CBE · Upper Primary
Grade 5 Mathematics Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Mathematics scheme of work for Grade 5 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 5
- Subject
- Mathematics
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 5 Mathematics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
NUMBERS
Whole Numbers · Whole Numbers - Reading and writing numbers in words · Whole Numbers - Rounding off numbers · Whole Numbers - Divisibility tests · Whole Numbers - HCF/GCD and LCM · Addition · Addition - Creating patterns · Subtraction · Subtraction - Combined operations of additions and subtraction s · Subtraction - Creating patterns · Multiplication · Multiplication - Creating patterns · Division · Division - Combined operations · Division - Creating patterns · Fractions · Fractions - Addition and subtraction of fraction
| 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 hundreds of thousands in different situations. | The learner is guided to: identify place value of digits up to hundreds of thousands using place value apparatus or place value charts. | 1. Where can we use ordering of numbers in real life?; 2. Why should we round off numbers? | 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 - Reading and writing numbers in words | By the end of the lesson, the learner should be able to: read and write numbers up to tens of thousands in words in different situations. | The learner is guided to: identify total value of digits up to hundreds of thousands using place value charts. | 1. Where can we use ordering of numbers in real life?; 2. Why should we round off numbers? | 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 - Rounding off numbers | By the end of the lesson, the learner should be able to: order numbers up to tens of thousands in different situations. | The learner is guided to: read numbers up to hundreds of thousands in symbols from number charts or cards. | 1. Where can we use ordering of numbers in real life?; 2. Why should we round off numbers? | 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 - Divisibility tests | By the end of the lesson, the learner should be able to: round off numbers up to tens of thousands to the nearest hundred and thousand in different situations. | The learner is guided to: read and write numbers up to tens of thousands in words from number charts or cards. | 1. Where can we use ordering of numbers in real life?; 2. Why should we round off numbers? | 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 - HCF/GCD and LCM | By the end of the lesson, the learner should be able to: apply divisibility tests of 2, 5 and 10 in real-life situations. | The learner is guided to: arrange numbers up to tens of thousands in increasing and decreasing order. | 1. Where can we use ordering of numbers in real life?; 2. Why should we round off numbers? | 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: determine Highest Common Factor (HCF) and Greatest Common Divisor (GCD) in different situations. | The learner is guided to: discuss and round off numbers up to tens of thousands to the nearest hundred and thousand using number cards and share with other groups. | 1. Where can we use ordering of numbers in real life?; 2. Why should we round off numbers? | 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: determine Least Common Multiple (LCM) in real-life situations. | The learner is guided to: carry out the divisibility test for 2, 5 and 10 and come up with divisibility rules. | 1. Where can we use ordering of numbers in real life?; 2. Why should we round off numbers? | 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: appreciate use of whole numbers in real-life situations. | The learner is guided to: express numbers in terms of their factors then identify the common factors. | 1. Where can we use ordering of numbers in real life?; 2. Why should we round off numbers? | 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: use place value and total value of digits up to hundreds of thousands in different situations. | The learner is guided to: express the multiples of numbers and identify multiples of the common multiples as well as the least common multiples. | 1. Where can we use ordering of numbers in real life?; 2. Why should we round off numbers? | 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: read and write numbers up to tens of thousands in words in different situations. | The learner is guided to: play games involving numbers using digital devices or other resources. | 1. Where can we use ordering of numbers in real life?; 2. Why should we round off numbers? | 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: order numbers up to tens of thousands in different situations. | The learner is guided to: identify place value of digits up to hundreds of thousands using place value apparatus or place value charts. | 1. Where can we use ordering of numbers in real life?; 2. Why should we round off numbers? | 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 | Whole Numbers | By the end of the lesson, the learner should be able to: round off numbers up to tens of thousands to the nearest hundred and thousand in different situations. | The learner is guided to: identify total value of digits up to hundreds of thousands using place value charts. | 1. Where can we use ordering of numbers in real life?; 2. Why should we round off numbers? | 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 | Whole Numbers | By the end of the lesson, the learner should be able to: apply divisibility tests of 2, 5 and 10 in real-life situations. | The learner is guided to: read numbers up to hundreds of thousands in symbols from number charts or cards. | 1. Where can we use ordering of numbers in real life?; 2. Why should we round off numbers? | 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 | Whole Numbers | By the end of the lesson, the learner should be able to: determine Highest Common Factor (HCF) and Greatest Common Divisor (GCD) in different situations. | The learner is guided to: read and write numbers up to tens of thousands in words from number charts or cards. | 1. Where can we use ordering of numbers in real life?; 2. Why should we round off numbers? | 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 | Whole Numbers | By the end of the lesson, the learner should be able to: determine Least Common Multiple (LCM) in real-life situations. | The learner is guided to: arrange numbers up to tens of thousands in increasing and decreasing order. | 1. Where can we use ordering of numbers in real life?; 2. Why should we round off numbers? | 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 | 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: discuss and round off numbers up to tens of thousands to the nearest hundred and thousand using number cards and share with other groups. | 1. Where can we use ordering of numbers in real life?; 2. Why should we round off numbers? | 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 | Whole Numbers | By the end of the lesson, the learner should be able to: use place value and total value of digits up to hundreds of thousands in different situations. | The learner is guided to: carry out the divisibility test for 2, 5 and 10 and come up with divisibility rules. | 1. Where can we use ordering of numbers in real life?; 2. Why should we round off numbers? | 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 | Whole Numbers | By the end of the lesson, the learner should be able to: read and write numbers up to tens of thousands in words in different situations. | The learner is guided to: express numbers in terms of their factors then identify the common factors. | 1. Where can we use ordering of numbers in real life?; 2. Why should we round off numbers? | 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 | Whole Numbers | By the end of the lesson, the learner should be able to: order numbers up to tens of thousands in different situations. | The learner is guided to: express the multiples of numbers and identify multiples of the common multiples as well as the least common multiples. | 1. Where can we use ordering of numbers in real life?; 2. Why should we round off numbers? | 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 | Whole Numbers | By the end of the lesson, the learner should be able to: round off numbers up to tens of thousands to the nearest hundred and thousand in different situations. | The learner is guided to: play games involving numbers using digital devices or other resources. | 1. Where can we use ordering of numbers in real life?; 2. Why should we round off numbers? | 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 | Addition | By the end of the lesson, the learner should be able to: add up to three 6-digit numbers without regrouping up to a sum not exceeding 1,000,000 in different situations. | The learner is guided to: work out the sum of three 6-digit numbers without regrouping up to 1,000,000 using place charts or any other resource, collaborates with others to work out the sum of two 6-digit numbers with double regrouping with the number not more than 1,000,000 using place value apparatus or any other resource, estimate sums by rounding off the addends to the nearest hundred and thousand, come up with patterns involving addition of numbers up to a sum of 1,000,000, play games involving addition of numbers using digital devices and other resources. | 1. How can you estimate the sum of given numbers?; 2. How can you create patterns in addition? | 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 | Addition - Creating patterns | By the end of the lesson, the learner should be able to: add up to two 6-digit numbers with double regrouping with the sum not exceeding 1,000, 000 in different situations. | The learner is guided to: work out the sum of three 6-digit numbers without regrouping up to 1,000,000 using place charts or any other resource, collaborates with others to work out the sum of two 6-digit numbers with double regrouping with the number not more than 1,000,000 using place value apparatus or any other resource, estimate sums by rounding off the addends to the nearest hundred and thousand, come up with patterns involving addition of numbers up to a sum of 1,000,000, play games involving addition of numbers using digital devices and other resources. | 1. How can you estimate the sum of given numbers?; 2. How can you create patterns in addition? | 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 | Addition | By the end of the lesson, the learner should be able to: estimate sum by rounding off the addends to the nearest hundred and thousand in different situations. | The learner is guided to: work out the sum of three 6-digit numbers without regrouping up to 1,000,000 using place charts or any other resource, collaborates with others to work out the sum of two 6-digit numbers with double regrouping with the number not more than 1,000,000 using place value apparatus or any other resource, estimate sums by rounding off the addends to the nearest hundred and thousand, come up with patterns involving addition of numbers up to a sum of 1,000,000, play games involving addition of numbers using digital devices and other resources. | 1. How can you estimate the sum of given numbers?; 2. How can you create patterns in addition? | 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 | Addition | By the end of the lesson, the learner should be able to: create patterns involving the addition of numbers up to a sum of 1,000,000 in real-life situations. | The learner is guided to: work out the sum of three 6-digit numbers without regrouping up to 1,000,000 using place charts or any other resource, collaborates with others to work out the sum of two 6-digit numbers with double regrouping with the number not more than 1,000,000 using place value apparatus or any other resource, estimate sums by rounding off the addends to the nearest hundred and thousand, come up with patterns involving addition of numbers up to a sum of 1,000,000, play games involving addition of numbers using digital devices and other resources. | 1. How can you estimate the sum of given numbers?; 2. How can you create patterns in addition? | 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 | Addition | By the end of the lesson, the learner should be able to: appreciate use of the addition of whole numbers in real-life situations. | The learner is guided to: work out the sum of three 6-digit numbers without regrouping up to 1,000,000 using place charts or any other resource, collaborates with others to work out the sum of two 6-digit numbers with double regrouping with the number not more than 1,000,000 using place value apparatus or any other resource, estimate sums by rounding off the addends to the nearest hundred and thousand, come up with patterns involving addition of numbers up to a sum of 1,000,000, play games involving addition of numbers using digital devices and other resources. | 1. How can you estimate the sum of given numbers?; 2. How can you create patterns in addition? | 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 5 Mathematics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
NUMBERS
Fractions · Fractions - Addition and subtraction of fraction · Decimals · Decimals - Addition and subtraction of decimals · Simple Equations
MEASUREMENT
Length · Length - Conversions of Kms and metres · Length - Operations of length · Area · Area - Area of rectangles and squares · Volume · Volume - Volume of cubes and cuboids · Capacity · Capacity - Measuring capacity in millilitres · Capacity - Conversions in capacity · Capacity - Addition and subtraction in capacity
| 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: simplify fractions in different situations; compare fractions in different situations; order fractions with denominators not exceeding 12 in different situations; add two fractions with the same denominator in different situations. | The learner is guided to: identify equivalent fractions using a fraction board or chart; represent equivalent fractions using real objects; use charts or others resources to express fractions in their simplest forms; arrange given fractions in increasing or decreasing order using different methods. | 1. Why can we order fractions in real life?; 2. Where are fractions used 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 | |
| 1 | 2 | NUMBERS | Fractions - Addition and subtraction of fraction | By the end of the lesson, the learner should be able to: subtract two fractions with the same denominator in different situations; add two fractions with one renaming in different situations; subtract two fractions with one renaming in different situations; appreciate the use of fractions in real life. | The learner is guided to: add fractions with the same denominator using paper cut-outs, real objects or other resources; subtract two fractions with the same denominator using paper cut-outs, number lines, real objects, or other resources; carry out addition of two fractions by renaming one fraction using equivalent fractions; carry out subtraction of two fractions by renaming one fraction using equivalent fractions. | 1. Why can we order fractions in real life?; 2. Where are fractions used 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 | |
| 1 | 3 | NUMBERS | Decimals | By the end of the lesson, the learner should be able to: identify place value of decimals up to thousandths in different situations. | The learner is guided to: work out place value of decimals up to thousandths using a place value chart. | 1. Where can you use decimals in real life?; 2. What is the importance of ordering decimals? | 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 | Decimals - Addition and subtraction of decimals | By the end of the lesson, the learner should be able to: order decimals up to thousandths in different situations. | The learner is guided to: order decimals up to thousandths from smallest to largest and from largest to smallest using different methods. | 1. Where can you use decimals in real life?; 2. What is the importance of ordering decimals? | 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: add decimals up to thousandths in different situations. | The learner is guided to: work out addition of decimals up to thousandths using place value apparatus. | 1. Where can you use decimals in real life?; 2. What is the importance of ordering decimals? | 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: subtract decimals up to thousandths in different situations. | The learner is guided to: subtract decimals up to thousandths using place value apparatus. | 1. Where can you use decimals in real life?; 2. What is the importance of ordering decimals? | 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: multiply decimal numbers of up to thousandths by 1000 in different situations. | The learner is guided to: collaborate with peers to find information on application of decimals in real-life situations. | 1. Where can you use decimals in real life?; 2. What is the importance of ordering decimals? | 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: appreciate use of decimals in real-life situations. | The learner is guided to: work out place value of decimals up to thousandths using a place value chart. | 1. Where can you use decimals in real life?; 2. What is the importance of ordering decimals? | 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 | Simple Equations | By the end of the lesson, the learner should be able to: form simple equations with one unknown involving real-life situations. | The learner is guided to: discuss and come up with equations with one unknown from daily experiences. | Where are equations used 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 | |
| 2 | 5 | NUMBERS | Simple Equations | By the end of the lesson, the learner should be able to: solve simple equations with one unknown involving real-life situations. | The learner is guided to: use real objects to form equations with one unknown. | Where are equations used 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 | |
| 3 | 1 | NUMBERS | Simple Equations | By the end of the lesson, the learner should be able to: appreciate use of equations in solving problems in real life. | The learner is guided to: team up with peers to solve equations with one unknown. | Where are equations used 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 | |
| 3 | 2 | NUMBERS | Simple Equations | By the end of the lesson, the learner should be able to: form simple equations with one unknown involving real-life situations. | The learner is guided to: use digital devices or other resources to learn more about equations. | Where are equations used 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 | |
| 3 | 3 | NUMBERS | Simple Equations | By the end of the lesson, the learner should be able to: solve simple equations with one unknown involving real-life situations. | The learner is guided to: discuss and come up with equations with one unknown from daily experiences. | Where are equations used 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 | |
| 3 | 4 | NUMBERS | Simple Equations | By the end of the lesson, the learner should be able to: appreciate use of equations in solving problems in real life. | The learner is guided to: use real objects to form equations with one unknown. | Where are equations used 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 | |
| 3 | 5 | MEASUREMENT | Length | By the end of the lesson, the learner should be able to: identify the kilometre (km) as a unit of measuring length in real life. | The learner is guided to: discuss the kilometre as a unit of measuring length real life. | 1. How can you measure distance?; 2. Why should you measure distance? | 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 - Conversions of Kms and metres | By the end of the lesson, the learner should be able to: estimate distance in kilometres in real-life situations. | The learner is guided to: team up with peers to estimate distance in kilometres. | 1. How can you measure distance?; 2. Why should you measure distance? | 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 - Operations of length | By the end of the lesson, the learner should be able to: identify the relationship between the kilometre (km) and the metre (m) in different situations. | The learner is guided to: work with peers to establish the relationship between the kilometre and metre. | 1. How can you measure distance?; 2. Why should you measure distance? | 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 kilometres to metres and metres to kilometres in different situations. | The learner is guided to: express the distance from kilometres to metres and metres to kilometres. | 1. How can you measure distance?; 2. Why should you measure distance? | 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: add metres and kilometres in real-life situations. | The learner is guided to: carry out addition involving distance in kilometres and metres. | 1. How can you measure distance?; 2. Why should you measure distance? | 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: subtract metres and kilometres in real life situations. | The learner is guided to: carry out subtraction involving distance in kilometres and metres. | 1. How can you measure distance?; 2. Why should you measure distance? | 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: multiply metres and kilometres by whole numbers in real life situations. | The learner is guided to: carry out multiplication involving distance in kilometres and metres. | 1. How can you measure distance?; 2. Why should you measure distance? | 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: divide metres and kilometres by whole numbers in real life situations. | The learner is guided to: carry out division involving distance in kilometres and metres. | 1. How can you measure distance?; 2. Why should you measure distance? | 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: appreciate the use of kilometres and metres in measuring length in real life. | The learner is guided to: use digital devices or other resources to get more information involving length in kilometres and metres. | 1. How can you measure distance?; 2. Why should you measure distance? | 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: identify the kilometre (km) as a unit of measuring length in real life. | The learner is guided to: discuss the kilometre as a unit of measuring length real life. | 1. How can you measure distance?; 2. Why should you measure distance? | 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 | Length | By the end of the lesson, the learner should be able to: estimate distance in kilometres in real-life situations. | The learner is guided to: team up with peers to estimate distance in kilometres. | 1. How can you measure distance?; 2. Why should you measure distance? | 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 5 Mathematics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
MEASUREMENT
Mass · Mass - Measuring mass in grammes · Mass - Conversions in mass · Mass - Operations in mass · Time · Time - Conversions in time · Time - Operations in time · Money · Money - Tax · Money - Services provided by banks
GEOMETRY
Lines · Lines - perpendicular and parallel lines · Angles · Angles - Measuring angles using a protractor · Three- Dimension (3- D) Objects
DATA HANDLING
Data Representation · Data Representation - Drawing table and recording data · Data Representation - Interpreting 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: identify the gramme as a unit of measuring mass in real life. | The learner is guided to: identify different small containers with mass labelled grammes. | What is the importance of measuring mass? | 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 - Measuring mass in grammes | By the end of the lesson, the learner should be able to: measure mass in grammes in different situations. | The learner is guided to: use a spoon or bottle top scoop sand or soil which is estimated to be about 5 grammes. | What is the importance of measuring mass? | 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 - Conversions in mass | By the end of the lesson, the learner should be able to: estimate and measure mass in grammes in different situations. | The learner is guided to: use the spoon or the bottle top to fill other container with soil or sand and estimate their masses. | What is the importance of measuring mass? | 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 - Operations in mass | By the end of the lesson, the learner should be able to: identify the relationship between the kilogramme and the gramme in real-life situations. | The learner is guided to: discuss with peers to establish the relationship between the kilogramme and the grammes using a beam balance or electronic weighing machine (1kg = 1000g). | What is the importance of measuring mass? | 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: convert kilogrammes to grammes and grammes to kilogrammes in real-life situations. | The learner is guided to: express various values of mass in kilogrammes to grammes and vice versa. | What is the importance of measuring mass? | 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 | Mass | By the end of the lesson, the learner should be able to: add grammes and kilogrammes in real-life situations. | The learner is guided to: convert kilogrammes to grammes and grammes to kilogrammes in real life. | What is the importance of measuring mass? | 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 | Mass | By the end of the lesson, the learner should be able to: subtract grammes and kilogrammes in real-life situations. | The learner is guided to: determine mass of items in grammes and kilogrammes by addition, subtraction, multiplication and division different in different situations. | What is the importance of measuring mass? | 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 | Mass | By the end of the lesson, the learner should be able to: multiply grammes and kilogramme by whole numbers in real-life situations. | The learner is guided to: play games involving mass by measuring mass of different objects or substances using improvised weighing balance. | What is the importance of measuring mass? | 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 | Mass | By the end of the lesson, the learner should be able to: divide grammes and kilogrammes by whole numbers in real-life situations. | The learner is guided to: identify different small containers with mass labelled grammes. | What is the importance of measuring mass? | 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 | Mass | By the end of the lesson, the learner should be able to: appreciate use of kilogrammes and grammes in measuring mass in real life. | The learner is guided to: use a spoon or bottle top scoop sand or soil which is estimated to be about 5 grammes. | What is the importance of measuring mass? | 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 | Mass | By the end of the lesson, the learner should be able to: identify the gramme as a unit of measuring mass in real life. | The learner is guided to: use the spoon or the bottle top to fill other container with soil or sand and estimate their masses. | What is the importance of measuring mass? | 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 | Mass | By the end of the lesson, the learner should be able to: measure mass in grammes in different situations. | The learner is guided to: discuss with peers to establish the relationship between the kilogramme and the grammes using a beam balance or electronic weighing machine (1kg = 1000g). | What is the importance of measuring mass? | 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: identify the second as a unit of measuring time from a clock. | The learner is guided to: work with peers to identify second hand from a clock. | How can we read and tell 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 - Conversions in time | By the end of the lesson, the learner should be able to: use digital or analogues clocks to read time in seconds. | The learner is guided to: carry out activities taking 10 seconds. | How can we read and tell 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 - Operations in time | By the end of the lesson, the learner should be able to: identify the relationship between the minute and the second in real-life situations. | The learner is guided to: use digital devices and other resources to tell time from clocks. | How can we read and tell 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 | MEASUREMENT | Time | By the end of the lesson, the learner should be able to: convert minutes to seconds and seconds to minutes in real life. | The learner is guided to: relate the activities to what can be done in one tenth of the time taken to do the activity; the time taken is 1 second. | How can we read and tell 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 | 2 | MEASUREMENT | Time | By the end of the lesson, the learner should be able to: add minutes and seconds with conversion in real-life situations; subtract minutes and seconds with conversion in real life situations. | The learner is guided to: measure time taken to do various activities in seconds. | How can we read and tell 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 | 3 | MEASUREMENT | Time | By the end of the lesson, the learner should be able to: multiply minutes and seconds by whole numbers in real-life situations. | The learner is guided to: establish the relationship between seconds and minute using a clock or stop watch, watches. | How can we read and tell 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 | 4 | MEASUREMENT | Time | By the end of the lesson, the learner should be able to: divide minutes and seconds by whole numbers in real-life situations. | The learner is guided to: team up with peers to determine time durations in minutes and seconds using different operations in real-life situations. | How can we read and tell 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 | 5 | MEASUREMENT | Time | By the end of the lesson, the learner should be able to: appreciate use of minutes and seconds as units of measuring time in real-life situations. | The learner is guided to: work with peers to identify second hand from a clock. | How can we read and tell time? | 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 | Money | By the end of the lesson, the learner should be able to: explain the term budget in real-life situations. | The learner is guided to: discuss meaning and importance of a budget. | 1. How do you spend your money?; 2. What is the importance of paying taxes? | 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 | Money - Tax | By the end of the lesson, the learner should be able to: identify the importance of a budget in real life. | The learner is guided to: prepare a budget of about 5 items that can be found in the classroom model shop. | 1. How do you spend your money?; 2. What is the importance of paying taxes? | 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 | Money - Services provided by banks | By the end of the lesson, the learner should be able to: prepare a budget of up to 5 items used in daily life. | The learner is guided to: discuss meaning and importance of taxes to the governments, and study receipts from sales to identify amount of taxes paid. | 1. How do you spend your money?; 2. What is the importance of paying taxes? | 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 | Money | By the end of the lesson, the learner should be able to: explain meaning of tax and its importance to the government. | The learner is guided to: discuss provision of loans, safe custody of items, money deposits and withdrawals, savings as services provided by banks. | 1. How do you spend your money?; 2. What is the importance of paying taxes? | 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 | Money | By the end of the lesson, the learner should be able to: identify services provided by banks in real-life situations. | The learner is guided to: brainstorm on factors to consider when saving money and share with others. | 1. How do you spend your money?; 2. What is the importance of paying taxes? | 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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