a given object in centimetres using a metre ruler or a tape
measure to enhance self-awareness.
Link to other subjects
Learner relates measurement of length of objects to Preparing planting site and planting in Agriculture and
Nutrition.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question
2.0 2.2 Area By the end of the sub The learner is guided to: How do you
Measurement (8 Lessons) strand, the learner  in groups compare area of two work out
should be able to: surfaces directly by placing area of
a) compare the area one surface on the other. different
of given surfaces  in pairs use different unit surfaces?
by direct square cut outs to cover a given
manipulation, surface.
b) calculate area of  in groups count the number of
squares and unit square cut outs prepared
rectangles by from locally available materials
counting unit to cover the surface.
squares,  in pairs establish area of a
c) calculate area of rectangle or a square is same as
squares and number of rows multiplied by
rectangles as a number of columns.
product of number  work out area of squares and
ofrows and columns rectangles by multiplying number
d) appreciate use of of rows by number of columns,
rows and columns in such as in tiled or paved floors.
calculating area of  in pairs play games involving
squares and area of rectangles and
rectangles in real life squares

25
 situations. using digital devices and other
resources.
Core Competencies to be developed:
 Critical thinking and problem solving: learner works independently to calculate the area of squares
and rectangles by multiplying number of rows by number of columns.
 Digital literacy: learner in pairs plays games involving area of rectangles and squares using digital
resources.
Values:
 Unity: learner works in a group harmoniously to establish that area of a rectangle or a square is same
as number of rows multiplied by number of columns.
 Integrity: learner gives honest answers while counting the number of unit square cut outs used to cover
the surface.
PCIs:
Learners in groups count the number of unit square cut outs prepared from locally available materials to
cover the surface to enhance environmental education.
Link to other subjects
Learner relates counting of the number of unit square cut outs prepared from locally available resources to
cover the surface to properties of matter in Science and Technology.

26
Strand Sub Strand Specific Learning Suggested Learning Suggested
Outcomes Experiences Key Inquiry
Question
2.0 2.3 Volume By the end of the sub The learner is guided to: Where do
Measurement (6 Lessons) strand, the learner should  in groups discuss and we apply
be able to: carefully arrange blocks or the volume
a) pile objects into objects on top of each of cubes
stacks of cubes and other into cuboid and cube and
cuboids in real life shape. practice stacking cuboids in
situations, objects or blocks to form real life
b) work out volume of cubes and cuboids of situations?
cuboids by piling different sizes.
blocks to form a  in pairs count the number
cuboid, of objects in the pile that
c) calculate the volume makes a cuboid to
of cubes by piling determine the volume.
blocks to form a  in groups count the
cubes, number of objects in the
d) appreciate use of pile that makes a cube to
pilling method in determine the volume.
working out  in pairs use digital devices
volume in real life. or other resources to safely
play games involving

27
 stacking blocks to form
cubes and cuboids.
Core Competencies to be developed:
 Learning to learn: learner practices stacking objects or blocks to form cubes and cuboids of different
sizes.
 Critical thinking and problem solving: learner explores new ways of counting the number of objects in
the pile that makes a cube to determine the volume.
Values:
Self-awareness: learner discusses and carefully arranges blocks or objects on top of each other into cuboid
and cube shape.
PCIs:
Learner observes safety precautions while stacking blocks to form cubes and cuboids to enhance safety.
Links to other subjects
Learner relates arranging blocks or objects on top of each other into cuboid and cube shapes to
Construction a food preservation equipment in Agriculture and Nutrition.

28
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question
2.0 2.4 By the end of the sub The learner is guided to: How can you
Measurement Capacity strand, the learner  in groups measure capacity of measure
should be able to: containers using a one litre container in capacity
(6 Lessons) real life situations.
a) measure capacity in using
litres in real life  in pairs make litre containers from arbitrary
situations, locally available materials through units?
b) measure capacity in filling and emptying the container with
substances such as water or sand using a
litres and litres in
1 litre container.
real life situations,
c) work out addition  make litre containers through filling
and subtraction of and emptying using a 1 litre container.
capacity in litres
 in groups use litre and litre
in real life
containers to measure capacity of other
situations,
containers.
d) appreciate use of the
 add capacity involving litres in real
litre as a unit of
life situations.
measuring capacity
 subtract capacity involving litres in
in real life
real life situations.
situations.
 in pairs play games involving capacity
using containers of different capacities

29
 or digital devices for digital games.
Core Competencies to be developed:
 Learning to learn: learner in a group makes ½ litre containers from locally available materials
through filling and emptying the container with substances such as water or sand using a one litre
container.
 Self-efficacy: learner shows confidence in measuring capacity of ½ litre and ¼ litre.
Values:
Responsibility: learner makes ¼ litre containers from locally available materials through filling and emptying
the container with substances such as water or sand using a one litre container.
PCIs:
 Learner observes precautionary measures as they determine ½ litre and ¼ litre containers to enhance safety.
 Learner uses ½ litre containers from locally available materials to enhance environmental education.
Link to other subjects
Learner relates practical activities involving measurement of liquids to properties of matter in Science and
Technology.

30
Strand Sub Strand Specific Learning Outcomes Suggested Learning Suggested
Experiences Key
Inquiry
Question
2.0 2.5 Mass By the end of the sub strand, the The learner is guided to: How do
Measurement (6 Lessons) learnershould be able to:  in groups use one kilogram we
a) use a kilogram mass to masses to measure masses measure
measure masses of ofgiven objects using a
mass in
different objects beam balance.
 in pairs make a ½ kg mass kilograms?
practically,
b) use ½ kg and ¼ kg masses and use it to measure mass of
to measure masses of givenobjects using a beam
different objects balance.
practically,  in groups make a ¼ kg mass
c) add mass involving and use it to measure mass of
kilograms in real givenobjects using a beam
life situations, balance and an electronic
d) subtract mass involving balance.
kilograms in real life  add mass involving
situations, kilograms (kg) in real life
e) appreciate kilogram as a situations.
unit of measuring mass.  subtract massinvolving
kilograms (kg).
 in pairs play digitalgames

31
 involving mass.
Core Competencies to be developed:
Digital literacy: learner makes a ¼ kg mass and use it to measure mass of given objects using a beam
balance and an electronic balance.
Values:
Integrity: learner displays humility in groups while making a ½ kg mass and accurately use it to measure mass
of given objects using a beam balance.
PCIs:
Learner shares resources equitably as they use beam balance to enhance social justice.
Link to other subjects
Learners relates measurement of mass of given objects using a beam balance to properties of matter in Science and
Technology.

32
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key
Inquiry
Question
2.0 2.6 Time By the end of the sub The learner is guided to: How do
Measurement (10 Lessons) strand, thelearner  in pairs read and tell time in we
should be able to: a.m. and p.m. using digital and estimate
analogue clocks. time?
a) read and tell time in
 in groups estimate time of
a.m. and
the day using the shadow of a
p.m. in real life
building or a tree that is in a
situations,
convenient location.
b) estimate time using
 change hours to minutes
a.m. and p.m. in real
and minutes to hours in real
life situations,
life situations.
c) convert units of time
 change hours to days and days
in real life situations,
to hours in real life situations.
d) record time durations
 in pairs convert days to
in hours and minutes
weeks and weeks to days in
in real life situations,
real life situations.
e) work out time
 in groups measure and record
duration in real
duration of events in hours
life situations,
and minutes using digital and
f) use digital clock to
analogue clocks.
tell and record time
 in groups work out addition
of different activities,

33
 g) appreciate time in involving units of time in real
day to day activities. life situations.
 in groups to work out subtraction
involving units of time in real
life situations.
 in groups discuss, tell and
record time using electronic
clock.
Core Competencies to be developed:
 Imagination and creativity: learner explores new ways of estimating time using shadows of objects within
the environment.
 Digital literacy: learner in pairs discusses and records time using digital devices.
Values:
Integrity: learner consistently measures and records accurately the duration of events in hours and minutes
using digital or analogue clocks.
PCIs:
Learner adheres to simple safety rules when telling and recording time using electronic clock to enhance safety
and security.
Link to other subjects
Learner relates estimation of time of the day to weather and climate in Social Studies.

34
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key
Inquiry
Question
2.0 3.7 Money By the end of the sub the learner is guided to: Why do
Measurement strand, the learner  learners in pairs/groups we
(8 Lessons) should be able to: discuss and convert shillings prepare
into cents and cents into shopping
a) convert shillings
shillings using real/ imitation list?
into cents and
money in different contexts.
cents into
 learners in pairs /groups are
shillings in
different contexts, guided on how to come up
b) prepare a shopping with a shopping list of food
list of three items items that they may require
in real life at school or at home.
 learners in
situation,
c) work out total cost groups/individually
of items in the calculate the total cost of
shopping list for items in the shopping list.
 learners in groups are guided
value not more ten
thousand to come up with a class or
shillings, school model shop and role
d) appreciate the use play shopping activities as
of money in real buyers and shopkeepers.
life situation.
35
  take video clips of their
groups as they role shopping
activities.
Core Competencies to be developed:
 Communication and collaboration: learner in a group discusses and converts shillings into cents and
cents into shillings using actual currency.
 Self-efficacy: learner exhibits responsibility while calculating the total cost of items in the shopping list.
Values:
Integrity: Learner in a group is accountable while calculating the total cost of items in the shopping list.
PCIs:
Learners exhibit financial knowledge while calculating the total cost of items in the shopping list to enhance
financial literacy.
Link to other subjects
Learner relates shopping list for food items to Resources and Economic Activities in Social Studies.

36
Assessment Rubric
Level Exceeds Expectations Meets Expectations Approaches Below expectations
Expectations
Indicators
Ability to estimate Estimates and measures Estimates and Estimates and Estimates and measures
and measure length length in centimetres measures length in measures some length in centimetres with
in centimetres. accurately and creatively centimetres length in continuous assistance.
accurately. centimetres.
Ability to Establishes the Establishes the Establishes Establishes the
establish the relationshipbetween relationship the some relationshipbetween
relationship metres and between metres relationship metres and centimetres
between metres centimetres and centimetres between accurately with
and centimetres. accurately and accurately. metres and continuous guidance.
creatively. centimetres
accurately.
Ability to convert Converts centimetres Converts Converts Convert centimetres to
centimetres to to metres and metres to centimetres to centimetres metres or metres to
metres and centimetres accurately metres and to metres or centimetres accurately
metres to and logically. metres to metres to with continuous support.
centimetres. centimetres centimetres
accurately. accurately.
Ability to add, Adds, subtracts, Adds, subtracts, Adds and Adds and subtracts length
subtract, multiply multiplies and divides multiplies and subtracts, in centimetres and metres
and divide length in length in centimetres divides length in length in accurately with
centimetres and and metres accurately centimetres and centimetres continuous assistance.
metres. and methodically. metres accurately. and metres

37
 accurately.
Ability to calculate Calculates area of Calculates area of Calculates some Calculates some areas of
area of squares and squares and rectangles squares and areas of squares squares and rectangles as
rectangles as a as a product of number rectangles as a and rectangles as a product of number of
product of number of rows and columns product of number of a product of rows and columns with
of rows and correctly and creatively. rows and columns number of rows continuous assistance.
columns. correctly. and columns.
Ability to work out Works out volume of Works out volume of Works out Works out volume of
volume of cubes cubes and cuboids by cubes and cuboids by volume of cubes cubes and cuboids by
and cuboids by piling blocks correctly piling blocks or cuboids by piling blocks correctly
piling blocks. and creatively. correctly. piling blocks with continuous guidance.
correctly.
Ability to measure, Measures, adds and Measures, adds and Measures or adds Measures, adds and
add and subtract subtracts capacity in subtracts capacity in or subtracts subtracts capacity in litres
capacity in litres. litres accurately and litres accurately. capacity in litres accurately with
systematically. accurately. continuous assistance.
Ability to measure, Measures, adds and Measures, adds and Measures or Measures, adds and
add and subtract subtracts mass of subtracts mass of adds or subtracts subtracts mass of
mass of different different objects in different objects in mass of different objects in
objects in kilograms accurately kilograms different objects kilograms accurately with
kilograms. and systematically. accurately. in kilograms continuous assistance.
accurately.

38
Ability to read, tell Reads, tells and Reads, tells and Reads or tells or Reads, tells and
and estimate time estimates time in a.m. estimates time in a.m. estimates time in estimates time in a.m.
in a.m. and p.m. and p.m. correctly and and p.m. correctly. a.m. and p.m. and p.m. correctly with
creatively. correctly. continuous assistance.

Ability to work out Works out Works out Works out Works out addition and
addition and addition and addition and addition or subtraction involving
subtraction subtraction subtraction subtraction units of time accurately
involving units of involving units of involving units of involving units with continuous guidance.
time. time accurately time accurately. of time
and thoroughly. accurately.
Ability to convert Converts shillings to Converts shillings to Converts Converts shillings to
shillings to cents cents and cents to cents and cents to shillings to cents cents and cents to
and cents to shillings correctly and shillings correctly. or cents to shillings correctly with
shillings. proficiently. shillings continuous assistance.
correctly.
Ability to work out Works out total cost of Works out total cost Works out Works out total cost of
total cost of items items in the shopping of items in the some cost of items in the shopping
in the shopping list list of not more ten shopping list of not items in the list of not more ten
of not more ten thousand shillings more ten thousand shopping list thousand shillings
thousand shillings. accurately and shillings accurately. of not more accurately with
proficiently. ten thousand continuous assistance.
shillings
accurately.

39
STRAND 3.0: GEOMETRY
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Questions
3.0 3.1 By the end of the sub The learner is guided to: How can you
Geometry Position strand, thelearner should  make clockwise or anticlockwise changeyour
and be able to: turns in the environment. position?
Direction  in groups discuss and
a) identify a clockwise and
(4 Lessons) demonstrate a clockwise turn.
an anti-clockwise turn in
 in pairs demonstrate an anti-
the environment,
clockwise turn.
b) demonstrate a
 in groups safely make quarter,
clockwise and an anti-
half and full turns in the
clockwise turn in the
surrounding.
environment,
 in pairs/ individually to
c) identify quarter, half
demonstrate a quarter turn in
and full turns direction
both directions.
in the environment,
 demonstrate a half turn from a
d) demonstrate a quarter
point.
turn, half turn and
 demonstrate a full turn from a
full
point.
turn direction in the  in pairs play digital games
environment, involving position and direction.
e) appreciate use of position
and direction in real life
situations.

40
Core Competencies to be developed:
Learning to learn: learner in a group works collaboratively while making clockwise or anticlockwise turns in
the environment.
Values:
Unity: learner embraces others as they demonstrate a clockwise turn.
PCIs:
Learner observes care and precautions in a group while making quarter, half and full turns in the environment
to enhance safety.
Link to other subjects
Learner in a group relates making quarter, half and full turns in the surrounding to Location, Position and size
of Kenya in Social Studies.

41
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key
Inquiry
Question
3.0 3.2 Angles By the end of the sub The learner is guided to: How do we use
Geometry (4 Lessons) strand, thelearner  discuss and recognise angles angles in daily
should be able to: that are made by 2 lines that life?
a) identify an angle at a meet at point using a chart with a
point in lines different line.
b) identify angles from the  in groups explore and identify
objects in the angles from the objects such as
environment, cubes and cuboids in the
c) relate a turn to angles in environment.
real life situations,  make clockwise quarter and
d) appreciate use of half turns, and relate the turns to
angles in real life angles.
situations.  in pairs play digital games and
learn more about angles.
Core competencies to be developed:
Communication and collaboration: learner in a group discusses and recognizes angles that are made by 2 lines
that meet at point using a chart with a different line.
Values:
Responsibility: learner observes safety precaution while identifying angles from the objects such as cubes,
cuboids in the environment.

42
PCIs:
Learners explore and identify angles from the objects such as cubes, cuboids in the environment to
enhance environmental education.
Link to other subjects:
Learner relates angles from the objects such as cubes and cuboids in the environment to perspective in
Creative Arts.

43
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question
3.0 3.3 By the end of the sub The learner is guided to: How can you
Geometry Plane Figures strand, thelearner  discuss and recognise shapes makepatterns
(6 Lessons) should be able to: of rectangles, squares, triangles, using shapes?
a) identify rectangles, circles and ovals from common
squares, triangles, objects in the environment.
circles and ovals  sketch the shapes of rectangles,
from objects in the squares, triangles, circles and
environment, ovals in their books or charts
b) draw the shapes of using objects in the
rectangles, environment.
squares, triangles,  in groups discuss and fold the
circles and ovals shapes into two equal parts and
from objects in recognise the fold line as the
the environment, line of symmetry. discuss how
c) identify lines of many lines of symmetry can
symmetry of each shape possibly have, fold
different the shapes to confirm.
shapes,  in pairs make patterns using
d) make patterns squares, rectangles and triangles.
using squares,  identify properties of asquare
rectangles and practically.
triangles,  in groups discuss properties of a
e) identify properties
44
 of plane figures in rectangle practically.
different situations  identify properties of atriangle
f) appreciate using practically.
shapes inreal life  in groups use it devices to learn
more about plane figures and make
situations. patterns.
Core competencies to be developed:
Creativity and imagination: learner explores new ideas while making patterns using squares, rectangles
and triangles.
Values:
Respect: learner displays humility while recognising shapes of rectangles, squares, triangles, circles and
ovals from common objects in the environment.
PCIs:
Learner exhibits teamwork while sketching the shapes of rectangles, squares, triangles circles and ovals
from objects in the environment to enhance peer education and mentorship.
Link to other subjects:
Learner relates making patterns using squares, rectangles and triangles to perspective in Creative Arts.

45
STRAND 4.0: DATA HANDLING
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question
4.0 Data 4.1 Data By the end of the sub The learner is guided to: How can you
Handling (8 Lessons) strand, thelearner should  name different materials that are used represent
be able to: for data collection and recording data?
a) identify materials for such as chalkboard rulers, exercise
data collection and books for drawing tables, and
recording in real life textbooks. resources from the
situations, immediate classroom environment
b) collect data of at most can also be considered.
10 items within the  gather and share different items for
school environment, purposes of recording data.
c) draw a table for  in pairs represent the raw data
recording data, in simple tables
d) record data in the table  explain and interpret the raw
e) interpret the raw data data from the table.
from the table,  in pairs use digital devices other
f) appreciate use of tables resources and for data collection and
recording.
in representing data in
real life situations.
Core competencies to be developed:
Critical thinking and problem solving: learner explores new ways of gathering and sharing different items for purposes of
recording data.

46
Values:
Patriotism: learner exhibits honesty while gathering and sharing different items for purposes of recording data.
PCIs:
Learner collects materials from the immediate classroom environment to enhance environmental education.
Link to other subjects:
Learner relates data collection and recording to Democracy in society in Social Studies.

47
Assessment Rubrics
Level Exceeds Meets Approaches Below Expectations
Expectations Expectations Expectations
Indicators
Ability to Demonstrates a Demonstrates a Demonstrates a Demonstrates a
demonstrate a clockwise and an clockwise and an clockwise or clockwise and an anti-
clockwise and anti-clockwise turn anti-clockwise an anti- clockwise turn in the
in the environment
an anti- accurately and turn in the clockwise turn environment accurately
clockwise turn in proficiently. environment in the with continuous
the accurately. environment assistance.
environment. accurately.
Ability to Demonstrates a Demonstrates a Demonstrates a Demonstrates a quarter
demonstrate a quarter turn, half quarter turn, half quarter turn or turn or half turn or full
quarter turn, half turn and full turn in turn and full turn half turn or full turn in the environment
turn and full turn the environment in the turn in the accurately with
in the accurately and environment environment continuous guidance.
environment. creatively. accurately. accurately.
Ability to Identifies angles Identifies angles Identifies some Identifies angles from
identify angles from the objects from the objects angles from the the objects in the
from the objects in the in the objects in the environment with
environment environment continuous assistance.
in the accurately and environment accurately.
environment. proficiently. accurately.
Ability to draw Draws the shapes of Draws the shapes Draws the shapes Draws the shapes of any 2
48
the shapes of rectangles, squares, of rectangles, of any 3 of the of the shapes; rectangles,
rectangles, triangles, circles and squares, shapes; rectangles, squares, triangles, circles
squares, ovals accurately and triangles, circles squares, triangles, and ovals accurately.
creatively. circles and ovals
triangles, circles and ovals accurately.
and ovals. accurately.
Ability to make Makes patterns using Makes patterns Makes patterns Makes patterns using
patterns using squares, rectangles using squares, using any 2 of the squares, rectangles and
squares, and triangles rectangles and shapes; squares, triangles accurately with
accurately and rectangles and continuous assistance.
rectangles and creatively. triangles triangles
triangles. accurately. accurately.
Ability to Identifies properties Identifies Identifies Identifies properties of
identify of triangles, squares properties of properties of triangles, squares or
properties of and rectangles triangles, squares triangles or rectangles correctly with
correctly and squares or continuous guidance.
triangles, proficiently. and rectangles rectangles
squares and correctly. correctly.
rectangles.
Ability to identify Identifies and collects Identifies and Identifies and Identifies and collects data
and collect data data of at most 10 collects data of at collects data of at of at most 4 items
of at most 10 items accurately and most 10 items most 7 items accurately.
items. proficiently. accurately. accurately.
Ability to record Records and interprets Records and Records or Records or interpret the
and interpret the the raw data from the interprets the raw interprets the raw raw data from the table
raw data from the table accurately and data from the table data from the table accurately with continuous

49
table. comprehensively. accurately. accurately. assistance.

50
APPENDIX I: SUGGESTED ASSESSMENT METHODS
Assessment may be through oral, written or observation following the assessment rubrics.

APPENDIX II: SUGGESTED LEARNING RESOURCES

Strand Sub Strand Suggested Resources

Whole numbers Place value apparatus, number charts, number cards, multiplication
NUMBERS table
Addition Place value chart, Abacus
Subtraction Place value chart, Abacus
Multiplication Multiplication tables
Division Multiplication tables
Fractions Equivalent fraction board, Circular and rectangular cut outs, counters,
clock face
Decimals 100 square grid, rectangular paper strips, Place value charts, number
cards
Length Metre rule, 1metre sticks, tape measure
MEASUREMENT Area Square cut outs, paper cut outs
Mass 1kg mass, soil or sand, manual/electronic weighing machine, beam
balance
Volume Cubes, cuboids
Capacity 1 liter containers, containers of different sizes, water, sand ,soil
Time Analogue and digital clocks, digital watches, am /pm chart
Money Real / imitation money, price list
GEOMETRY Position and Clock face

51
 direction
Angles Representation of different angles
plane figures Cut outs of rectangles, circles, and triangles of different sizes
DATA Data Data from different sources
HANDLING
ALGEBRA Use of letters Information from different sources

NOTE
The following ICT devices may be used in the teaching/learning of mathematics at this level:
Learner digital devices (LDD),Teacher digital devices(TDD),Mobile phones, Digital clocks, Television sets,
Videos, Cameras, Projectors, Radios, DVD players, CD’s, Scanners, Internet among others.

APPENDIX III: SUGGESTED NON-FORMAL ACTIVITIES

Strand Sub Strand Suggested Non-Formal Activities
Numbers Whole Numbers Learners to play number games and count items in the environment.
Addition Learners to work out total scores in a game.
Subtraction Learners to work out the difference in scores for various teams during
play.
Multiplication Learners to work out the number of flowers in a flower bed by
considering the number of rows and columns.
Division Learners to distribute themselves into teams during play activities e.g.
football.
Fractions Learners to share items during play.
Decimals Learners to represent decimals using paper cut outs during play.
Measurement Length Learners to mark play areas.

52
 Area Learners to mark their areas of operation in different games e.g.
netball.
Mass Learners to play games using a sea saw.
Volume Learners to pile up same items during play.
Capacity Learners to fill and empty containers during play.
Time Learners to observe shadows and relate them to different times of the
day.
Money Learners to practice shopping activities during play.
Geometry Position Learners to make different turns during singing games.
and
Direction
Angles Learners to make toys of cars or dolls during play.
plane figures Learners to make different shapes for use during play.
Data Handling Data Learners to represent different number of items using sticks as tallies
practically.
Algebra Use of letters Learners to represent items using letters during play.

APPENDIX IV: CSL GUIDELINES FOR UPPER PRIMARY (GRADE 4-6)

At this level, the goal of the CSL activity is to provide linkages between concepts learnt in the various Learning Activities and
the real life experiences. Learners begin to make connections between what they learn and the relevance to their daily life. CSL
is hosted in the Social studies learning area. The implementation of the CSL activity is a collaborative effort where the class
teacher coordinates and works with other subject teachers to design and implement the integrated CSL activity. Though they are
teacher-guided, the learners should progressively be given more autonomy to identify problems and come up with solutions. The
safety of the learners should also be taken into account when selecting the CSL activity. The following steps for the integrated
CSL activity should be staggered across the school terms:
53
Steps in carrying out the integrated CSL activity
1) Preparation
● Map out the targeted core competencies, values and specific learning areas skills for the CSL activity
● Identify resources required for the activity (locally available materials)
● Stagger the activities across the term (Set dates and time for the activities)
● Communicate to learners, parents/caregivers/guardians, school administration, teachers and other relevant stakeholders in
the school community
● Identify and develop assessment tools

2) Implementation CSL Activity

● Assigning roles to learners.
● Ensure every learner actively participates in the activity
● Observe learners as they carry out the CSL activity and record feedback.
● Use an appropriate assessment tool to assess both the process and the product (Assess learner’s work from the
beginning to the end product)
● Assess the targeted core competencies, values and subject skills.

54
3) Reflection on the CSL Activity
Conduct a self-evaluation session with learners on the integrated CSL activity undertaken by discussing the following:
 what went well and why
 what did not go well and why,
 what can be done differently next time
● what they have learnt.

There will be one integrated CSL activity that will be conducted annually. The thematic areas for the integrated CSL activity
will be derived from the broader categories of the PCIs and concepts from the various Learning Areas. Teachers are expected to
vary the themes yearly to allow learners to address different PCIs within their contexts. There should be a linkage between the
skills from the learning areas and the themes.

The integrated CSL activity will take a Whole School Approach (WSA) where the entire school community is involved
(learners, parents/caregivers/guardians, school administration, teachers). Parents/caregivers/guardians are key stakeholders in the
planning and execution of the CSL activity. Although the teacher takes the lead role in the planning and integration of the CSL
activity, learners will be expected to participate actively in the whole process.

The CSL activity provides an opportunity for the development of core competencies and the nurturing of various values. The
teacher is expected to vary the core competencies and values emphasised in the activity yearly.

ASSESSMENT OF THE CSL ACTIVITY

Assessment of the integrated CSL activity will focus on 3 components namely: skills from various learning areas applied in
carrying out the activity, and core competencies and values demonstrated. Assessment should focus on both the process and end

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product of the CSL activity. The teacher will assess learners in groups using various tools such as an observation schedule,
checklist or rating scale or any other appropriate tool.

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