CBE · Upper Primary
Grade 6 Mathematics Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Mathematics scheme of work for Grade 6 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 6
- Subject
- Mathematics
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 6 Mathematics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
NUMBERS
Whole Numbers · Multiplication · Division · Fractions · Decimals
| 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 millions in real life. | The learner is guided to: work in pairs/groups or as individuals to identify place value of digits up to millions using place value apparatus. | How do we read and write numbers in symbols and in words? | 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: use numbers up to millions in symbols in real life. | The learner is guided to: work in pairs/groups or as individuals to read numbers up to millions in symbols from number charts/ cards. | How do we read and write numbers in symbols and in words? | 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 100,000 in words in real life. | The learner is guided to: work in pairs/groups or as individuals to read write numbers up to hundred thousand in words from number charts/ cards. | How do we read and write numbers in symbols and in words? | 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 100,000 in real life situations. | The learner is guided to: work in pairs/groups or as individuals to read numbers up to millions in symbols from number charts/ cards. | How do we read and write numbers in symbols and in words? | 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 100,000 to the nearest thousand in different situations. | The learner is guided to: discuss in pairs/groups and form different numbers by rearranging digits of a number up to 100,000. | How do we read and write numbers in symbols and in words? | 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: apply squares of whole numbers up to 100 in different situations. | The learner is guided to: discuss in pairs/groups and round off numbers up to hundred thousand to the nearest 1,000 from number cards and share with other groups. | How do we read and write numbers in symbols and in words? | 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: apply square roots of perfect squares up to 10,000 in different situations. | The learner is guided to: in pairs/groups or as individuals to multiply a given number by itself and identify the answer as the square of the number. | How do we read and write numbers in symbols and in words? | 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: work out the square root of a given number and recognize the value which when multiplied by itself results in the given number. | How do we read and write numbers in symbols and in words? | 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 millions in real life. | The learner is guided to: play games involving whole number using digital devices or other resources. | How do we read and write numbers in symbols and in words? | 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: use numbers up to millions in symbols in real life. | The learner is guided to: work in pairs/groups or as individuals to identify place value of digits up to millions using place value apparatus. | How do we read and write numbers in symbols and in words? | 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: read and write numbers up to 100,000 in words in real life. | The learner is guided to: work in pairs/groups or as individuals to read numbers up to millions in symbols from number charts/ cards. | How do we read and write numbers in symbols and in words? | 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: order numbers up to 100,000 in real life situations. | The learner is guided to: work in pairs/groups or as individuals to read write numbers up to hundred thousand in words from number charts/ cards. | How do we read and write numbers in symbols and in words? | 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: round off numbers up to 100,000 to the nearest thousand in different situations. | The learner is guided to: work in pairs/groups or as individuals to read numbers up to millions in symbols from number charts/ cards. | How do we read and write numbers in symbols and in words? | 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: apply squares of whole numbers up to 100 in different situations. | The learner is guided to: discuss in pairs/groups and form different numbers by rearranging digits of a number up to 100,000. | How do we read and write numbers in symbols and in words? | 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: apply square roots of perfect squares up to 10,000 in different situations. | The learner is guided to: discuss in pairs/groups and round off numbers up to hundred thousand to the nearest 1,000 from number cards and share with other groups. | How do we read and write numbers in symbols and in words? | 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: in pairs/groups or as individuals to multiply a given number by itself and identify the answer as the square of the number. | How do we read and write numbers in symbols and in words? | 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 millions in real life. | The learner is guided to: work out the square root of a given number and recognize the value which when multiplied by itself results in the given number. | How do we read and write numbers in symbols and in words? | 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: use numbers up to millions in symbols in real life. | The learner is guided to: play games involving whole number using digital devices or other resources. | How do we read and write numbers in symbols and in words? | 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: read and write numbers up to 100,000 in words in real life. | The learner is guided to: work in pairs/groups or as individuals to identify place value of digits up to millions using place value apparatus. | How do we read and write numbers in symbols and in words? | 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: order numbers up to 100,000 in real life situations. | The learner is guided to: work in pairs/groups or as individuals to read numbers up to millions in symbols from number charts/ cards. | How do we read and write numbers in symbols and in words? | 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 | Multiplication | By the end of the lesson, the learner should be able to: By the end of the Sub Strand, the learner should be able to. | The learner is guided to: multiply up to a 4-digit number by a 2- digit number using; - fact families - skip counting - multiplication chart - expanded form - digital devices. | How do we multiply 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 | 2 | NUMBERS | Multiplication | By the end of the lesson, the learner should be able to: multiply up to a 4-digit number by a 2-digit number in real life situations. | The learner is guided to: estimate products using; - rounding off factors - compatibility of numbers. | How do we multiply 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 | 3 | NUMBERS | Multiplication | By the end of the lesson, the learner should be able to: estimate products by rounding off numbers being multiplied to the nearest ten in real life situations. | The learner is guided to: make patterns involving multiplication with products not exceeding 1,000 using number cards. | How do we multiply 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 | 4 | NUMBERS | Multiplication | By the end of the lesson, the learner should be able to: make patterns involving multiplication of numbers not exceeding 1,000 in different situations. | The learner is guided to: learners in pairs/groups or as individuals play games using digital or other resources involving multiplication. | How do we multiply 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 | 5 | NUMBERS | Multiplication | By the end of the lesson, the learner should be able to: appreciate use of multiplication in real life. | The learner is guided to: multiply up to a 4-digit number by a 2- digit number using; - fact families - skip counting - multiplication chart - expanded form - digital devices. | How do we multiply numbers? | 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 6 Mathematics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
NUMBERS
Decimals · Inequalities
MEASUREMENT
Length · Area · Capacity · Mass
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | NUMBERS | Decimals | By the end of the lesson, the learner should be able to: By the end of the Sub Strand, the learner should be able to. | The learner is guided to: work out place value of decimals up to ten thousandths using place value apparatus. | Where are decimals applicable 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 | Decimals | By the end of the lesson, the learner should be able to: identify decimals up to ten thousandths in different situations; round off decimals up to 3 decimal places in different situations. | The learner is guided to: relate place value of decimals up to ten thousandths to number of decimal places; Discuss and round off decimals up to 3 decimal places. | Where are decimals applicable 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: convert decimals to fractions and fractions to decimals in different situations. | The learner is guided to: change decimals to fractions using a square/ rectangular grid. | Where are decimals applicable 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 | 4 | NUMBERS | Decimals | By the end of the lesson, the learner should be able to: convert decimals to percentages and percentages to decimals in different situations. | The learner is guided to: change fractions to decimals using a square/ rectangular grid. | Where are decimals applicable 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 | 5 | NUMBERS | Decimals | By the end of the lesson, the learner should be able to: add decimals up to 4-decimal places in different situations; subtract decimals up to 4- decimal places in different situations. | The learner is guided to: add decimals up to 4-decimal places using shared place value apparatus; subtract decimals up to 4- decimal places using place value apparatus. | Where are decimals applicable 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 | 1 | 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: Play games involving decimals using digital devices or other resources. | Where are decimals applicable 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 | 2 | NUMBERS | Inequalities | By the end of the lesson, the learner should be able to: By the end of the Sub Strand, the learner should be able to. | The learner is guided to: discuss meaning of inequality symbols ‘> ‘and ‘< ‘. | How do we solve simple inequalities? | 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 | Inequalities | By the end of the lesson, the learner should be able to: Form simple inequalities in one unknown involving real life situations. | The learner is guided to: form inequalities in one unknown using different operations. | How do we solve simple inequalities? | 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 | Inequalities | By the end of the lesson, the learner should be able to: Simplify inequalities in one unknown involving real life situations. | The learner is guided to: simplify inequalities in one unknown using cards or charts. | How do we solve simple inequalities? | 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 | Inequalities | By the end of the lesson, the learner should be able to: Solve simple inequalities in one unknown involving real life situations. | The learner is guided to: working out simple inequalities involving one unknown. | How do we solve simple inequalities? | 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 | Inequalities | By the end of the lesson, the learner should be able to: Appreciate use of inequalities in real life situations. | The learner is guided to: play games involving inequalities using digital devices or other resources. | How do we solve simple inequalities? | 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 | Inequalities | By the end of the lesson, the learner should be able to: By the end of the Sub Strand, the learner should be able to. | The learner is guided to: discuss meaning of inequality symbols ‘> ‘and ‘< ‘. | How do we solve simple inequalities? | 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 | Inequalities | By the end of the lesson, the learner should be able to: Form simple inequalities in one unknown involving real life situations. | The learner is guided to: form inequalities in one unknown using different operations. | How do we solve simple inequalities? | 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 | Inequalities | By the end of the lesson, the learner should be able to: Simplify inequalities in one unknown involving real life situations. | The learner is guided to: simplify inequalities in one unknown using cards or charts. | How do we solve simple inequalities? | 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: By the end of the Sub Strand, the learner should be able to. | The learner is guided to: Discuss and identify the millimetre as a unit of measuring length using a ruler. | Why do we measure distances in day to day life?; What do we use to measure length 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: use the millimetre (mm) as a unit of measuring length in different situations. | The learner is guided to: measure length of objects in millimetres using a ruler. | Why do we measure distances in day to day life?; What do we use to measure length 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 the millimetre and centimetre in different situations. | The learner is guided to: measure a given length in cm and mm to establish the relationship between mm and cm. | Why do we measure distances in day to day life?; What do we use to measure length 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 centimetres and millimetres to millimetres in different situations. | The learner is guided to: Convert mm to cm and cm to mm when measuring lengths of different objects and comparing results. | Why do we measure distances in day to day life?; What do we use to measure length 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: add centimetres and millimetres in different situations. | The learner is guided to: measure lengths of different objects in the environment. | Why do we measure distances in day to day life?; What do we use to measure length 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: subtract centimetres and millimetres in different situations. | The learner is guided to: determine lengths in mm and cm in addition, subtraction, multiplication and division and discuss the answers. | Why do we measure distances in day to day life?; What do we use to measure length 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: multiply centimetres and millimetres by whole numbers in real life situations. | The learner is guided to: sketch the circumference, diameter and radius of a circle practically. | Why do we measure distances in day to day life?; What do we use to measure length 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: divide centimetres and millimetres by whole numbers in real life situations. | The learner is guided to: measure the circumference of a circle practically. | Why do we measure distances in day to day life?; What do we use to measure length 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: determine the circumference of a circle practically. | The learner is guided to: divide circumference by diameter to get pi (π). | Why do we measure distances in day to day life?; What do we use to measure length 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: identify the relationship between circumference and diameter in different situations. | The learner is guided to: Play games involving length in centimetres and millimetres using digital devices or other resources. | Why do we measure distances in day to day life?; What do we use to measure length 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 | Length | By the end of the lesson, the learner should be able to: appreciate use of length in real life situations. | The learner is guided to: Discuss and identify the millimetre as a unit of measuring length using a ruler. | Why do we measure distances in day to day life?; What do we use to measure length 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 |
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 6 Mathematics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
MEASUREMENT
Mass · Time · Money
GEOMETRY
Lines · Angles · 3-D Objects
DATA HANDLING
Bar Graphs
| 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: By the end of the Sub Strand, the learner should be able to; identify the tonne as a unit for measuring mass in real life; identify items measured in tonnes in real life. | The learner is guided to: discuss tonne as a unit of measuring mass; discuss items in the environment such as loaded lorries, whose mass may be measured in tonnes. | How can we measure large amounts of mass?; In what situations would the tonnes be more applicable to use when 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 | By the end of the lesson, the learner should be able to: identify the relationship between the kilogram and the tonne; estimate mass in tonnes in different situations; convert kilograms to tonnes and tonnes to kilograms in real life situations. | The learner is guided to: establish the relationship between the kilogram and the tonne (1000kg = 1 tonne); Estimate masses in tonnes of various objects found in the environment. | How can we measure large amounts of mass?; In what situations would the tonnes be more applicable to use when 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 | By the end of the lesson, the learner should be able to: add tonnes and kilograms in real life situations; subtract tonnes and kilograms in real life situations. | The learner is guided to: change kilograms to tonnes and tonnes to kilograms. | How can we measure large amounts of mass?; In what situations would the tonnes be more applicable to use when 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 | By the end of the lesson, the learner should be able to: multiply tonnes and kilograms by whole numbers in real life situations; divide tonnes and kilograms by whole numbers in real life situations; appreciate use of the kilogram and tonne in measuring mass. | The learner is guided to: determine mass of items in tonnes and kilograms using different operations involving addition, subtraction, multiplication and division; Use digital weighing machines to measure masses of different items. | How can we measure large amounts of mass?; In what situations would the tonnes be more applicable to use when 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 | Time | By the end of the lesson, the learner should be able to: By the end of the sub-strand, the learner should be able to. | The learner is guided to: discuss time in a.m. and p.m. from digital and analogue clocks. | How do 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 | |
| 2 | 1 | MEASUREMENT | Time | By the end of the lesson, the learner should be able to: identify time in a.m. and p.m. in day to day life experiences. | The learner is guided to: determine time in a.m. and p.m. from digital and analogue clocks. | How do 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 | |
| 2 | 2 | MEASUREMENT | Time | By the end of the lesson, the learner should be able to: write time in a.m. and p.m. in day to day life. | The learner is guided to: equate time in a.m. and p.m.to the 24h clock system using a chart. | How do 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 | |
| 2 | 3 | MEASUREMENT | Time | By the end of the lesson, the learner should be able to: relate time in a.m. and p.m. to the 24h clock system. | The learner is guided to: change time from the 12h to 24h system and 24h to 12h using a chart. | How do 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 | |
| 2 | 4 | MEASUREMENT | Time | By the end of the lesson, the learner should be able to: convert time from 12h to 24h and 24h to 12h system. | The learner is guided to: interpret travel timetables to create travel schedules for different events. | How do 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 | |
| 2 | 5 | MEASUREMENT | Time | By the end of the lesson, the learner should be able to: interpret travel timetable in different situations. | The learner is guided to: determine time durations of traveling using travel timetables within the country. | How do 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 | 1 | MEASUREMENT | Time | By the end of the lesson, the learner should be able to: appreciate use of time in both 12h and 24h systems. | The learner is guided to: check local time using digital clock or analogue in 12h and 24 h systems. | How do 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 | 2 | MEASUREMENT | Time | By the end of the lesson, the learner should be able to: By the end of the sub-strand, the learner should be able to. | The learner is guided to: discuss time in a.m. and p.m. from digital and analogue clocks. | How do 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 | 3 | MEASUREMENT | Time | By the end of the lesson, the learner should be able to: identify time in a.m. and p.m. in day to day life experiences. | The learner is guided to: determine time in a.m. and p.m. from digital and analogue clocks. | How do 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 | By the end of the lesson, the learner should be able to: write time in a.m. and p.m. in day to day life. | The learner is guided to: equate time in a.m. and p.m.to the 24h clock system using a chart. | How do 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 | Money | By the end of the lesson, the learner should be able to: By the end of the Sub Strand, the learner should be able to. | The learner is guided to: identify different shopping items in the community or at home especially food items and draw a simple budget. | How can you make profit in a business? | 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 | Money | By the end of the lesson, the learner should be able to: prepare simple budget in different situations. | The learner is guided to: discuss the meaning of buying and selling price. | How can you make profit in a business? | 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 | Money | By the end of the lesson, the learner should be able to: determine buying and selling prices of different items in the community. | The learner is guided to: determine buying and selling prices of different items in the community. | How can you make profit in a business? | 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 | Money | By the end of the lesson, the learner should be able to: work out profit from sales of different items in the community. | The learner is guided to: discuss the meaning of profit and loss in real life situations and share with other groups. | How can you make profit in a business? | 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 | Money | By the end of the lesson, the learner should be able to: calculate loss realized from sales of different items in the community. | The learner is guided to: discuss and determine profit and loss by practicing buying and selling in the classroom model shop. | How can you make profit in a business? | 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 | Money | By the end of the lesson, the learner should be able to: identify types of taxes in different situations. | The learner is guided to: discuss income and value added tax (VAT) from receipts issued by shops and retailers as a form of tax. | How can you make profit in a business? | 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: appreciate use of money in real life situations. | The learner is guided to: use IT devices or other resources to explore more on money. | How can you make profit in a business? | 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 | By the end of the lesson, the learner should be able to: By the end of the Sub Strand, the learner should be able to. | The learner is guided to: identify different shopping items in the community or at home especially food items and draw a simple budget. | How can you make profit in a business? | 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 | Lines | By the end of the lesson, the learner should be able to: By the end of the sub-strand, the learner should be able to. | The learner is guided to: construct parallel lines using geometrical instruments and other writing materials. | Why do we need to draw lines? | 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 | Lines | By the end of the lesson, the learner should be able to: draw parallel lines in different situations. | The learner is guided to: bisect lines using geometrical instruments. | Why do we need to draw lines? | 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 | Lines | By the end of the lesson, the learner should be able to: bisect lines by construction. | The learner is guided to: draw perpendicular lines using geometrical instruments. | Why do we need to draw lines? | 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 6 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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The first 5 weeks of each term are free to read on this page. Open the term you need, pay KES 30 by M-Pesa, then use Print / Save PDF — the sheet is laid out for A4 landscape.
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