CBE · Junior School
Grade 8 Mathematics Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Mathematics scheme of work for Grade 8 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 8
- Subject
- Mathematics
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 8 Mathematics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
NUMBERS
Integers · Integers - operations of addition and subtraction integers on the number line · Fractions · Fractions - combined operations on fractions · Decimals · Decimals - Recurring decimals · Decimals - Rounding off decimals · Decimals - significant figures · Decimals - numbers in standard form · Decimals - combined operations on decimals · Squares and Square roots · Rates, Ratio, Proportions and Percentages · Rates, Ratio, Proportions and Percentages - Comparing ratios · Rates, Ratio, Proportions and Percentages - Increase and decrease of quantities · Rates, Ratio, Proportions and Percentages - percentage change of given quantities · Rates, Ratio, Proportions and Percentages - direct and indirect proportions
ALGEBRA
Algebraic Expressions · Linear Equations · Linear Equations - solving linear equations by elimination method
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | NUMBERS | Integers | By the end of the lesson, the learner should be able to: identify integers in different situations. | The learner is guided to: identify integers by carrying out activities involving positive and negative numbers and zero. For example, climbing upstairs (positive), going down stairs (negative). Others may include standing at a point (the zero point) and count the number of steps moved either forward or backward. | Where do we use integers in real life situations?; How do we carry out operations of integers? | 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 | Integers - operations of addition and subtraction integers on the number line | By the end of the lesson, the learner should be able to: represent integers on a number line in different situations. | The learner is guided to: draw and represent integers on number lines on learning materials. | Where do we use integers in real life situations?; How do we carry out operations of integers? | 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 | Integers | By the end of the lesson, the learner should be able to: carry out operations of addition and subtraction integers on the number line in real life situations. | The learner is guided to: perform operations, including combined operations of integers on a number line. | Where do we use integers in real life situations?; How do we carry out operations of integers? | 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 | Integers | By the end of the lesson, the learner should be able to: use IT or print resources for learning more on integers and for skills development. | The learner is guided to: play creative games that involve number lines, for example jumping steps. | Where do we use integers in real life situations?; How do we carry out operations of integers? | 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 | Integers | By the end of the lesson, the learner should be able to: reflect on use of integers in real life situations. | The learner is guided to: use IT tools or other resources to learn more on operations of integers on number lines. | Where do we use integers in real life situations?; How do we carry out operations of integers? | 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 | Integers | By the end of the lesson, the learner should be able to: identify integers in different situations. | The learner is guided to: identify integers by carrying out activities involving positive and negative numbers and zero. For example, climbing upstairs (positive), going down stairs (negative). Others may include standing at a point (the zero point) and count the number of steps moved either forward or backward. | Where do we use integers in real life situations?; How do we carry out operations of integers? | 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 | Fractions | By the end of the lesson, the learner should be able to: work out reciprocal of fractions in different Situations. | The learner is guided to: discuss and use the correct order of operations in fractions. | How do we use fractions in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | NUMBERS | Fractions - combined operations on fractions | By the end of the lesson, the learner should be able to: carry out combined operations on fractions in different situations. | The learner is guided to: discuss and carry out operations on fractions from activities such as model shopping and other real life cases. | How do we use fractions in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | NUMBERS | Fractions | By the end of the lesson, the learner should be able to: promote use of fractions in real life situations. | The learner is guided to: play games on operations of fractions using IT devices or other resources. | How do we use fractions in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | NUMBERS | Fractions | By the end of the lesson, the learner should be able to: work out reciprocal of fractions in different Situations. | The learner is guided to: discuss and use the correct order of operations in fractions. | How do we use fractions in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | NUMBERS | Fractions | By the end of the lesson, the learner should be able to: carry out combined operations on fractions in different situations. | The learner is guided to: discuss and carry out operations on fractions from activities such as model shopping and other real life cases. | How do we use fractions in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | NUMBERS | Fractions | By the end of the lesson, the learner should be able to: promote use of fractions in real life situations. | The learner is guided to: play games on operations of fractions using IT devices or other resources. | How do we use fractions in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | NUMBERS | Decimals | By the end of the lesson, the learner should be able to: convert fractions to decimals in different situations. | The learner is guided to: practice converting fractions to decimals. | How do we work out operations on decimals?; How do we use decimals in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | NUMBERS | Decimals - Recurring decimals | By the end of the lesson, the learner should be able to: identify recurring decimals in different situations. | The learner is guided to: discuss and classify non-recurring and recurring decimals. Indicate the recurring digits. | How do we work out operations on decimals?; How do we use decimals in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | NUMBERS | Decimals - Rounding off decimals | By the end of the lesson, the learner should be able to: convert recurring decimals into fractions in different situations; round off a decimal number to a required number of decimal places in different situations. | The learner is guided to: practice converting recurring decimals to fractions. | How do we work out operations on decimals?; How do we use decimals in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | NUMBERS | Decimals - significant figures | By the end of the lesson, the learner should be able to: express numbers to a required significant figures in real life situations. | The learner is guided to: discuss and round off decimal numbers to a required number of decimal places. | How do we work out operations on decimals?; How do we use decimals in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | NUMBERS | Decimals - numbers in standard form | By the end of the lesson, the learner should be able to: express numbers in standard form in different situations. | The learner is guided to: write decimal and whole numbers to a given significant figures; write numbers in standard form in learning materials such as cards or charts. | How do we work out operations on decimals?; How do we use decimals in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | NUMBERS | Decimals - combined operations on decimals | By the end of the lesson, the learner should be able to: carry out combined operations on decimals in different situations; apply decimals to real life situations. | The learner is guided to: work out combined operations on decimals in the correct order. | How do we work out operations on decimals?; How do we use decimals in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | NUMBERS | Decimals | By the end of the lesson, the learner should be able to: use IT tools or other resources for learning more on decimals and for enjoyment. | The learner is guided to: discuss and apply decimals to real life cases. | How do we work out operations on decimals?; How do we use decimals in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | NUMBERS | Decimals | By the end of the lesson, the learner should be able to: promote use of decimals in real life situations. | The learner is guided to: play games of operations on decimals using IT tools or other materials. | How do we work out operations on decimals?; How do we use decimals in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | NUMBERS | Squares and Square roots | By the end of the lesson, the learner should be able to: work out the squares of numbers from tables in different situations. | The learner is guided to: read and write the squares of numbers from tables. | What are squares and square roots of numbers?; Where do we apply squares and square roots 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 | NUMBERS | Squares and Square roots | By the end of the lesson, the learner should be able to: work out the square roots of numbers from tables in different situations. | The learner is guided to: read and write the square roots of numbers from tables. | What are squares and square roots of numbers?; Where do we apply squares and square roots 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 | NUMBERS | Squares and Square roots | By the end of the lesson, the learner should be able to: work out squares and square roots of numbers using a calculator in different situations. | The learner is guided to: practice working out squares and square roots using a calculator. | What are squares and square roots of numbers?; Where do we apply squares and square roots 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 | NUMBERS | Squares and Square roots | By the end of the lesson, the learner should be able to: enjoy using squares and square roots in real life situations. | The learner is guided to: use IT devices or other materials to play square and square root games. | What are squares and square roots of numbers?; Where do we apply squares and square roots 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 | NUMBERS | Squares and Square roots | By the end of the lesson, the learner should be able to: work out the squares of numbers from tables in different situations. | The learner is guided to: create games that involve squares and square roots of numbers. | What are squares and square roots of numbers?; Where do we apply squares and square roots 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 1
Weeks 6–13 are in the full Term 1 document — KES 30 by M-Pesa.
Term 2 — Grade 8 Mathematics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
ALGEBRA
Linear Equations · Linear Equations - solving linear equations by elimination method
MEASUREMENTS
Circles · Circles - length of an Arc of a circle · Circles - perimeter of a sector of a circle · Area · Area - area of a sector of a circle · Area - Surface Area of Cubes, Cuboids, cylinders, and triangular Prism · Area - Area of irregular shapes · Money · Money - simple and compound interest · Money - appreciation and depreciation · Money - hire purchase
GEOMETRY
Geometrical Constructions · Geometrical Constructions - properties of polygons · Geometrical Constructions - irregular polygon · Geometrical Constructions - circles · Coordinates and graphs · Coordinates and graphs - points on the Cartesian · Coordinates and graphs - table of values for a linear equation · Coordinates and graphs - scale for a linear equation · Coordinates and graphs - linear graphs · Coordinates and graphs - simultaneous linear equations
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | ALGEBRA | Linear Equations | By the end of the lesson, the learner should be able to: form linear equations in two unknowns in real life situations; solve linear equations in two unknowns by Substitution method in real life situations. | The learner is guided to: role play activities such as shopping on two different items in the shop to form linear equations in two unknowns; discuss with others and use activities involving two unknowns. | How do we solve linear equations in two unknowns?; Where do we use linear equations in two unknowns 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 | |
| 1 | 2 | ALGEBRA | Linear Equations - solving linear equations by elimination method | By the end of the lesson, the learner should be able to: solve linear equations in two unknowns by elimination method in real life situations. | The learner is guided to: discuss and use substitution method to find the solutions of simultaneous equations in two unknowns; discuss and use elimination method to find the solutions of simultaneous equations in two unknowns. | How do we solve linear equations in two unknowns?; Where do we use linear equations in two unknowns 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 | |
| 1 | 3 | ALGEBRA | Linear Equations | By the end of the lesson, the learner should be able to: apply linear equations in two unknowns in real life situations; recognize use of linear equations in real life. | The learner is guided to: practice forming and solving simultaneous equations in two unknowns of real-life cases using any method; watch videos or use other materials involving linear equations in two unknowns. | How do we solve linear equations in two unknowns?; Where do we use linear equations in two unknowns 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 | |
| 1 | 4 | MEASUREMENTS | Circles | By the end of the lesson, the learner should be able to: work out the circumference of a circle in real life situations. | The learner is guided to: discuss with others and find the circumference of different circular objects in the environment. | How do we determine the circumference of a circle?; How do we use sectors of a circle 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 | |
| 1 | 5 | MEASUREMENTS | Circles - length of an Arc of a circle | By the end of the lesson, the learner should be able to: work out the length of an Arc of a circle in different situations. | The learner is guided to: use cut outs to relate arc length to the circumference of a circle, starting with semicircle, then quarter of a circle etc. | How do we determine the circumference of a circle?; How do we use sectors of a circle in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | MEASUREMENTS | Circles - perimeter of a sector of a circle | By the end of the lesson, the learner should be able to: calculate the perimeter of a sector of a circle in different situations. | The learner is guided to: draw circles and work out the circumference of a circle, and arc length of a circle. | How do we determine the circumference of a circle?; How do we use sectors of a circle in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | MEASUREMENTS | Circles | By the end of the lesson, the learner should be able to: promote use of circles in real life situations. | The learner is guided to: use cut outs of sectors of circles from locally available materials and work out the perimeter of the sectors. Discuss and make any object with the sector that can be used in real life situations. | How do we determine the circumference of a circle?; How do we use sectors of a circle in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | MEASUREMENTS | Circles | By the end of the lesson, the learner should be able to: work out the circumference of a circle in real life situations. | The learner is guided to: use IT tools or other resources to explore use of sectors of circles in daily life. | How do we determine the circumference of a circle?; How do we use sectors of a circle in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | MEASUREMENTS | Area | By the end of the lesson, the learner should be able to: calculate the area of circles in different situations. | The learner is guided to: discuss and work out areas of different circles. | How do we use area in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | MEASUREMENTS | Area - area of a sector of a circle | By the end of the lesson, the learner should be able to: work out the area of a sector of a circle in different situations. | The learner is guided to: use cut outs of sectors of circles from locally available materials and find the area of the sectors and relate the angle of the sector to the area of the circle. Determine the area of a sector of a circle. | How do we use area in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | MEASUREMENTS | Area - Surface Area of Cubes, Cuboids, cylinders, and triangular Prism | By the end of the lesson, the learner should be able to: work out the Surface Area of Cubes and Cuboids in real life situations. | The learner is guided to: use models to find the surface area of cubes, cuboids and cylinders and derive the formulas for each. | How do we use area in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | MEASUREMENTS | Area - Area of irregular shapes | By the end of the lesson, the learner should be able to: work out the Surface area of a cylinders in real life situations. | The learner is guided to: apply the formulas to work out surface area of given cubes, cuboids and cylinders. | How do we use area in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | MEASUREMENTS | Area | By the end of the lesson, the learner should be able to: determine the Surface Area of a triangular Prism in different situations. | The learner is guided to: use models to find the surface area of triangular prisms. | How do we use area in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | MEASUREMENTS | Area | By the end of the lesson, the learner should be able to: work out the Area of irregular shapes using square grids in real life situations. | The learner is guided to: draw irregular shapes, for example the palm of hands, feet or leaves and trace on square grid to estimate the area. | How do we use area in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | MEASUREMENTS | Area | By the end of the lesson, the learner should be able to: use IT tools and other materials for learning more on area and for enjoyment. | The learner is guided to: watch videos on models of cubes, cuboid, cylinders and prisms and how to find the surface area. | How do we use area 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 | 1 | MEASUREMENTS | Area | By the end of the lesson, the learner should be able to: recognize use of length in real life situations. | The learner is guided to: discuss and work out areas of different circles. | How do we use area 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 | 2 | MEASUREMENTS | Area | By the end of the lesson, the learner should be able to: calculate the area of circles in different situations. | The learner is guided to: use cut outs of sectors of circles from locally available materials and find the area of the sectors and relate the angle of the sector to the area of the circle. Determine the area of a sector of a circle. | How do we use area 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 | Area | By the end of the lesson, the learner should be able to: work out the area of a sector of a circle in different situations. | The learner is guided to: use models to find the surface area of cubes, cuboids and cylinders and derive the formulas for each. | How do we use area 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 | Money | By the end of the lesson, the learner should be able to: identify interest and principal in real life situations. | The learner is guided to: visit or invite resource persons from different financial institutions in the neighborhood of the school or home and gather information about simple and compound interests offered on deposits (principal). | What is interest in money?; How do we pay for goods on hire purchase? | 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 | Money - simple and compound interest | By the end of the lesson, the learner should be able to: calculate simple interest in real life situations. | The learner is guided to: enquire and discuss meaning of terms such as interest, deposits (principal) as part of consumer awareness and protection. | What is interest in money?; How do we pay for goods on hire purchase? | 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 | Money - appreciation and depreciation | By the end of the lesson, the learner should be able to: calculate compound interest per annum step by step up to three years in real life situations. | The learner is guided to: discuss and work out compound interest. | What is interest in money?; How do we pay for goods on hire purchase? | 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 | Money - hire purchase | By the end of the lesson, the learner should be able to: work out appreciation and depreciation per annum step by step up to three years in different situations. | The learner is guided to: identify and discuss objects or goods that appreciate and depreciate in value to inform decision making on goods that are worth investing in or buying. | What is interest in money?; How do we pay for goods on hire purchase? | 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 | Money | By the end of the lesson, the learner should be able to: work out hire purchase in real life situations. | The learner is guided to: determine Appreciation and Depreciation using a step by step method. | What is interest in money?; How do we pay for goods on hire purchase? | 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 | Money | By the end of the lesson, the learner should be able to: use calculators to carry out operations related to money. | The learner is guided to: visit shopping centres where items or goods are offered on hire purchase and discuss different terms of purchase. This can be done either as physical or online searches. Relate different pricing of the goods and discuss the installments periods and time to inform purchasing decisions that will protect from products that highly lose value with time. | What is interest in money?; How do we pay for goods on hire purchase? | 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 | Money | By the end of the lesson, the learner should be able to: spend money responsibly on needs and leisure. | The learner is guided to: use IT tools to access online shopping platforms and identify terms of sale. | What is interest in money?; How do we pay for goods on hire purchase? | 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 8 Mathematics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
GEOMETRY
Coordinates and graphs · Coordinates and graphs - points on the Cartesian · Coordinates and graphs - table of values for a linear equation · Scale Drawing · Scale Drawing - Conversions in scale · Scale Drawing - linear scales · Scale Drawing - making scale drawings · Common Solids · Common Solids - surface area of the solids · Common Solids - models of hollow and compact solids
DATA HANDLING AND PROBABILITY
Data Representation and Interpretation · Data Representation and Interpretation - Mode, mean and median · Probability · Probability - experimental probability · Probability - probability outcomes in fractions, decimals or percentages
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | GEOMETRY | Coordinates and graphs | By the end of the lesson, the learner should be able to: draw a labelled Cartesian plane on different learning materials; identify points on the Cartesian plane in different situations; plot points on the Cartesian plane in different situations. | The learner is guided to: draw and appropriately label the axes on the Cartesian plane; practice locating and plotting points on a Cartesian plane appropriately; discuss and read coordinates of points on the Cartesian plane. And write the coordinates in terms of (horizontal value, vertical value). | How do we plot coordinates on a Cartesian plane?; Where do we use linear graphs 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 | GEOMETRY | Coordinates and graphs - points on the Cartesian | By the end of the lesson, the learner should be able to: generate table of values for a linear equation in different situations; determine an appropriate scale for a linear equation on the Cartesian plane in different situations; draw a linear graph from table of values on Cartesian plane in different situations; solve simultaneous linear equations graphically in different situations. | The learner is guided to: discuss, choose and use appropriate scale for a given data; discuss and make an appropriate table of values for a given linear equation and draw the linear graphs. | How do we plot coordinates on a Cartesian plane?; Where do we use linear graphs 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 | GEOMETRY | Coordinates and graphs - table of values for a linear equation | By the end of the lesson, the learner should be able to: apply simultaneous equations in real life situations; use IT or other resources to learn more on coordinates and graphs; reflect on the use of graphs in real life. | The learner is guided to: generate values in a table of the simultaneous linear equations and draw the graphs, read the point of intersection as solution for the equations; discuss and form simultaneous equations from statements and solve the equations using graphs; use IT graphing tools to create linear graphs or use other materials to practice drawing linear graphs. | How do we plot coordinates on a Cartesian plane?; Where do we use linear graphs 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 | GEOMETRY | Scale Drawing | By the end of the lesson, the learner should be able to: represent length to a given scale in different situations. | The learner is guided to: measure and represent length of different objects from immediate environment in his/her work book. | How do we determine scales in real life?; Where do we use scale drawing 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 | |
| 1 | 5 | GEOMETRY | Scale Drawing - Conversions in scale | By the end of the lesson, the learner should be able to: convert actual length to scale length in real life situations. | The learner is guided to: discuss and practice converting scale from one form to another. | How do we determine scales in real life?; Where do we use scale drawing in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | GEOMETRY | Scale Drawing - linear scales | By the end of the lesson, the learner should be able to: convert scale length to actual length in real life situations. | The learner is guided to: read, discuss and interpret given linear scales in statement form. | How do we determine scales in real life?; Where do we use scale drawing in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | GEOMETRY | Scale Drawing - making scale drawings | By the end of the lesson, the learner should be able to: interpret linear scales in statement form in different situations. | The learner is guided to: discuss and write given linear scales in statement form. | How do we determine scales in real life?; Where do we use scale drawing in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | GEOMETRY | Scale Drawing | By the end of the lesson, the learner should be able to: write linear scales in statement form in different situations. | The learner is guided to: read, discuss and interpret given linear scales in ratio form. | How do we determine scales in real life?; Where do we use scale drawing in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | GEOMETRY | Scale Drawing | By the end of the lesson, the learner should be able to: interpret linear scales in ratio form in different situations. | The learner is guided to: discuss and carry out conversions of scales from one form to another. | How do we determine scales in real life?; Where do we use scale drawing in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | GEOMETRY | Scale Drawing | By the end of the lesson, the learner should be able to: write linear scales in ratio form in different situations. | The learner is guided to: make scale drawings on different learning materials using appropriate scale. | How do we determine scales in real life?; Where do we use scale drawing in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | GEOMETRY | Scale Drawing | By the end of the lesson, the learner should be able to: convert linear scale from statement form to ratio form and ratio form to statement form in different situations. | The learner is guided to: use ICT devices to display the maps and use the zoom functions to demonstrate scale. | How do we determine scales in real life?; Where do we use scale drawing in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | GEOMETRY | Scale Drawing | By the end of the lesson, the learner should be able to: make scale drawings in different situations. | The learner is guided to: Use maps to demonstrate scale and locate places. | How do we determine scales in real life?; Where do we use scale drawing in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | GEOMETRY | Scale Drawing | By the end of the lesson, the learner should be able to: apply scale drawing in real life situations. | The learner is guided to: measure and represent length of different objects from immediate environment in his/her work book. | How do we determine scales in real life?; Where do we use scale drawing in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | GEOMETRY | Scale Drawing | By the end of the lesson, the learner should be able to: recognize the use of scale drawing in maps. | The learner is guided to: discuss and practice converting scale from one form to another. | How do we determine scales in real life?; Where do we use scale drawing in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | GEOMETRY | Scale Drawing | By the end of the lesson, the learner should be able to: represent length to a given scale in different situations. | The learner is guided to: read, discuss and interpret given linear scales in statement form. | How do we determine scales in real life?; Where do we use scale drawing 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 | 1 | GEOMETRY | Scale Drawing | By the end of the lesson, the learner should be able to: convert actual length to scale length in real life situations. | The learner is guided to: discuss and write given linear scales in statement form. | How do we determine scales in real life?; Where do we use scale drawing 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 | 2 | GEOMETRY | Scale Drawing | By the end of the lesson, the learner should be able to: convert scale length to actual length in real life situations. | The learner is guided to: read, discuss and interpret given linear scales in ratio form. | How do we determine scales in real life?; Where do we use scale drawing 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 | GEOMETRY | Common Solids | By the end of the lesson, the learner should be able to: identify common solids from the environment. | The learner is guided to: identify and collect common solids such as cubes, cuboids, cylinders, pyramids and cones from the immediate environment. | What are common solids?; How do we use common solids 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 | GEOMETRY | Common Solids - surface area of the solids | By the end of the lesson, the learner should be able to: sketch nets of cubes, cuboids, cylinders, pyramids and cones in different situations. | The learner is guided to: discuss, open and sketch the nets of hollow solids. | What are common solids?; How do we use common solids 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 | GEOMETRY | Common Solids - models of hollow and compact solids | By the end of the lesson, the learner should be able to: work out surface area of the solids from nets of solids in different situations. | The learner is guided to: work out the surface area of solids from nets. | What are common solids?; How do we use common solids 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 | GEOMETRY | Common Solids | By the end of the lesson, the learner should be able to: determine the distance between two points on the surface of a solid in different situations. | The learner is guided to: discuss and practice measuring the distance between any two points on the surface of the solids. | What are common solids?; How do we use common solids 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 | GEOMETRY | Common Solids | By the end of the lesson, the learner should be able to: make models of hollow and compact solids for skills development. | The learner is guided to: make models of hollow and compact solids using locally available materials such as clay. Hollow solids (containers) may be of cubes, cuboids, cylinders, pyramids, cones or pots. Compact solids (eg. bricks) may be of cubes, cuboids or cylinders. | What are common solids?; How do we use common solids 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 | GEOMETRY | Common Solids | By the end of the lesson, the learner should be able to: use drawing materials to draw models and nets of solids in different situations. | The learner is guided to: use IT devices to watch videos on common solids, nets and draw the solids and nets. | What are common solids?; How do we use common solids 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 | GEOMETRY | Common Solids | By the end of the lesson, the learner should be able to: promote the use of common solids in real life situations. | The learner is guided to: use other resources to trace or draw nets of solids. | What are common solids?; How do we use common solids 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 | GEOMETRY | Common Solids | By the end of the lesson, the learner should be able to: identify common solids from the environment. | The learner is guided to: carry out a project in ethno math; how pots were molded and decorated in African culture. | What are common solids?; How do we use common solids 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 3
Weeks 6–13 are in the full Term 3 document — KES 30 by M-Pesa.
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