KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

A skilled and Ethical Society

PRIMARY SCHOOL CURRICULUM DESIGN

MATHEMATICS

GRADE 6
 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

ii
TABLE OF CONTENTS

NATIONAL GOALS OF EDUCATION..........................................................................................................................................iv

LESSON ALLOCATION AT UPPER PRIMARY..........................................................................................................................vi
LEVEL LEARNING OUTCOMES.................................................................................................................................................vii
ESSENCE STATEMENT................................................................................................................................................................vii
SUBJECT GENERAL LEARNING OUTCOMES........................................................................................................................viii
STRAND 1.0: NUMBERS.................................................................................................................................................................1
STRAND 2.0: MEASUREMENT....................................................................................................................................................15
STRAND 3.0: GEOMETRY............................................................................................................................................................29
STRAND 4.0: DATA HANDLING.................................................................................................................................................35
APPENDICES..................................................................................................................................................................................38
APPENDIX I: SUGGESTED RESOURCES...................................................................................................................................38
APPENDIX II: SUGGESTED ASSESSMENT METHODS AND TOOLS...................................................................................39
APPENDIX III: CSL GUIDELINES FOR UPPER PRIMARY (GRADE 4-6)..............................................................................39
ASSESSMENT OF THE CSL ACTIVITY......................................................................................................................................41

iii
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

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.

iv
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 instil 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

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.

v
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

vi
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 a 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 a it gives learners opportunities for creative work and fun.

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

viii
STRAND 1.0: NUMBERS
Strand Sub Strand Specific Learning Suggested LearningExperiences Suggested Key
Outcomes Inquiry question
1.0 1.1 By the end of the Sub Learner is guided to: How do we
Numbers Whole Strand, the learner  work in pairs/groups or as individuals read and write
Numbers should be able to: to identify place value of digits up to numbers in
(20 Lessons) a) use place value and millions using place value apparatus. symbols and in
total value of digits  work in pairs/groups words?
upto millions in real or as individuals to readnumbers up to
life, millions insymbols from number charts/
b) use numbers up to cards.
millions in symbols  work in pairs/groups
in real life, or as individuals to read write numbers
c) read and write up to hundred thousand in words from
numbers up to number charts/ cards.
100,000 in words in  work in pairs/groups
real life, or as individuals to readnumbers up to
d) order numbers up millions insymbols from number charts/
to100,000 in real cards.
life situations,  discuss in pairs/groups
e) round off
and form different numbers by
numbers up to
rearranging digits of a number up to
100,000 to the
100,000.
nearest thousand
in different  discuss in pairs/groups and round off
situations, numbers up to hundred thousand to the

1
 f) apply squares of nearest 1,000 from number cards and
wholenumbers up to share with other groups.
100 in different  in pairs/groups or as individuals to
situations, multiply a given number by itself and
g) apply square roots identify the answer as the square of the
of perfect squares number.
upto 10,000 in  work out the square root of a
differentsituations given number and recognize the
h) appreciate use of value which when multiplied by
wholenumbers in itself results in the given number.
real life situations.  play games involving whole
number using digital devices or
other resources.
Core competencies to be developed:
Critical thinking and problem solving; learners form different numbers by rearranging digits of a given number.
Values:
Unity: learners in pairs or groups harmoniously identify total value of digits up to millions using place value apparatus.
PCIs:
Learners in groups or pairs work cohesively and identify the square root of a given number as a value which when multiplied
by itself results in the given number to enhance Social cohesion.
Link to other subjects:
Learners read and write numbers in words which they can use in compositions in languages Work in pairs/groups or as
individuals to read numbersup to millions insymbols from number charts/ cards.

2
Strand Sub Strand Specific Learning Outcomes Suggested LearningExperiences Suggested Key
Inquiry
Questions
1.0 1.2 By the end of the Sub Learner is guided to: How do we
Numbers Multiplication Strand, the learner should  multiply up to a 4-digitnumber by a 2- multiply
(6 Lessons) be able to; digit number using; numbers?
a) multiply up to a 4- - fact families
digit number by a 2- - skip counting
digit number in real - multiplication chart
life situations, - expanded form
b) estimate products by - digital devices.
rounding off numbers  estimate products using;
being multiplied to - rounding off factors
the nearest ten in real - compatibility ofnumbers
life situations,
 make patterns involving
c) make patterns
multiplication with products not
involving multiplication
exceeding 1,000 using number
of numbers not
cards.
exceeding 1,000 in
 learners in pairs/groups or as
different situations,
individuals playgames using
d) appreciate use of
digital or other resources
multiplication in real
involving multiplication.
life.

3
Core Competencies to be developed:
Creativity and imagination; learners make patterns involving multiplication with products not exceeding 1,000 using
number cards.
Values:
Learners multiply up to a 4-digit number by a 2-digit number using skip counting and demonstrate honesty in their results.

PCIs:
Learners develop confidence as they estimate products using rounding off factors which builds self-esteem.
Link to other subjects:
Learners estimate quantities of seeds or fertilizer required for sowing different crops as part of Agriculture and nutrition.

4
 Strand Sub Specific Learning Suggested Learning Suggested Key
Strand Outcomes Experiences Inquiry
Questions
1.0 1.3 By the end of the Sub Strand the Learner is guided to: Where is
Numbers Division learner should be able to;  divide up to a 4-digit number by division used
(6 Lessons) a) Divide up to a 4-digitnumber up to a in real life?
by up to a 3-digit number 3-digit number and share the
where the dividend is greater answers where the dividend is
than the divisor in reallife greater than the divisor using;
situations, - relationship between
b) Estimate quotients by multiplication and division
rounding off the dividend - long method.
and divisor tothe nearest ten  work out quotients by rounding
in real life situations, off the dividend and divisor to
c) Perform combined operations the nearest ten.
involvingaddition, subtraction,  work out questions
multiplication and division up to involving two, three orfour
3-digit number operations up to 3 digit
d) appreciate use of division numbers.
of whole numbers in real  divide whole numbers using
life. digital devices or other resources.
Core Competencies to be developed:
Communication and collaboration; learners in pairs/groups discuss the relationship between multiplication and division.
Values:

5
Unity; learners in pairs/groups work together amicably to divide up to a 4-digit number by up to a 3 digit number and
share answers
PCIs:
Learners divide whole numbers using digital devices or other resources as they observe safety.
Link to other subjects:
Learners divide quantities such as seeds or seedlings when planting crops in learning session of Agriculture and nutrition.

6
Strand Sub-Strand Specific Learning Outcome Suggested Learning Experiences Suggested Key
Inquiry Questions
1.0 1.4 By the end of the sub-strand Learner is guided to: 1. How do we
Numbers Fractions the learner should be able to;  identify LCM of numbers given from add or subtract
(12 Lessons) a) add fractions using LCM number cards. fractions?
in different situations,  add and subtract fractions using LCM by 2. Where is
b) subtract fractions using listing multiples. percentage
LCM in different  add and subtract mixed fractions by used in day to
situations, converting the fractions to improper day life?
c) add mixed numbers in fractions.
different situations,  add and subtract mixed fractions by
d) subtract mixed numbers adding and subtracting whole number
in different situations, and fraction parts separately.
e) identify reciprocal of  list the inverse of numbers between 1 and
proper fractions up to a 2- 10
digit number in different  calculate the reciprocal by dividing the
situations, one by the number. They should
f) work out squares of always start by working out the
fractions with a reciprocal of whole numbers before
numerator of one digit solving the reciprocal of proper
and denominator of a 2- fractions up to a 2- digit number.
digit number different  discuss the various reciprocals of a proper
situations, fraction.
g) express a fraction as a  calculate squares of fractions through
percentage in
different

7
 situations, multiplication / practically.
h) convert percentage to  change fractions to equivalent
fractions in different fractions with denominator 100
situations, through multiplication.
i) appreciate use of fractions  identify a percentage as a fraction
in real life. with denominator 100
 Learners in pairs/groups or as individuals
to change fractions to percentages and
vice versa.
 Learners to play digital games involving
fractions
Core Competencies to be developed:
Learning to learn; learners work out the reciprocal of whole numbers before solving the reciprocal of proper fractions.
Values:
Unity; learners in groups/pairs work together harmoniously and discuss the various reciprocals of a proper fraction.
PCIs:
Learners in groups/pairs cohesively work together to calculate squares of fractions through multiplication to enhance social
cohesion.
Link to other subjects:
Learners use fractional parts of a canvas or drawing materials to draw different patterns in Creative Arts.

8
Strand Sub Strand Specific Learning Suggested Learning Suggested
Outcomes Experiences Key Inquiry
Question
1.0 1.5 By the end of the Sub Strand, the The learner is guided to: Where are
Numbers Decimals learner should beable to;  work out place value of decimals decimals
a) identify decimals upto ten up to ten thousandths using place applicable in real
(12 Lessons) thousandths indifferent value apparatus. life?
situations,  relate place value of decimals up to
b) round off decimals up to 3 ten thousandths to number of
decimal places in different decimalplaces.
situations,  Discuss and round off decimals up
c) convert decimals to to 3 decimal places.
fractions and fractions to  change decimals to fractions using
decimals in different a square/rectangular grid.
situations,  change fractions to decimals using
d) convert decimals to a square/rectangular grid.
percentages and percentages to  add decimals up to 4-decimal
decimals in differentsituations, places using shared place value
e) add decimals up to4-decimal apparatus.
places indifferent situations,
 subtract decimals up to4-
f) subtract decimals up to 4-
decimal places using
decimal places indifferent
 place value apparatus.
situations,
g) appreciate use of decimals in  Play gamesinvolving decimals using

9
 real lifesituations. digital devices or other resources.

Core Competencies to be developed:

Communication and collaboration; learners discuss and relate place value of decimals up to ten thousandths to number of
decimal places.
Values:
Responsibility: Learners add decimals up to 4-decimal places using place value apparatus and show responsibility by taking
care of the apparatus.
PCIs:
Learners add decimals up to 4-decimal places using place value apparatus and share answers or working strategies with one
another as part of Peer education.
Link to other subjects:
Learners acquire new mathematical terms as they discuss and round off decimals up to 3 decimal places as part of Languages.

1
 Strand Sub Specific Learning Suggested Learning Suggested Key
Strand Outcomes Experiences InquiryQuestion
1.0 1.6 By the end of the Sub Strand, the The learner is guided to: How do we
Numbers Inequalities learner should be able to;  discuss meaning of inequality solve simple
(8 Lessons) a) Form simple inequalities in one symbols ‘> ‘and ‘< ‘ inequalities?
unknown involving real life  form inequalities in one
situations, unknown usingdifferent
b) Simplify inequalities in one operations.
unknown involving reallife  simplify inequalities in one
situations, unknown using cards or charts.
c) Solve simple inequalities in one  working out simple inequalities
unknown involving real life involving one unknown
situations,  play games involving
d) Appreciate use of inequalities in inequalities using digital devices
real life situations. or other
resources
Core Competencies to be developed:
Self-efficacy; learners in groups or pairs confidently work out simple inequalities involving one unknown.
Values:
Responsibility; as learners in pairs or groups use IT devices carefully to simplify inequalities.
PCIs:
Learners in groups or pairs work together harmoniously to forminequalities in one unknown using different to enhance Social
cohesion.

1
Link to other subjects:
Learners use new terms used in inequalities to enhance vocabulary in Languages.

ASSESSMENT RUBRIC
Level Exceeds Meets Approaches Below
Expectations Expectations Expectations Expectations
Indicator

Ability to use place Uses place value and Uses place value and Uses place value or totalvalue Uses place value or total
value and total value total value of digits up total value of digits of digits up to millions value of digits up to
of digits up to millionscorrectly and up to millions hundreds of thousands
to millions systematically correctly
Ability to read and Reads and writes Reads and writes Reads or writes numbers in Reads or writes numbers
write numbers in numbers in symbols and numbers in symbols symbols and in words in symbols or in words
symbols and in words in words accurately and and in words accurately accurately
fluently. accurately
Ability to order and Order and round off orders and rounds orders or rounds off orders or rounds off
round off numbers numbers up to 100,000 off numbers up to numbers up to 100,000 numbers up to 50,000
up to 100,000 correctly and 100,000 correctly correctly correctly
systematically.
Ability to apply Applies squares and Applies squares and Applies squares or square Applies squares or square
squares and square square roots of whole square roots of roots of whole numbers up to roots of whole numbersup
roots of whole numbers up to 100 whole numbers up 100 to 70
numbersup to 100 correctly and to100 correctly
consistently

1
Ability to Multiply Multiplies up to a Multiplies up to a 4- Multiplies up to a Multiplies up to a 2-digit
up to a4-digit number 4 digit number by a 2 digit number by a 2 2-digit number by a 2 digit number by a 1 digit number
by a 2-digit number digit number correctly digit number number
and consistently correctly
Ability to round Rounds off Rounds off decimals Rounds off decimals up to Rounds off decimals to
off decimals up to decimalsup to 3 up to 3 decimal 2 decimal places correctly 1 decimal place
3 decimal places decimal places places correctly correctly
correctly and logically
Ability to create Creates patterns Creates patterns Creates patterns involving any Creates patterns involving
patterns involving involving addition, involving addition, two of; addition, subtraction any one of; addition,
addition, subtraction subtraction and subtraction and or multiplication accurately subtraction or multiplication
and multiplication multiplication multiplication accurately
accurately and accurately.
creatively.
Ability to divide up Divides up to a Divides up to a Divides upto a 4- Divides up to a 4-digit
to a 4-digit number 4-digit number by upto 4-digit number by up digit number by up number by a 1-digit number
by up to a 3-digit a 3 digit number to a 3 digit number to a correctly
number correctly and correctly 2-digit number correctly
consistently
Ability to add and Adds and subtracts Adds and subtracts Adds or subtracts fractions Adds fractions using LCM
subtract fractions fractions using LCM fractions using LCM using LCM correctly correctly
using LCM correctly and correctly
proficiently
Ability to convert Converts fractions to Converts fractions to Converts fractions to Converts fractions to
fractions to percentages and percentages and percentages or percentages percentages correctly
percentages and percentages to fractions percentages to to fractions correctly

1
percentages to correctly and fractions correctly
fractions systematically

Ability to Identify Identifies decimals up to Identifies decimals Identifies decimals upto Identifies decimals up to
decimals up to ten ten thousandths up to ten thousandths thousandths correctly hundredths correctly
thousandths correctly and correctly
systematically
Ability to convert Converts decimals to Converts decimals to Converts decimals to fractions Converts decimals to
decimals to fractions fractions and fractions fractions and or fractions to decimals fractions correctly
and fractions to todecimals correctly and fractions todecimals correctly
decimals logically correctly
Ability to convert Converts decimals to Converts decimals to Converts decimals to Converts decimals to
decimals to percentages and percentages and percentages or percentages to percentages correctly
percentages and percentages to decimals percentages to decimals correctly
percentages to correctly and logically decimals correctly
decimals
Ability to add and Adds and subtracts Adds and subtracts Adds or subtracts decimals up Adds decimals upto 4-
subtract decimals up decimals up to 4- decimals upto 4- to 4-decimal places correctly decimal places correctly
to 4-decimal places decimal places correctly decimal places
and logically correctly
Ability to form, Forms, simplifies and Forms, simplifies Forms, simplifies or solves Forms inequalities in one
simplify and solve solves inequalities in and solves inequalities in one unknown unknown accurately
inequalities in one one unknown accurately inequalities in one accurately
unknown and logically unknown accurately

1
STRAND 2.0: MEASUREMENT

Strand Sub Specific Learning Suggested Learning Suggested

Strand Outcomes Experiences Key Inquiry
Questions
2.0 2.1 Length By the end of the Sub Strand, the The learner is guided to: 1. Why do we
Measurement (14 learner should beable to;  Discuss and identify the measure
Lessons) a) use the millimetre (mm) as a millimetre as a unit of measuring distances in
unit of measuring length in length using a ruler. day to day
different situations,  measure length of objects in life?
b) establish the relationship millimetres using a ruler. 2. What do
between the millimetre and  measure a given length in cm and we use to
centimetre in differentsituations, mm to establish the relationship measure
c) convert centimetres and between mm and cm. length in real
millimetres to millimetres in  Convert mm to cm and cm to life?
different situations, mm when measuring lengths of
d) add centimetres and millimetres different objects and
in differentsituations, comparing results.
e) subtract centimetres and  measure lengths of different
millimetres in different objects in the environment.
situations,  determine lengths
f) multiply centimetres and in mm and cm in addition,
millimetres by whole subtraction,multiplication
numbers in reallife situations, and division and discuss the
g) divide centimetres and answers.

1
 millimetres by whole numbers  sketch the circumference,
in real life situations, diameter and radius of a circle
h) determine the practically.
circumference of acircle  measure the circumference of
practically, a circle practically.
i) identify the relationshipbetween  divide circumference bydiameter
circumference and diameter in to get pi (π).
different situations,  Play games involving length in
j) appreciate use of length in real centimetres and millimetres
lifesituations. using digital devices or other
resources.
Core Competences to be developed:
Creativity and imagination; learners sketch the circumference, diameter and radius of a circle practically.
Values:
Unity; learners in pairs/groups work amicably to determine lengths in centimetres and millimetres in addition, subtraction,
multiplication and division and discuss the answers.
PCIs:
Learners choose appropriate units to measure lengths of different objects in the environment to enhance Environmental
education.
Link to other subjects:
Learners handle objects with care when measuring lengths of different objects in the school compound for play activities in
Creative Arts.

1
Strand Sub Specific Suggested Learning Suggested Key
Strand Learning Experiences Inquiry
Outcomes Questions
2.0 2.2 By the end of the Sub The learner is guided to: Where is area
Measurement Area Strand, the learner  establish that the area of a triangle is used in real
(6 Lessons) should be able to; equal to a half of the area of a life?
a) work out area of rectangle or a square when the
triangles in square rectangle or the square is divided by
centimetres (cm2), a diagonal.
b) work out area of  work out the area of triangles in cm2
combined shapes using the relationship between a
involving squares, rectangle and a triangle (Area of a
rectangles and triangle is equal to ½ area of a
triangles incm2, rectangle or square.
c) estimate the area A = ½ (Lx W).
of circles by  sketch a circle on a unit square grid
counting squares, and count the full squares to estimate
d) appreciate the use the area of circles and compare
ofcm2 in working answers.
out area in real  prepare own combined shapes
life. involving rectangles, squares,
triangles and ask other groups/pairs
to determine the area.
 play games involving area using
digital tools or other resources.

1
Core Competencies to be developed:
Creativity and imagination; learners in groups or pairs work out the area of triangles in cm2 using the relationship between
a rectangle and a triangle.
Values:
Love; learners sketch a circle on a unit square grid and count the full squares to estimate the area of circles and compare
answers with one another.
PCIs:
Learners confidently establish that the area of a triangle is equal to a half of the areaof a rectangle or a square when the
rectangle or the square is divided by a diagonal to enhance self-esteem.

Link to other subjects:

Learners explore their environment to calculate area of different places such as play fields within the community as part of
Social Studies.

1
Strand Sub Strand Specific Learning Suggested Learning Suggested Key
Outcomes Experiences Inquiry
Questions
2.0 2.3 By the end of the Sub Strand, The learner is guided to: 1. How can
Measurement Capacity the learner should be able to;  work out the relationship we
(6 Lessons) a) identify the relationship between cm3, mililitres and measure
among cubic centimetres litres through measuring capacity?
(cm3), mililitres and litres in practically. 2. Where is
real life,  measure capacity in capacity
b) convert litres to mililitres millilitres and litres, applicable in
in differentsituations, discuss answers and share real life?
c) convert capacity in with others.
millilitres to litres  change capacity in litres to
in different millilitres using containers from
situations, the environment by comparing
d) appreciate use of cm3 and sizes of different containers.
litres in measuringcapacity  work out conversions of capacity
in real life. of millilitres to litres.
 play games involvingcapacity
using containers of different
capacities.

1
Core Competencies to be developed:
Critical thinking and problem solving; learners work out the relationship between cm3, mililitres and litresthrough measuring
practically.
Values:
Peace; learners in groups or pairs work together harmoniously to measure capacity in millilitres and litres and agree on
answers.
PCIs:
Learners change capacity in litres to millilitres using containers from the environment as part of Environmental education.
Links to other subjects:
Learner take accurate measurements of liquids using different containers from the immediate environment as part of Science
and Technology.

2
Strand Sub Strand Specific Learning Outcomes Suggested Suggested Key Inquiry
Learning Questions
Experiences
2.0 2.4 Mass By the end of the Sub Strand, The learner is guided to: 1. How can we measure
Measurement (14 Lessons) the learner should be able to;  discuss tonne as a unit largeamounts of
a) identify the tonne as a unit of measuring mass mass?
for measuring mass in real  discuss items in the 2. In what situations
life, environment such as would the tonnes be
b) identify items measured in loaded lorries, whose more applicable
tonnes in real life, mass may be measured in to use when
c) identify the relationship tonnes measuring mass?
between the kilogram and  establish the
the tonne, relationshipbetween the
d) estimate mass in tonnes kilogram and the tonne
in differentsituations, (1000kg =1 tonne).
e) convert kilograms totonnes  Estimate masses in
and tonnes to kilograms in tonnes of various objects
real lifesituations, found in the environment.
f) add tonnes and kilograms in  change kilograms to
real lifesituations, tonnes and tonnes to
g) subtract tonnes and kilograms.
kilograms in real life  determine mass of
situations, items in tonnes and
h) multiply tonnes and kilograms using different
kilograms by whole operations

2
 numbers in real life involving addition,
situations, subtraction,
i) divide tonnes and kilograms multiplication and
by wholenumbers in real life division.
situations,  Use digital weighing
j) appreciate use of the machines to measure
kilogram and tonne in masses of different items.
measuring mass.
Core Competencies to be developed:
Digital literacy; learners use digital weighing machines to measure masses of different items.
Values:
Integrity; learners honestly determine mass of items in tonnes and kilograms using different operations involving addition,
subtraction, multiplication and division.
PCIs:
Learners discuss items in the environment such as loaded lorries, whose mass may be measured in tonnes to
enhance Environmental education;.
Link to other subjects:
Learners discuss the transit trucks that carry grains in tonnes to different places as part of Agriculture and nutrition.

2
 Strand Sub Specific Learning Outcomes Suggested Learning Suggested
Strand Experiences Key Inquiry
Question
2.0 2.5 By the end of the sub- strand, The learner is guided to: How do we
Measurements Time the learner should be able to;  discuss time in a.m. and p.m. from read and tell
a) identify time in a.m. and digital and analogue clocks. time?
(10 p.m. in day to day life  determine time in a.m. and
Lessons) experiences, p.m. from digital andanalogue
b) write time in a.m. and clocks.
p.m. in day to day life,  equate time in a.m. and p.m.to the
c) relate time in a.m. and 24h clock system using a chart.
p.m. to the 24h clock  change time from the 12h to 24h
system, system and 24h to 12h using a
d) convert time from 12h to chart.
24h and 24h to 12h
 interpret travel timetables to create
system,
travel schedules for different
e) interpret travel timetable
events.
in different situations,
f) appreciate use of time in  determine time durations of
both 12h and 24h traveling using travel timetables
systems. within the country.
 check local time using digital clock
or analogue in 12h and 24 h
systems.
Core Competencies to be developed:
Learning to learn; learners determine time in a.m. and p.m. from digital and analogue clocks.
2
Values:

2
Integrity; Learners observe time in various activities and be punctual.
PCIs:
Learners determine time durations of travelling using travel timetables within the country to enhance Citizenship.
Link to other subjects:
Learns record time taken to perform in different games such as athletics as part of Creative Arts.

2
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question
2.0 2.6 Money By the end of the Sub Strand, The learner is guided to: How can you
Measurements (8 lessons) the learner should be able to;  identify different shopping make profit in a
a) prepare simple budget in items in the community or at business?
different situations, home especially food items and
b) determine buying and selling draw a simple budget.
prices of different items in  discuss the meaning of buying
the community, and selling price.
c) work out profit from sales of  determine buying and selling
different items in the prices of different items in the
community, community.
d) calculate loss realized from  discuss the meaning of profit
sales of different items in the and loss in real lifesituations and
community, share withother groups.
 discuss and determine profit
e) identify types of taxes and loss by practicing
in different situations, buying and selling in the
f) appreciate use of money in classroom model shop.
real life situations.  discuss income and value
added tax (VAT) from receipts
issued by
shops and retailers as a form of tax.

2
  use IT devices or other resources
to explore more on money.
Core Competencies to be developed:
Communication and collaboration; Learners discuss the meaning of profit and loss in real life situations and share with other
groups.
Values:
Integrity; Learners honestly determine buying and selling prices of different items in their classroom model shop.
PCIs:
Learners discuss income and value added tax (VAT) as a form of tax as part of Financial literacy.
Links to other subjects:
Learners participate in making budgets for buying food at home as part of Agriculture and nutrition.
ASSESSMENT RUBRIC
Level Exceeds Meets Expectations Approaches Below
Indicator Expectations Expectations Expectations
Ability to prepare a Prepares a simple budget Prepares a simple Prepares a simple budget Prepares a simple
simple budget accurately and consistently budget accurately Partially accurately budget with continuous
assistance
Ability to convert Converts centimetres to Converts centimetres Converts centimetres to Converts centimetres to
centimetres to millimetres millimetres and to millimetres and millimetres or millimetres correctly
and millimetres to millimetres to centimetres millimetres to millimetres to
centimetres correctly and proficiently centimetres correctly centimetres correctly
Ability to add, Adds, subtracts, multiplies Adds, subtracts, Adds, subtracts, Adds or subtracts
subtract, multiply and and divides centimetres multiplies and divides multiplies or divides centimetres or
divide andmillimetres correctly centimetres and centimetres or millimetres correctly
centimetres and
2
millimetres and proficiently millimetres correctly millimetres correctly

Ability to measure the Measures the Measures the Measures the Measures the
circumference of a circle circumference of a circle circumference of a circumference of circumference of
correctly and efficiently circle correctly a circle less efficiently a circle with continuous
assistance
Ability to work out area of Works out area of triangle Works out area of Works out area of Works out area
triangle and combined and combined shapes triangle and combined triangle or combined of triangle
shapes correctly and procedurally shapes correctly shapes correctly correctly
Ability to identify the Identifies the relationship Identifies the identifies the relationship Identifies the
relationship among cm3, among cm3, millilitres and relationship among between millilitres and relationship between
millilitres and litres litres correctly and cm3, millilitres and litres correctly millilitres andlitres with
logically litres correctly continuous support
Ability to convert litres to Converts litres to Converts litres to Converts litres to Converts litres to
millilitres and millilitres to millilitres and millilitres to millilitres and millilitres or millilitres to millilitres correctly
litres litres correctly and millilitres to litres litres correctly
logically correctly
Ability to identify the Identifies the relationship Identifies the Identifies the relationship Identifies the
relationship between the between the kilogram and relationship between between the kilogram relationship between
kilogram and thetonne the tonne correctly and the kilogram and the and the tonne the kilogram and the
logically tonne correctly inconsistently tonne with continuous
assistance
Ability to convert tonnes to Converts tonnes to Converts tonnes to Converts tonnes to Converts tonnes to
kilograms and kilograms to kilograms and kilograms and kilograms or kilograms correctly
tonnes kilograms to tonnes kilograms to tonnes kilograms to tonnes
correctly and proficiently correctly correctly

2
Ability to add, subtract, Adds subtracts, multiplies Adds subtracts, Adds subtracts, Adds or subtracts,
multiply and divide tonnes and divides tonnes and multiplies and divides multiplies or divides tonnes or kilograms
and kilograms kilograms accurately and tonnes and kilograms tonnes or kilograms accurately
proficiently accurately accurately
Ability to identify and Identifies and writes time Identifies and writes Identifies or writes time Identifies time in a.m.
write time in a.m. and p.m. in a.m.and p.m. time in a.m. and p.m. in a.m. or p.m.accurately or p.m.accurately
accurately accurately
and consistently
Ability to convert time Converts time from 12h to Converts time from12h Converts time from12h Converts time from12h
from 12h to 24hand 24h to 24h and 24h to12h system to 24h and 24h to 12h to 24h or 24h to 12h to 24h accurately
12h system accurately and logically systemaccurately system accurately
Ability to interpret travel Interprets travel timetables Interprets travel interprets travel interprets travel
timetables accurately and timetables accurately timetables inconsistently timetables with
comprehensively continuous support
Ability to prepare a Prepares a simple budget Prepares a simple prepares a simple prepares a simple
simple budget appropriately and budget appropriately budget with limited budget with continuous
comprehensively items support
Ability to determine determines buying and determines buying and determines buying or Determines buying
buying and selling prices selling price accurately selling price selling price or selling price with
and accurately accurately continuous support
consistently
Ability to work out profit Works out profit and Works out profit works out profit or works out profit or
and loss from sales loss from sales and loss from sales loss from sales loss from sales with
accurately and accurately accurately continuous support
consistently

2
Ability to identify types of Identifies types of taxes Identifies types of Identifies types of taxes Identifies types of taxes
taxes accurately and taxes accurately inconsistently with continuous support
consistently

3
STRAND 3.0: GEOMETRY
Strand Sub Strand Specific Learning Suggested Learning Suggested
Outcomes Experiences Key Inquiry
Questions
3.0 3.1 Lines By the end of the sub- strand, the The learner is guided to: Why do we need to
Geometry (6 Lessons) learner should be able to;  construct parallel lines using draw lines?
a) draw parallel lines in geometrical instruments and
different situations, other writing materials.
b) bisect lines by construction,  bisect lines using geometrical
c) construct perpendicular lines instruments.
indifferent situations,  draw perpendicular lines using
d) appreciate use of linesin daily geometricalinstruments.
life.  share digital devices and other
resources to draw parallel lines.

Core Competencies to be developed:

Creativity and imagination; Learners in groups or pairs bisect lines by construction.
Values:
Responsibility; Learners in pairs/groups or as individuals carefully share digital devices and other resources to draw parallel
lines.
PCIs:
Learners exercise caution as they use geometrical instruments in construction of parallel lines as they observe safety measures.
Link to other subjects:
Learners construct lines that can be used in creative drawing as part of Creative Arts.

3
Strand Sub Strand Specific Learning outcomes Suggested LearningExperiences Suggested Key
Inquiry
Questions
3.0 3.2 Angles By the end of the Sub Strand, the The learner is guided to: Where can you
Geometry (6 Lessons) learner should be able to;  discuss angles on a straight line use angles in real
a) identify angles on a straight using concrete objects that have life?
line at a point in different straight edges.
situations,  draw a line that cuts the straight
b) measure angles on a straight line to form an angle. Measure and
line at a point in different write the size(s) of angles formed.
situations, Compare the sizes of angles with
c) work out sum of angles on a your classmates.
straight line in different  work out the sizes of various angles
situations, on a straight line.
d) determine the sum of  practically establish the sum of
angles in rectangles and angles in a triangle and
triangles rectangles using different objects
e) construct equilateral, right in the environment.
angled and isosceles  identify and draw equilateral, right
triangles, angled and isosceles triangles using
f) measure the interior angles geometrical instruments.
of equilateral, right angled  practically establish the sum of the
and isosceles triangles, interior angles in a rectangle and
g) appreciate use of angles in triangle.
real life.  use geometrical instruments or
digital resources to practice drawing

3
 different lines and angles.

Core Competencies to be developed:

Self-efficacy; Learners confidently and practically establish sum of the interior angles in a rectangle and triangle.

Values:
Unity; Learners in groups or pairs harmoniously compare the sizes of angles with their classmates.
PCIs:
Learners in groups or pairs practically establish the sum of angles in a triangle and rectangles from different objects
in the environment to enhance Environmental education.
Link to other subjects:
Learners draw lines and angles that can be used in drawing and painting in Creative Art.

3
 Strand Sub Strand Specific Learning Suggested Learning Suggested Key
Outcome Experiences InquiryQuestion
3.0 3.3 By the end of the Sub Strand, The learner is guided to: How do we use
Geometry 3-D Objects the learner shouldbe able to;  discuss and collect 3-D objects and containers in daily
(6 Lessons) a) identify vertices, faces and safely keep them as part of their role life?
edges in cuboids and in environmental conservation.
cubes in different  identify and relate cuboids and
situations, cylinders in the environment.
b) identify faces and edges of  open up nets of cuboids, cubes and
cylinders in different cylinders and sketch the layout.
situations,  discuss the rectangular, square and
c) describe plane figures in circular shapes on the nets.
3- d objects in the  manipulate 3- D objects using
environment, containers or digitally using
d) appreciate use of 3- IT devices
D objects in real life.

Core Competencies to be developed:

Creativity and imagination; Learners open up nets of cuboids, cubes and cylinders.
Values:
Learners discuss and collect 3-D objects and safely keep them as part of their role in environmental conservation to enhance
Patriotism.
PCIs:
Learners in groups discuss rectangular, square and circular shapes on the nets and respect each other’s views as part of social
cohesion.

3
Link to other subjects:
Learners establish and discuss the differences between 3-D objects in terms of faces, edges and vertices in drawing to improve
language skills.

ASSESSMENT RUBRIC
Level Exceeds Expectations Meets Expectations Approaches Below
Expectations Expectations
Indicator
Ability to construct Constructs parallel and Constructs parallel and Constructs parallel or Constructs parallel lines
parallel and perpendicular perpendicular lines perpendicular lines perpendicular lines correctly
lines accurately and accurately correctly
systematically
Ability to bisect lines Bisects lines through Bisects lines through Bisects lines through Bisects lines through
through construction construction accurately construction accurately construction partially construction with
and logically accurately continuous assistance
Ability to identify and Identifies and measures Identifies and Identifies or measures Identifies angles on a
measure angles on a angles on a straight measures angles on a angles on a straight line straight line at a
straight line at a point line at a point correctly straight line at a at a point correctly. point correctly
and consistently point correctly
Ability to work out sum Works out sum of angles Works out sum of Works out sum of angles Works out sum of angles
of angles on a straight on a straight line, angles on a straight on a straight line, on a straight line
line, rectangles and rectangles and triangles line, rectangles and rectangles or triangles accurately
triangles accurately and correctly triangles accurately accurately

3
Ability to construct Constructs equilateral, Constructs equilateral, Constructs equilateral, Constructs equilateral,
equilateral, right angled right angled and isosceles right angled and right angled or isosceles right angled or isosceles
and isosceles triangles triangles and measure their isosceles triangles and triangles or measure their triangles accurately.
and measure their interior interior angles accurately measure their interior interior angles accurately
angles and systematically angles accurately
Ability to identify Identifies vertices, faces Identifies vertices, Identifies vertices, faces Identifies any one of
vertices, faces and edges and edges in cuboids and faces and edges in or edges in cuboids or vertices or faces or
in cuboids and cubes cubes correctly and cuboids and cubes cubes correctly edges in cuboids or
systematically correctly cubes correctly
Ability to identify faces Identifies faces and edges Identifies faces and Identifies faces or edges Identifies faces or edges
and edges of cylinders of cylinders correctly and edges of cylinders of cylinders correctly of cylinders with
systematically correctly continuous assistance.

3
STRAND 4.0: DATA HANDLING
Strand Sub Strand Specific Learning Suggested Learning Suggested Key
Outcomes Experiences Inquiry
Questions
4.0 4.1 By the end of the Sub Strand, The learner is guided to: How can bar
Data Bar Graphs the learner should be able to;  collect data on identified graphs be used
Handling (10 Lessons) a) draw a frequency table area from immediate in real life
of real-life situation data, environment and organize situations?
b) represent data from real it in a frequency table.
life situations using  collect data, discuss and
pictographs organize it in pictographs.
c) represent data from real  pile similar objects such as
life situation through match boxes vertically to
piling, represent data.
d) represent data from real  discuss and organize data in
life situations using bar form of bar graphs.
graphs,  discuss information
e) interpret informationfrom represented on bar
bar graphs, graphs and explain what
f) appreciate use of bar it represents.
graphs in real life.  use digital devices or
other resources to draw
bar graphs and other charts
to present data.

3
Core Competencies to be developed:
Creativity and imagination; Learners collect data and organize it using pictographs.
Values:
Integrity; Learners pile similar objects such as match boxes vertically to honestly represent data.
PCIs:
Learners collect data on identified area from immediate environment and observe safety measures.
Link to other subjects:
Learners gather information on any items in the environment that will enhance learning in Science and technology.

3
ASSESSMENT RUBRIC
Level Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
Indicator

Ability to draw Draws a frequency table Draws a frequency Draws a frequency Draws a frequency
a frequency accurately and table accurately table partially table with continuous
table comprehensively support
Ability to represent Represents data using Represents data using Represents data using Represent data using
data using pictographs piling and bar pictographs piling pictographs piling or pictographs piling or
pictographs, piling graphs correctly and and bar graphs bar graphs correctly bar graphs continuous
and bar graphs accurately correctly support
Ability to interpret Interprets informationfrom Interprets information Interprets information Interprets information
informationfrom bar bar graphs correctly and from bar graphs from bar graphs from bar graphs
graphs comprehensively correctly partially continuous support

3
APPENDICES

APPENDIX I: SUGGESTED RESOURCES

Strand Sub Strand Resources
NUMBERS Whole numbers Place value apparatus, number charts, number cards, multiplicationtable
Multiplication Multiplication tables
Division Multiplication tables
Fractions Equivalent fraction board, circular and rectangular cut outs, counters
Decimals Place value charts, number cards
MEASUREMENT Length Metre rule, 1metre ticks, tape measure
Area Square cut outs, 1cm squares, 1m squares
Capacity Tea spoons, containers of different sizes, water, sand, soil,
Mass Tea spoons, soil or sand, manual/electronic weighing machine,
beam balance,
Time Analogue and digital clocks, digital watches, stop watches
Money Price list, classroom shop, electronic money tariff charts
GEOMETRY Lines Chalk board ruler, 30cm ruler, straight edges
Angles Unit angles, protractors, rulers

4
 3-D objects Cubes, cuboids, cylinders, pyramids, spheres, cut outs of rectangles,
circles, and triangles of different sizes
DATA HANDLING Bar graphs Bar graph worksheets, data graph worksheets, data samples
fromdifferent sources
ALGEBRA Inequalities Digital inequality worksheets; greater than, less than or equal to,sorting
cards.

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 II: SUGGESTED ASSESSMENT METHODS AND TOOLS

a) Written tests and quizzes
b) Rating scales
c) Projects
d) Observation Schedules
e) Portfolios
f) Assessment Rubric
g) Questionnaires

APPENDIX III: 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

4
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:
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.
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,

4
 ● 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
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.