CBE · Upper Primary
Grade 4 Mathematics Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Mathematics scheme of work for Grade 4 covering Terms 1, 2 and 3 2026: strands and sub-strands mapped week by week with specific learning outcomes, key inquiry questions, suggested learning experiences, resources and assessment methods.
- Level
- Grade 4
- Subject
- Mathematics
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 4 Mathematics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
NUMBERS
Whole Numbers · Addition · Subtraction · Multiplication · Division · Fractions
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | NUMBERS | Whole Numbers | By the end of the lesson, the learner should be able to: use place value and total value of digits up to tens of thousands in daily in daily life situations. | The learner is guided to: in pairs/groups identify place value of numbers up to tens of thousands using place value apparatus. | What do you consider when writing numbers in words?; Why do we determine the place value of a digit in a number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | NUMBERS | Whole Numbers | By the end of the lesson, the learner should be able to: read and write numbers up to 10,000 in symbols in real life situations. | The learner is guided to: in pairs/groups identify total values of digits up to ten thousand. | What do you consider when writing numbers in words?; Why do we determine the place value of a digit in a number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | NUMBERS | Whole Numbers | By the end of the lesson, the learner should be able to: read and write numbers up to 1,000 in words in day to day activities. | The learner is guided to: in groups read numbers up to 10,000 in symbols in real life situations. | What do you consider when writing numbers in words?; Why do we determine the place value of a digit in a number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | NUMBERS | Whole Numbers | By the end of the lesson, the learner should be able to: order numbers up to 1,000 in different situations. | The learner is guided to: in groups/ individually to read and write numbers up to 1,000 in words from a number chart. | What do you consider when writing numbers in words?; Why do we determine the place value of a digit in a number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | NUMBERS | Whole Numbers | By the end of the lesson, the learner should be able to: round off numbers up to 1,000 to the nearest ten in different situations. | The learner is guided to: in pairs arrange numbers up to 1,000 from smallest to largest and largest to smallest using number cards and share with others. | What do you consider when writing numbers in words?; Why do we determine the place value of a digit in a number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | NUMBERS | Whole Numbers | By the end of the lesson, the learner should be able to: identify factors of numbers up to 50 in different contexts. | The learner is guided to: in pairs or groups or individually round off numbers up to 1,000 to the nearest ten and share with others; in groups identify factors/divisors of numbers up to 50 and share with others. | What do you consider when writing numbers in words?; Why do we determine the place value of a digit in a number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | NUMBERS | Whole Numbers | By the end of the lesson, the learner should be able to: identify multiples of numbers up to 100 in different situations. | The learner is guided to: in groups identify multiples of numbers up to 100 and share with others. | What do you consider when writing numbers in words?; Why do we determine the place value of a digit in a number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | NUMBERS | Whole Numbers | By the end of the lesson, the learner should be able to: use even and odd numbers up to 100 in different situations. | The learner is guided to: in groups identify even and odd numbers up to 100 and share with others. | What do you consider when writing numbers in words?; Why do we determine the place value of a digit in a number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | NUMBERS | Whole Numbers | By the end of the lesson, the learner should be able to: make patterns involving even and odd numbers in real life situations. | The learner is guided to: in pairs use number cards to make patterns involving even and odd numbers. | What do you consider when writing numbers in words?; Why do we determine the place value of a digit in a number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | NUMBERS | Whole Numbers | By the end of the lesson, the learner should be able to: represent Hindu Arabic numerals using Roman numerals up to ‘X’ in different situations. | The learner is guided to: in groups write Hindu Arabic numerals using Roman numerals up to ‘X’ using number charts. | What do you consider when writing numbers in words?; Why do we determine the place value of a digit in a number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | NUMBERS | Whole Numbers | By the end of the lesson, the learner should be able to: appreciate use of whole numbers in real life situations. | The learner is guided to: in groups use digital devices to play digital games involving whole numbers. | What do you consider when writing numbers in words?; Why do we determine the place value of a digit in a number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | NUMBERS | Addition | By the end of the lesson, the learner should be able to: add up to two 4-digit numbers with single regrouping up to a sum of 10,000 in different situations. | The learner is guided to: in groups add up to two 4-digit numbers with single regrouping up to a sum of 10,000 using number cards, charts or place value apparatus. | When do you use addition in real life?; How do you make number patterns involving addition? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | NUMBERS | Addition | By the end of the lesson, the learner should be able to: add up to two 4-digit numbers with double regrouping up to a sum of 10,000 in real life situations. | The learner is guided to: in groups add up to two 4-digit numbers with double regrouping up to a sum of 10,000 in real life situations. | When do you use addition in real life?; How do you make number patterns involving addition? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | NUMBERS | Addition | By the end of the lesson, the learner should be able to: estimate sum by rounding off numbers to the nearest ten in different situations. | The learner is guided to: in groups discuss and estimate sum by rounding off numbers to the nearest ten in different situations. | When do you use addition in real life?; How do you make number patterns involving addition? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | NUMBERS | Addition | By the end of the lesson, the learner should be able to: create patterns involving addition up to a sum of 10,000 in real life situations. | The learner is guided to: in pairs generate patterns involving addition of numbers up to a sum of 10,000. | When do you use addition in real life?; How do you make number patterns involving addition? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | NUMBERS | Addition | By the end of the lesson, the learner should be able to: appreciate application of addition of numbers in real life situations. | The learner is guided to: in pairs/groups play digital games involving addition. | When do you use addition in real life?; How do you make number patterns involving addition? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | NUMBERS | Addition | By the end of the lesson, the learner should be able to: add up to two 4-digit numbers with single regrouping up to a sum of 10,000 in different situations. | The learner is guided to: in groups add up to two 4-digit numbers with single regrouping up to a sum of 10,000 using number cards, charts or place value apparatus. | When do you use addition in real life?; How do you make number patterns involving addition? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | NUMBERS | Addition | By the end of the lesson, the learner should be able to: add up to two 4-digit numbers with double regrouping up to a sum of 10,000 in real life situations. | The learner is guided to: in groups add up to two 4-digit numbers with double regrouping up to a sum of 10,000 in real life situations. | When do you use addition in real life?; How do you make number patterns involving addition? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | NUMBERS | Addition | By the end of the lesson, the learner should be able to: estimate sum by rounding off numbers to the nearest ten in different situations. | The learner is guided to: in groups discuss and estimate sum by rounding off numbers to the nearest ten in different situations. | When do you use addition in real life?; How do you make number patterns involving addition? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | NUMBERS | Subtraction | By the end of the lesson, the learner should be able to: subtract up to 4-digit numbers without regrouping in real life situations. | The learner is guided to: in groups subtract numbers up to 4-digit numbers without regrouping using place value apparatus prepared from locally available materials. | How do you estimate the difference of given numbers?; How do you create patterns involving subtraction? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | NUMBERS | Subtraction | By the end of the lesson, the learner should be able to: subtract up to 4-digit numbers with regrouping in real life situations. | The learner is guided to: in pairs subtract up to 4- digit numbers with regrouping using number cards. | How do you estimate the difference of given numbers?; How do you create patterns involving subtraction? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | NUMBERS | Subtraction | By the end of the lesson, the learner should be able to: estimate difference by rounding off numbers to the nearest ten in different contexts. | The learner is guided to: in groups approximate and work out difference by rounding off the numbers to the nearest ten in real life situations. | How do you estimate the difference of given numbers?; How do you create patterns involving subtraction? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | NUMBERS | Subtraction | By the end of the lesson, the learner should be able to: create patterns involving subtraction from up to 10,000. | The learner is guided to: in groups generate patterns involving subtraction of numbers up to 10,000. | How do you estimate the difference of given numbers?; How do you create patterns involving subtraction? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | NUMBERS | Subtraction | By the end of the lesson, the learner should be able to: appreciate application of subtraction of numbers in real life situations. | The learner is guided to: in pairs or groups play games involving subtraction using digital device or other resources. | How do you estimate the difference of given numbers?; How do you create patterns involving subtraction? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | NUMBERS | Subtraction | By the end of the lesson, the learner should be able to: subtract up to 4-digit numbers without regrouping in real life situations. | The learner is guided to: in groups subtract numbers up to 4-digit numbers without regrouping using place value apparatus prepared from locally available materials. | How do you estimate the difference of given numbers?; How do you create patterns involving subtraction? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 1
Weeks 6–13 are in the full Term 1 document — KES 30 by M-Pesa.
Term 2 — Grade 4 Mathematics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
NUMBERS
Fractions · Decimals
MEASUREMENT
Length · Area · Volume · Capacity · Mass
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | NUMBERS | Fractions | By the end of the lesson, the learner should be able to: identify the numerator and denominator in a fraction in different situations; represent a fraction with denominators not exceeding 12 as part of a whole and as part of a group. | The learner is guided to: discuss in groups the top (numerator) and bottom (denominator) numbers in a fraction and share with others; illustrate in groups fractions as part of whole or part of a group. | When do you use fractions in real life?; How can you represent fractions? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | NUMBERS | Fractions | By the end of the lesson, the learner should be able to: identify different types of fractions in real life situations; convert improper fractions to mixed fractions in different situations. | The learner is guided to: illustrate in pairs/groups fractions as part of a whole or part of a group using cut outs, counters or clock face; Workout in groups proper, improper and mixed fractions as part of a whole or as part of a group using paper cut outs or counters. | When do you use fractions in real life?; How can you represent fractions? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | NUMBERS | Fractions | By the end of the lesson, the learner should be able to: convert mixed fractions to improper fractions in different contexts. | The learner is guided to: Discuss in groups changing of improper fractions to mixed fractions. | When do you use fractions in real life?; How can you represent fractions? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | NUMBERS | Fractions | By the end of the lesson, the learner should be able to: use digital devices and other resources for learning more on fractions; appreciate application of fractions in real life situations. | The learner is guided to: Discuss in groups changing of mixed fractions to improper fractions; individually play digital games involving fractions. | When do you use fractions in real life?; How can you represent fractions? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | NUMBERS | Decimals | By the end of the lesson, the learner should be able to: identify a tenth and a hundredth in real life situations. | The learner is guided to: discuss in pairs/groups where tenths and hundredths are used in real life situations. | How do you use decimals in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | NUMBERS | Decimals | By the end of the lesson, the learner should be able to: represent decimals using decimal notation in given situations. | The learner is guided to: illustrate in pairs/groups decimals using place value charts. | How do you use decimals in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | NUMBERS | Decimals | By the end of the lesson, the learner should be able to: identify place value of decimals up to hundredths in real life. | The learner is guided to: represent decimals using place value charts and reuse charts for other activities. | How do you use decimals in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | NUMBERS | Decimals | By the end of the lesson, the learner should be able to: order decimals up to hundredths in different contexts. | The learner is guided to: individually write tenths and hundredths using decimal notation on a place value chart. | How do you use decimals in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | NUMBERS | Decimals | By the end of the lesson, the learner should be able to: use digital devices or other resources for learning about decimals different situation. | The learner is guided to: in groups order given decimals in ascending and descending order. | How do you use decimals in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | NUMBERS | Decimals | By the end of the lesson, the learner should be able to: appreciate use of decimals in real life situations. | The learner is guided to: in pairs play digital games involving decimals. | How do you use decimals in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | NUMBERS | Decimals | By the end of the lesson, the learner should be able to: identify a tenth and a hundredth in real life situations. | The learner is guided to: discuss in pairs/groups where tenths and hundredths are used in real life situations. | How do you use decimals in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | NUMBERS | Decimals | By the end of the lesson, the learner should be able to: represent decimals using decimal notation in given situations. | The learner is guided to: illustrate in pairs/groups decimals using place value charts. | How do you use decimals in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | NUMBERS | Decimals | By the end of the lesson, the learner should be able to: identify place value of decimals up to hundredths in real life. | The learner is guided to: represent decimals using place value charts and reuse charts for other activities. | How do you use decimals in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | NUMBERS | Decimals | By the end of the lesson, the learner should be able to: order decimals up to hundredths in different contexts. | The learner is guided to: individually write tenths and hundredths using decimal notation on a place value chart. | How do you use decimals in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | MEASUREMENT | Length | By the end of the lesson, the learner should be able to: identify the centimetre as a unit of measuring length in real life situations. | The learner is guided to: in groups identify the centimetre and mark out lengths of one centimetre using a ruler. | How can you measure distance ?; Why do we measure distance in real life? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | MEASUREMENT | Length | By the end of the lesson, the learner should be able to: measure length in centimetres in real life situations. | The learner is guided to: in pairs measure the length of a given object in centimetres using a metre ruler or a tape measure. | How can you measure distance ?; Why do we measure distance in real life? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | MEASUREMENT | Length | By the end of the lesson, the learner should be able to: establish the relationship between metres and centimetres practically. | The learner is guided to: in groups estimate the length of a given object in centimetres; measure actual length of the estimated length in centimetres. | How can you measure distance ?; Why do we measure distance in real life? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | MEASUREMENT | Length | By the end of the lesson, the learner should be able to: convert metres to centimetres and centimetres to metres in real life situation. | The learner is guided to: in groups measure length of objects in classrooms in metres and centimetres and establish the relationship between the units. | How can you measure distance ?; Why do we measure distance in real life? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | MEASUREMENT | Length | By the end of the lesson, the learner should be able to: work out perimeter of plane figures in different contexts. | The learner is guided to: in groups use the relationship between centimetres and metres. | How can you measure distance ?; Why do we measure distance in real life? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | MEASUREMENT | Length | By the end of the lesson, the learner should be able to: work out addition involving length in metres and centimetres in real life situations. | The learner is guided to: in pairs convert metres into centimetres and centimetres into metres using whole numbers, decimals or fractions in real life situations. | How can you measure distance ?; Why do we measure distance in real life? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | MEASUREMENT | Length | By the end of the lesson, the learner should be able to: work out subtraction involving length in metres and centimetres in real life situations. | The learner is guided to: in groups calculate perimeter of plane figures. | How can you measure distance ?; Why do we measure distance in real life? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | MEASUREMENT | Length | By the end of the lesson, the learner should be able to: carryout multiplication involving metres and centimetres in real life situations. | The learner is guided to: in groups calculate addition and subtraction involving metres and centimetres; in groups work out multiplication involving metres and centimetres. | How can you measure distance ?; Why do we measure distance in real life? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | MEASUREMENT | Length | By the end of the lesson, the learner should be able to: carryout division involving metres and centimetres in real life situations. | The learner is guided to: in pairs work out division involving metres and centimetres. | How can you measure distance ?; Why do we measure distance in real life? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | MEASUREMENT | Length | By the end of the lesson, the learner should be able to: appreciate use of metres and centimetres in measuring distance in real life. | The learner is guided to: play digital games involving length. | How can you measure distance ?; Why do we measure distance in real life? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | MEASUREMENT | Area | By the end of the lesson, the learner should be able to: compare the area of given surfaces by direct manipulation. | The learner is guided to: in groups compare area of two surfaces directly by placing one surface on the other. | How do you work out area of different surfaces? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 2
Weeks 6–13 are in the full Term 2 document — KES 30 by M-Pesa.
Term 3 — Grade 4 Mathematics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
MEASUREMENT
Mass · Time
GEOMETRY
Money · Position and Direction · Angles · Plane Figures
DATA HANDLING
Data
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | MEASUREMENT | Mass | By the end of the lesson, the learner should be able to: use a kilogram mass to measure masses of different objects practically. | The learner is guided to: in groups use one kilogram masses to measure masses of given objects using a beam balance. | How do we measure mass in kilograms? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | MEASUREMENT | Mass | By the end of the lesson, the learner should be able to: use ½ kg and ¼ kg masses to measure masses of different objects practically. | The learner is guided to: in pairs make a ½ kg mass and use it to measure mass of given objects using a beam balance. | How do we measure mass in kilograms? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | MEASUREMENT | Mass | By the end of the lesson, the learner should be able to: add mass involving kilograms in real life situations. | The learner is guided to: in groups make a ¼ kg mass and use it to measure mass of given objects using a beam balance and an electronic balance; add mass involving kilograms (kg) in real life situations. | How do we measure mass in kilograms? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | MEASUREMENT | Mass | By the end of the lesson, the learner should be able to: subtract mass involving kilograms in real life situations. | The learner is guided to: subtract mass involving kilograms (kg). | How do we measure mass in kilograms? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | MEASUREMENT | Mass | By the end of the lesson, the learner should be able to: appreciate kilogram as a unit of measuring mass. | The learner is guided to: in pairs play digital games involving mass. | How do we measure mass in kilograms? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | MEASUREMENT | Time | By the end of the lesson, the learner should be able to: read and tell time in a.m. and p.m. in real life situations. | The learner is guided to: in pairs read and tell time in a.m. and p.m. using digital and analogue clocks. | How do we estimate time? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | MEASUREMENT | Time | By the end of the lesson, the learner should be able to: estimate time using a.m. and p.m. in real life situations. | The learner is guided to: in groups estimate time of the day using the shadow of a building or a tree that is in a convenient location. | How do we estimate time? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | MEASUREMENT | Time | By the end of the lesson, the learner should be able to: convert units of time in real life situations. | The learner is guided to: change hours to minutes and minutes to hours in real life situations. | How do we estimate time? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | MEASUREMENT | Time | By the end of the lesson, the learner should be able to: record time durations in hours and minutes in real life situations. | The learner is guided to: change hours to days and days to hours in real life situations. | How do we estimate time? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | MEASUREMENT | Time | By the end of the lesson, the learner should be able to: work out time duration in real life situations. | The learner is guided to: in pairs convert days to weeks and weeks to days in real life situations. | How do we estimate time? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | MEASUREMENT | Time | By the end of the lesson, the learner should be able to: use digital clock to tell and record time of different activities. | The learner is guided to: in groups measure and record duration of events in hours and minutes using digital and analogue clocks. | How do we estimate time? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | MEASUREMENT | Time | By the end of the lesson, the learner should be able to: appreciate time in day to day activities. | The learner is guided to: in groups work out addition involving units of time in real life situations. | How do we estimate time? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | MEASUREMENT | Time | By the end of the lesson, the learner should be able to: read and tell time in a.m. and p.m. in real life situations. | The learner is guided to: in groups to work out subtraction involving units of time in real life situations. | How do we estimate time? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | MEASUREMENT | Time | By the end of the lesson, the learner should be able to: estimate time using a.m. and p.m. in real life situations. | The learner is guided to: in groups discuss, tell and record time using electronic clock. | How do we estimate time? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | MEASUREMENT | Time | By the end of the lesson, the learner should be able to: convert units of time in real life situations. | The learner is guided to: in pairs read and tell time in a.m. and p.m. using digital and analogue clocks. | How do we estimate time? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | GEOMETRY | Money | By the end of the lesson, the learner should be able to: convert shillings into cents and cents into shillings in different contexts. | The learner is guided to: learners in pairs/groups discuss and convert shillings into cents and cents into shillings using real/ imitation money in different contexts. | Why do we prepare shopping list? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | GEOMETRY | Money | By the end of the lesson, the learner should be able to: prepare a shopping list of three items in real life situation. | The learner is guided to: learners in pairs /groups are guided on how to come up with a shopping list of food items that they may require at school or at home. | Why do we prepare shopping list? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | GEOMETRY | Money | By the end of the lesson, the learner should be able to: work out total cost of items in the shopping list for value not more ten thousand shillings. | The learner is guided to: learners in groups/individually calculate the total cost of items in the shopping list. | Why do we prepare shopping list? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | GEOMETRY | Money | By the end of the lesson, the learner should be able to: appreciate the use of money in real life situation. | The learner is guided to: learners in groups are guided to come up with a class or school model shop and role play shopping activities as buyers and shopkeepers. | Why do we prepare shopping list? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | GEOMETRY | Money | By the end of the lesson, the learner should be able to: convert shillings into cents and cents into shillings in different contexts. | The learner is guided to: take video clips of their groups as they role shopping activities. | Why do we prepare shopping list? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | GEOMETRY | Money | By the end of the lesson, the learner should be able to: prepare a shopping list of three items in real life situation. | The learner is guided to: learners in pairs/groups discuss and convert shillings into cents and cents into shillings using real/ imitation money in different contexts. | Why do we prepare shopping list? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | GEOMETRY | Money | By the end of the lesson, the learner should be able to: work out total cost of items in the shopping list for value not more ten thousand shillings. | The learner is guided to: learners in pairs /groups are guided on how to come up with a shopping list of food items that they may require at school or at home. | Why do we prepare shopping list? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | GEOMETRY | Money | By the end of the lesson, the learner should be able to: appreciate the use of money in real life situation. | The learner is guided to: learners in groups/individually calculate the total cost of items in the shopping list. | Why do we prepare shopping list? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | GEOMETRY | Position and Direction | By the end of the lesson, the learner should be able to: identify a clockwise and an anti-clockwise turn in the environment. | The learner is guided to: make clockwise or anticlockwise turns in the environment; in groups discuss and demonstrate a clockwise turn. | How can you change your position? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | GEOMETRY | Position and Direction | By the end of the lesson, the learner should be able to: demonstrate a clockwise and an anti-clockwise turn in the environment. | The learner is guided to: in pairs demonstrate an anti-clockwise turn; in groups safely make quarter, half and full turns in the surrounding. | How can you change your position? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 3
Weeks 6–13 are in the full Term 3 document — KES 30 by M-Pesa.
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It carries Terms 1, 2 and 3 of 2026 — every term published for Grade 4 Mathematics so far. Each term has its own week-by-week table and free preview, and a new term joins this same page when it goes live.
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