CBE · Junior School
Grade 7 Mathematics Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Mathematics scheme of work for Grade 7 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 7
- Subject
- Mathematics
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 7 Mathematics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
NUMBERS
Whole Numbers · Whole Numbers - reading and writing numbers in symbols and words · Whole Numbers - rounding off numbers · Whole Numbers - classifying natural numbers · Whole Numbers - operations of whole numbers · Whole Numbers - number sequences · Factors · Factors - composite numbers · Factors - Greatest Common Divisor (GCD) and the Least Common Multiples (LCM) · Fractions · Fractions - Operations on fractions · Fractions - Reciprocals · Fractions - Number sequences for fractions · Decimals · Decimals - Multiplicatio n and division of decimals · Squares and Square Roots · Squares and Square Roots - square roots of whole numbers, fractions and decimals
ALGEBRA
Algebraic Expressions · Algebraic Expressions - simplify algebraic expressions
| 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 millions in real life. | The learner is guided to: identify and write place value and total value of digits using place value apparatus. | Why do we write numbers in words and/or symbols?; Where do we write numbers in words or symbols? | 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 symbols and words | By the end of the lesson, the learner should be able to: read and write numbers in symbols up to hundreds of millions in real life situations. | The learner is guided to: read and write numbers in symbols on number cards or charts. | Why do we write numbers in words and/or symbols?; Where do we write numbers in words or symbols? | 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: read and write numbers in words up to millions for fluency. | The learner is guided to: read and write numbers in words on number cards or charts and practice writing dummy cheques for different sums of money. | Why do we write numbers in words and/or symbols?; Where do we write numbers in words or symbols? | 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 - classifying natural numbers | By the end of the lesson, the learner should be able to: round off numbers up to the nearest hundreds of millions in real life situations. | The learner is guided to: work in teams to prepare and use place value charts to round off numbers. | Why do we write numbers in words and/or symbols?; Where do we write numbers in words or symbols? | 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 - operations of whole numbers | By the end of the lesson, the learner should be able to: classify natural numbers as even, odd and prime in different situations. | The learner is guided to: play a number game, make number cards, sort and classify numbers according to those that are even, odd or prime. | Why do we write numbers in words and/or symbols?; Where do we write numbers in words or symbols? | 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 - number sequences | By the end of the lesson, the learner should be able to: apply operations of whole numbers in real life situations. | The learner is guided to: work out or perform 2, 3 or more combined operations in the correct order using digital devices. | Why do we write numbers in words and/or symbols?; Where do we write numbers in words or symbols? | 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 number sequence in different situations. | The learner is guided to: identify the number patterns to work out number sequences. | Why do we write numbers in words and/or symbols?; Where do we write numbers in words or symbols? | 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: create number sequence for playing number games. | The learner is guided to: play games of creating number puzzles that involve number sequences using IT devices or other materials. | Why do we write numbers in words and/or symbols?; Where do we write numbers in words or symbols? | 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: appreciate use of whole numbers in real life situations. | The learner is guided to: identify and write place value and total value of digits using place value apparatus. | Why do we write numbers in words and/or symbols?; Where do we write numbers in words or symbols? | 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 place value and total value of digits up to hundreds of millions in real life. | The learner is guided to: read and write numbers in symbols on number cards or charts. | Why do we write numbers in words and/or symbols?; Where do we write numbers in words or symbols? | 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 in symbols up to hundreds of millions in real life situations. | The learner is guided to: read and write numbers in words on number cards or charts and practice writing dummy cheques for different sums of money. | Why do we write numbers in words and/or symbols?; Where do we write numbers in words or symbols? | 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: read and write numbers in words up to millions for fluency. | The learner is guided to: work in teams to prepare and use place value charts to round off numbers. | Why do we write numbers in words and/or symbols?; Where do we write numbers in words or symbols? | 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 the nearest hundreds of millions in real life situations. | The learner is guided to: play a number game, make number cards, sort and classify numbers according to those that are even, odd or prime. | Why do we write numbers in words and/or symbols?; Where do we write numbers in words or symbols? | 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: classify natural numbers as even, odd and prime in different situations. | The learner is guided to: work out or perform 2, 3 or more combined operations in the correct order using digital devices. | Why do we write numbers in words and/or symbols?; Where do we write numbers in words or symbols? | 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 operations of whole numbers in real life situations. | The learner is guided to: identify the number patterns to work out number sequences. | Why do we write numbers in words and/or symbols?; Where do we write numbers in words or symbols? | 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: identify number sequence in different situations. | The learner is guided to: play games of creating number puzzles that involve number sequences using IT devices or other materials. | Why do we write numbers in words and/or symbols?; Where do we write numbers in words or symbols? | 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: create number sequence for playing number games. | The learner is guided to: identify and write place value and total value of digits using place value apparatus. | Why do we write numbers in words and/or symbols?; Where do we write numbers in words or symbols? | 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: appreciate use of whole numbers in real life situations. | The learner is guided to: read and write numbers in symbols on number cards or charts. | Why do we write numbers in words and/or symbols?; Where do we write numbers in words or symbols? | 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: use place value and total value of digits up to hundreds of millions in real life. | The learner is guided to: read and write numbers in words on number cards or charts and practice writing dummy cheques for different sums of money. | Why do we write numbers in words and/or symbols?; Where do we write numbers in words or symbols? | 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: read and write numbers in symbols up to hundreds of millions in real life situations. | The learner is guided to: work in teams to prepare and use place value charts to round off numbers. | Why do we write numbers in words and/or symbols?; Where do we write numbers in words or symbols? | 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 | Factors | By the end of the lesson, the learner should be able to: test divisibility of numbers by 2, 3, 4, 5, 6, 8, 9,10 and 11 in different situations. | The learner is guided to: determine divisibility of numbers using regrouping and divisibility rule work sheets. | Where do we use factors in day to day activities?; How do we use factors in day to day activities?; How do we apply the GCD and the LCM in day to day activities? | 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 | Factors - composite numbers | By the end of the lesson, the learner should be able to: express composite numbers as a product of prime factors in different situations. | The learner is guided to: write factors of composite numbers by factorization, factor tree, factor rainbow in charts, colour charts or cards using locally available materials. | Where do we use factors in day to day activities?; How do we use factors in day to day activities?; How do we apply the GCD and the LCM in day to day activities? | 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 | Factors - Greatest Common Divisor (GCD) and the Least Common Multiples (LCM) | By the end of the lesson, the learner should be able to: work out the Greatest Common Divisor (GCD) and the Least Common Multiples (LCM) of numbers by factor method in different situations. | The learner is guided to: use factors to determine the LCM and the GCD using number cards or charts. | Where do we use factors in day to day activities?; How do we use factors in day to day activities?; How do we apply the GCD and the LCM in day to day activities? | 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 | Factors | By the end of the lesson, the learner should be able to: apply the Greatest Common Divisor (GCD) and the Least Common Multiples (LCM) in real life situations. | The learner is guided to: use IT to access factors of numbers including songs/poems or games on divisibility tests. | Where do we use factors in day to day activities?; How do we use factors in day to day activities?; How do we apply the GCD and the LCM in day to day activities? | 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 | Factors | By the end of the lesson, the learner should be able to: reflect on use of factors in real life situations. | The learner is guided to: work out application questions and solve problems relating to the GCD and the LCM in real life situations. | Where do we use factors in day to day activities?; How do we use factors in day to day activities?; How do we apply the GCD and the LCM in day to day activities? | 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 7 Mathematics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
ALGEBRA
Algebraic Expressions · Algebraic Expressions - simplify algebraic expressions · Linear Equations · Linear Inequalities · Linear Inequalities - simple and compound linear inequalities in one unknown · Linear Inequalities - number lines
MEASUREMENTS
Pythagorean Relationship · Length · Length - Operations in length · Length - Perimeter of plane figures · Length - circumference of circles · Area · Area - area of rectangle, parallelogram, rhombus and trapezium · Area - area of circles and borders · Volume and Capacity · Volume and Capacity - conversions in volume · Volume and Capacity - volume of cubes, cuboids and cylinder · Volume and Capacity - capacity of containers · Time, Distance and Speed · Time, Distance and Speed - Conversions in units of distance · Time, Distance and Speed - Speed
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | ALGEBRA | Algebraic Expressions | By the end of the lesson, the learner should be able to: form algebraic expressions from real life situations; form algebraic expressions from simple algebraic statements in real life situations. | The learner is guided to: discuss and classify objects in their immediate environment according to given attributes such as similarities or differences; discuss how to form algebraic expressions from the classified objects. | How do we use algebraic expressions in daily activities? | 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 | ALGEBRA | Algebraic Expressions - simplify algebraic expressions | By the end of the lesson, the learner should be able to: simplify algebraic expressions in real life situations; appreciate use of algebraic expressions in real life. | The learner is guided to: read and interpret algebraic statements to form algebraic expressions; discuss how to simplify algebraic expressions from the classified objects; use IT to work out exercises and activities in algebra or drag and drop activities to group similar objects. | How do we use algebraic expressions in daily activities? | 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 | ALGEBRA | Linear Equations | By the end of the lesson, the learner should be able to: form linear equations in one unknown in different situations. | The learner is guided to: role play activities involving equations with one unknown for example weighing using beam balance. Also dramatize shopping activities. | How do we use linear equations in real life?; Why do we use linear equations 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 | ALGEBRA | Linear Equations | By the end of the lesson, the learner should be able to: solve linear equations in one unknown in different situations. | The learner is guided to: discuss how to form and solve linear equations generated from role play activities. | How do we use linear equations in real life?; Why do we use linear equations 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 | ALGEBRA | Linear Equations | By the end of the lesson, the learner should be able to: apply linear equations in one unknown to real life situations. | The learner is guided to: use IT devices or other resources to form and solve linear equations. | How do we use linear equations in real life?; Why do we use linear equations 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 | ALGEBRA | Linear Equations | By the end of the lesson, the learner should be able to: reflect on use of linear equations in real life situations. | The learner is guided to: role play activities involving equations with one unknown for example weighing using beam balance. Also dramatize shopping activities. | How do we use linear equations in real life?; Why do we use linear equations 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 | ALGEBRA | Linear Equations | By the end of the lesson, the learner should be able to: form linear equations in one unknown in different situations. | The learner is guided to: discuss how to form and solve linear equations generated from role play activities. | How do we use linear equations in real life?; Why do we use linear equations 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 | 3 | ALGEBRA | Linear Equations | By the end of the lesson, the learner should be able to: solve linear equations in one unknown in different situations. | The learner is guided to: use IT devices or other resources to form and solve linear equations. | How do we use linear equations in real life?; Why do we use linear equations 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 | 4 | ALGEBRA | Linear Inequalities | By the end of the lesson, the learner should be able to: apply inequality symbols to inequality statements in learning situations. | The learner is guided to: use inequality cards to complete simple inequality statements using symbols. | How do we use linear inequalities in real life?; Why do we use linear inequalities 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 | ALGEBRA | Linear Inequalities - simple and compound linear inequalities in one unknown | By the end of the lesson, the learner should be able to: form simple linear inequalities in one unknown in different situations. | The learner is guided to: use inequality cards/objects to form simple linear inequalities with one unknown. | How do we use linear inequalities in real life?; Why do we use linear inequalities 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 | ALGEBRA | Linear Inequalities - number lines | By the end of the lesson, the learner should be able to: illustrate simple inequalities on a number line. | The learner is guided to: draw and represent simple inequality statements on a number line. | How do we use linear inequalities in real life?; Why do we use linear inequalities 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 | ALGEBRA | Linear Inequalities | By the end of the lesson, the learner should be able to: form compound inequality statements in one unknown in different situations. | The learner is guided to: use inequality cards to complete compound inequality statements. Have examples that may involve gender such as number of boys and girls in class. | How do we use linear inequalities in real life?; Why do we use linear inequalities 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 | ALGEBRA | Linear Inequalities | By the end of the lesson, the learner should be able to: illustrate compound inequalities in one unknown on a number line. | The learner is guided to: draw and represent compound inequality statements on a number line. | How do we use linear inequalities in real life?; Why do we use linear inequalities 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 | ALGEBRA | Linear Inequalities | By the end of the lesson, the learner should be able to: appreciate use of linear inequalities in real life. | The learner is guided to: use IT devices in graphing tools to present solutions to inequalities. | How do we use linear inequalities in real life?; Why do we use linear inequalities 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 | ALGEBRA | Linear Inequalities | By the end of the lesson, the learner should be able to: apply inequality symbols to inequality statements in learning situations. | The learner is guided to: use inequality cards to complete simple inequality statements using symbols. | How do we use linear inequalities in real life?; Why do we use linear inequalities 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 | ALGEBRA | Linear Inequalities | By the end of the lesson, the learner should be able to: form simple linear inequalities in one unknown in different situations. | The learner is guided to: use inequality cards/objects to form simple linear inequalities with one unknown. | How do we use linear inequalities in real life?; Why do we use linear inequalities 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 | MEASUREMENTS | Pythagorean Relationship | By the end of the lesson, the learner should be able to: recognize the sides of a right-angled triangle in different situations. | The learner is guided to: draw and represent practical cases of right-angled triangle of an object leaning on a wall at different positions and recognize the sides as the hypotenuse the height and the base. For example, a ladder leaning on a wall. | How do we use Pythagorean relationship 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 | |
| 4 | 3 | MEASUREMENTS | Pythagorean Relationship | By the end of the lesson, the learner should be able to: identify Pythagorean relationship in different situations. | The learner is guided to: do a variety of activities for example, counting squares on different sides of a 3, 4, 5 right angled-triangle, establish the Pythagorean relationship and practice using other right angled-triangles. | How do we use Pythagorean relationship 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 | |
| 4 | 4 | MEASUREMENTS | Pythagorean Relationship | By the end of the lesson, the learner should be able to: apply Pythagorean relationship to real life situations. | The learner is guided to: work out exercises related to Pythagorean relationship; create Pythagorean relationship puzzles. | How do we use Pythagorean relationship 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 | |
| 4 | 5 | MEASUREMENTS | Pythagorean Relationship | By the end of the lesson, the learner should be able to: promote use of Pythagoras Theorem in real life situations. | The learner is guided to: use IT devices and other resources to explore the use of Pythagorean relationship in daily life. | How do we use Pythagorean relationship 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 | |
| 5 | 1 | MEASUREMENTS | Length | By the end of the lesson, the learner should be able to: convert units of length from one form to another involving cm, dm, m, Dm, Hm in learning situations. | The learner is guided to: generate conversion tables involving cm, dm, m, Dm, Hm. | Why do we use differen t units of measuri ng length?; How do we measure the perimet er of differen t objects? | 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 | MEASUREMENTS | Length - Operations in length | By the end of the lesson, the learner should be able to: perform operations involving units of length in different situations. | The learner is guided to: carry out different operations involving length. | Why do we use differen t units of measuri ng length?; How do we measure the perimet er of differen t objects? | 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 | MEASUREMENTS | Length - Perimeter of plane figures | By the end of the lesson, the learner should be able to: work out the perimeter of plane figures in different situations. | The learner is guided to: watch videos on correct procedures of measuring length and working out perimeter; use appropriate measuring tools to measure the length of various objects. | Why do we use differen t units of measuri ng length?; How do we measure the perimet er of differen t objects? | 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 | MEASUREMENTS | Length - circumference of circles | By the end of the lesson, the learner should be able to: work out the circumference of circles in different situations. | The learner is guided to: measure and work out perimeter of different plane figures including combined shapes. | Why do we use differen t units of measuri ng length?; How do we measure the perimet er of differen t objects? | 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 | MEASUREMENTS | Length | By the end of the lesson, the learner should be able to: promote use of length in real life situations. | The learner is guided to: measure the circumference and diameter of different circular objects and establish the relationship between circumference and diameter which is Pi. | Why do we use differen t units of measuri ng length?; How do we measure the perimet er of differen t objects? | 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 7 Mathematics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
MEASUREMENTS
Temperature · Temperature - units of measuring temperature · Temperature - conversions in temperature · Temperature - temperature in degree Celsius and Kelvin · Money · Money - discount · Money - commission · Money - bills · Money - postal charges · Money - mobile money services
GEOMETRY
Angles · Angles - angles on a transversal and parallelogram · Angles - angle properties of polygons · Geometrical Constructions · Geometrical Constructions - constructing 900, 450 600, 300 · Geometrical Constructions - constructing different triangles and circles
DATA HANDLING AND PROBABILITY
Data Handling · Data Handling - frequency distribution table · Data Handling - drawing pictographs, bar graphs, line graphs and pie charts · Data Handling - Interpreting graphs, charts and travel graphs
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | MEASUREMENTS | Temperature | By the end of the lesson, the learner should be able to: describe the temperature conditions of the immediate environment as either warm, hot or cold. | The learner is guided to: move to the field, observe the temperature in the environment and discuss the temperature conditions as either warm, hot or cold. | How does temperature affect our everyday lives?; How do we measure temperature? | 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 | MEASUREMENTS | Temperature - units of measuring temperature | By the end of the lesson, the learner should be able to: compare temperature using hotter, warmer, colder and same as in different situations. | The learner is guided to: discuss and test temperature of different substances using arbitrary methods like touching, for example cold, warm or hot, for example water (exercise caution when dealing with hot substances). | How does temperature affect our everyday lives?; How do we measure temperature? | 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 | MEASUREMENTS | Temperature - conversions in temperature | By the end of the lesson, the learner should be able to: identify units of measuring temperature as degree Celsius and Kelvin in different situations; convert units of measuring temperature from degree Celsius to Kelvin and vice-versa. | The learner is guided to: identify and use tools of measuring temperature, for example, thermometers that are in degrees Celsius. | How does temperature affect our everyday lives?; How do we measure temperature? | 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 | MEASUREMENTS | Temperature - temperature in degree Celsius and Kelvin | By the end of the lesson, the learner should be able to: work out temperature in degree Celsius and Kelvin in real life situations. | The learner is guided to: work out conversions of temperature from degrees Celsius to Kelvin and vice versa. | How does temperature affect our everyday lives?; How do we measure temperature? | 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 | MEASUREMENTS | Temperature | By the end of the lesson, the learner should be able to: use IT devices or other resources to read temperature conditions of different places. | The learner is guided to: practice using IT devices or other resources to determine temperature of different places in degree Celsius and Kelvin. | How does temperature affect our everyday lives?; How do we measure temperature? | 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 | MEASUREMENTS | Temperature | By the end of the lesson, the learner should be able to: recognise temperature changes in the environment. | The learner is guided to: move to the field, observe the temperature in the environment and discuss the temperature conditions as either warm, hot or cold. | How does temperature affect our everyday lives?; How do we measure temperature? | 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 | MEASUREMENTS | Money | By the end of the lesson, the learner should be able to: work out profit and loss in real life situations. | The learner is guided to: role play shopping and selling activities involving profit, loss, discount and commission. | Why do we use money in daily activities?; What considerations would we make when buying or selling?; What is involved in mobile money transactions? | 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 | MEASUREMENTS | Money - discount | By the end of the lesson, the learner should be able to: calculate the percentage profit and loss in different situations. | The learner is guided to: work out profit and loss involving different activities and settings. | Why do we use money in daily activities?; What considerations would we make when buying or selling?; What is involved in mobile money transactions? | 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 | MEASUREMENTS | Money - commission | By the end of the lesson, the learner should be able to: calculate discount and percentage discount of different goods and services. | The learner is guided to: work out percentage profit/loss from the role play activities. | Why do we use money in daily activities?; What considerations would we make when buying or selling?; What is involved in mobile money transactions? | 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 | MEASUREMENTS | Money - bills | By the end of the lesson, the learner should be able to: calculate commission and percentage commission in real life situations. | The learner is guided to: work out discount and percentage discount from model shopping activities. | Why do we use money in daily activities?; What considerations would we make when buying or selling?; What is involved in mobile money transactions? | 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 | MEASUREMENTS | Money - postal charges | By the end of the lesson, the learner should be able to: interpret bills at home. | The learner is guided to: work out commission and percentage commission from the role play activities. | Why do we use money in daily activities?; What considerations would we make when buying or selling?; What is involved in mobile money transactions? | 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 | MEASUREMENTS | Money - mobile money services | By the end of the lesson, the learner should be able to: prepare bills in real life situations. | The learner is guided to: identify different types of bills and read the components of bills. | Why do we use money in daily activities?; What considerations would we make when buying or selling?; What is involved in mobile money transactions? | 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 | MEASUREMENTS | Money | By the end of the lesson, the learner should be able to: work out postal charges in real life situations. | The learner is guided to: prepare bills of different items and expenses. | Why do we use money in daily activities?; What considerations would we make when buying or selling?; What is involved in mobile money transactions? | 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 | MEASUREMENTS | Money | By the end of the lesson, the learner should be able to: identify mobile money services for different transactions. | The learner is guided to: visit post office to gather information on postal services and charges. | Why do we use money in daily activities?; What considerations would we make when buying or selling?; What is involved in mobile money transactions? | 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 | MEASUREMENTS | Money | By the end of the lesson, the learner should be able to: work out mobile money transactions in real life situations. | The learner is guided to: work out postal charges of different services. | Why do we use money in daily activities?; What considerations would we make when buying or selling?; What is involved in mobile money transactions? | 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 | MEASUREMENTS | Money | By the end of the lesson, the learner should be able to: use IT devices or other resources to learn more on money transactions. | The learner is guided to: discuss and identify mobile money services. | Why do we use money in daily activities?; What considerations would we make when buying or selling?; What is involved in mobile money transactions? | 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 | MEASUREMENTS | Money | By the end of the lesson, the learner should be able to: recognise use of money in day to day activities. | The learner is guided to: work out mobile money transactions, for example, in sending or receiving money, credit and savings. | Why do we use money in daily activities?; What considerations would we make when buying or selling?; What is involved in mobile money transactions? | 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 | MEASUREMENTS | Money | By the end of the lesson, the learner should be able to: work out profit and loss in real life situations. | The learner is guided to: generate bills, pay for goods and services, and other online transactions using IT devices. | Why do we use money in daily activities?; What considerations would we make when buying or selling?; What is involved in mobile money transactions? | 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 | Angles | By the end of the lesson, the learner should be able to: relate different types of angles on a straight line in real life situations. | The learner is guided to: discuss positions of objects in the immediate environment in relation to angles. | What are angles?; Where do we use angles 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 | |
| 4 | 5 | GEOMETRY | Angles - angles on a transversal and parallelogram | By the end of the lesson, the learner should be able to: solve angles at a point in learning situations. | The learner is guided to: draw straight lines with different angles, measure and relate them. | What are angles?; Where do we use angles 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 | |
| 5 | 1 | GEOMETRY | Angles - angle properties of polygons | By the end of the lesson, the learner should be able to: relate angles on a transversal in different situations. | The learner is guided to: draw different angles at a point, measure, relate and work out angles at point. | What are angles?; Where do we use angles 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 | |
| 5 | 2 | GEOMETRY | Angles | By the end of the lesson, the learner should be able to: solve angles in a parallelogram in different situation. | The learner is guided to: draw transversals, measure and relate angles in a transversal. | What are angles?; Where do we use angles 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 | |
| 5 | 3 | GEOMETRY | Angles | By the end of the lesson, the learner should be able to: identify angle properties of polygons up to hexagon in different situations. | The learner is guided to: draw parallelograms, measure and relate various angles in a parallelogram; use cut outs or drawings of different polygons up to hexagon, measure the interior angles and relate to the number of right angles. | What are angles?; Where do we use angles 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 | |
| 5 | 4 | GEOMETRY | Angles | By the end of the lesson, the learner should be able to: relate interior angles, exterior angles and the number of sides of a polygon up to hexagon in different situations. | The learner is guided to: use cut outs or drawings of different polygons up to hexagon, measure interior and exterior angles and relate to the number of sides. | What are angles?; Where do we use angles 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 | |
| 5 | 5 | GEOMETRY | Angles | By the end of the lesson, the learner should be able to: solve angles and sides of polygons up to hexagon in learning situations. | The learner is guided to: work out angles and sides in different polygons up to hexagon. | What are angles?; Where do we use angles 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 |
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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