REPUBLIC OF KENYA

MINISTRY OF EDUCATION

JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN

MATHEMATICS
GRADE 8

KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

 First Published in 2022

All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transcribed, in any form or by any
means, electronic, mechanical, photocopy, recording or otherwise, without the prior written permission of the publisher.

ISBN: 978-9914-43-793-5

Published and printed by Kenya Institute of Curriculum Development

FOREWORD
The Government of Kenya is committed to ensuring that policy objectives for Education, Training and Research meet the
aspirations of the Kenya Constitution 2010, the Kenya Vision 2030, National Curriculum Policy 2019, the United Nations
Sustainable Development Goals (SDGs) and the Regional and Global conventions to which Kenya is a signatory. Towards
achieving the mission of Basic Education, the Ministry of Education (MoE) has successfully and progressively rolled out the
implementation of the Competency Based Curriculum (CBC) at Pre-Primary and Primary School levels. The roll out of Junior
Secondary School (Grade 7-9) will subsequently follow as from 2023-2025.

The Grade 8 curriculum designs build on competencies attained by learners at the end of Grade 7. Further, they provide
opportunities for learners to continue exploring and nurturing their potentials as they prepare to transit to Senior Secondary
School.

The curriculum designs present National Goals of Education, essence statements, general and specific expected learning
outcomes for the learning areas (subjects) as well as strands and sub strands. The designs also outline suggested learning
experiences, key inquiry questions, core competencies, Pertinent and Contemporary Issues (PCIs), values, Community Service
Learning (CSL) activities and assessment rubric.

It is my hope that all Government agencies and other stakeholders in Education will use the designs to plan for effective and
efficient implementation of the CBC.

PROF. GEORGE A. O. MAGOHA, EGH

CABINET SECRETARY,
MINISTRY OF EDUCATION

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PREFACE
The Ministry of Education (MoE) is implementing the second phase of the curriculum reforms with the national roll out of the Competency
Based Curriculum (CBC) having been implemented in 2019. Grade 8 is the second level of the Junior Secondary School (JSS) in the new
education structure.

Grade 8 curriculum furthers implementation of the CBC from Grade 7. The main feature of this level is a broad curriculum for the learner to
explore talents, interests and abilities before selection of pathways and tracks at the Senior Secondary education level. This is very critical in
the realisation of the Vision and Mission of the on-going curriculum reforms as enshrined in the Sessional Paper No. I of 2019 whose title is:
Towards Realizing Quality, Relevant and Inclusive Education and Training for Sustainable Development in Kenya. The Sessional Paper
explains the shift from a Content - Focused Curriculum to a focus on Nurturing every Learner’s potential.

Therefore, the Grade 8 curriculum designs are intended to enhance the learners’ development in the CBC core competencies, namely:
Communication and Collaboration, Critical Thinking and Problem Solving, Creativity and Imagination, Citizenship, Digital Literacy,
Learning to Learn and Self-efficacy.

The curriculum designs provide suggestions for interactive and differentiated learning experiences linked to the various sub strands and the
other aspects of the CBC. The curriculum designs also offer several suggested learning resources and a variety of assessment techniques. It
is expected that the designs will guide teachers to effectively facilitate learners to attain the expected learning outcomes for Grade 8 and
prepare them for smooth transition to the next Grade. Furthermore, it is my hope that teachers will use the designs to make learning
interesting, exciting and enjoyable.

JULIUS O. JWAN, PhD, CBS

PRINCIPAL SECRETARY
STATE DEPARTMENT FOR EARLY LEARNING AND BASIC EDUCATION
MINISTRY OF EDUCATION

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ACKNOWLEDGEMENT
The Kenya Institute of Curriculum Development (KICD) Act Number 4 of 2013 (Revised 2019) mandates the Institute to develop curricula and
curriculum support materials for basic and tertiary education and training. The curriculum development process for any level of education involves
thorough research, international benchmarking and robust stakeholder engagement. Through a systematic and consultative process, the KICD
conceptualised the Competency Based Curriculum (CBC) as captured in the Basic Education Curriculum Framework (BECF), that responds to the
demands of the 21st Century and the aspirations captured in the Kenya Constitution 2010, the Kenya Vision 2030, East African Community
Protocol and the United Nations Sustainable Development Goals (SDGs).

KICD receives its funding from the Government of Kenya to enable the successful achievement of the stipulated mandate and implementation of
the Government and Sector (Ministry of Education (MoE) plans. The Institute also receives support from development partners targeting specific
programmes. The Grade 8 curriculum designs have been developed with the support of the World Bank through the Kenya Secondary Education
Quality Improvement Program (SEQIP) commissioned by the MoE. Therefore, the Institute is very grateful for the support of the Government of
Kenya, through the MoE and the development partners for the policy, resource and logistical support. Specifically, special thanks to the Cabinet
Secretary – MoE and the Principal Secretary – State Department of Early Learning and Basic Education,

We also wish to acknowledge the KICD curriculum developers and other staff, all teachers, educators who took part as panelists; the Semi-
Autonomous Government Agencies (SAGAs) and representatives of various stakeholders for their roles in the development of the Grade 8
curriculum designs. In relation to this, we acknowledge the support of the –Chief Executive Officers of the Teachers Service Commission (TSC)
and the Kenya National Examinations Council (KNEC) for their support in the process of developing these designs.

Finally, we are very grateful to the KICD Council Chairperson Prof. Elishiba Kimani and other members of the Council for very consistent
guidance in the process. We assure all teachers, parents and other stakeholders that these curriculum designs will effectively guide the
implementation of the CBC at Grade 8 and preparation of learners for Grade 9.

PROF. CHARLES O. ONG’ONDO, PhD, MBS

DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

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TABLE OF CONTENTS
FOREWORD ........................................................................................................................................................................................................ i
PREFACE ............................................................................................................................................................................................................ ii
ACKNOWLEDGEMENT .................................................................................................................................................................................. iii
TABLE OF CONTENTS .................................................................................................................................................................................... iv
LESSON ALLOCATION .................................................................................................................................................................................... v
NATIONAL GOALS OF EDUCATION ........................................................................................................................................................... vi
LEARNING OUTCOMES FOR MIDDLE SCHOOL ..................................................................................................................................... viii
ESSENCE STATEMENT ................................................................................................................................................................................ viii
SUBJECT GENERAL LEARNING OUTCOMES ............................................................................................................................................ ix
STRAND 1.0: NUMBERS .................................................................................................................................................................................. 1
STRAND 2.0: ALGEBRA................................................................................................................................................................................. 15
STRAND 3.0: MEASUREMENTS ................................................................................................................................................................... 20
STRAND 4.0: GEOMETRY ............................................................................................................................................................................. 29
STRAND 5.0: DATA HANDLING AND PROBABILITY ............................................................................................................................. 43
COMMUNITY SERVICE LEARNING PROJECT .......................................................................................................................................... 49
APPENDIX 1: LIST OF ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL ACTIVITIES ........................... 53
APPENDIX 2: USE OF ICT TOOLS ................................................................................................................................................................ 57

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 LESSON ALLOCATION
No Subject Number of Lessons Per Week
(40 minutes per lesson)
1. English 5
2. Kiswahili/KSL 4
3. Mathematics 5
4. Integrated Science 4
5. Health Education 2
6. Pre-Technical Studies 4
7. Social Studies 3
8. Religious Education 3
9. Business Studies 3
10. Agriculture 3
11. Life Skills Education 1
12. Physical Education and Sports 2
13. Optional Subject 3
14. Optional Subject 3
Total 45

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NATIONAL GOALS OF EDUCATION
Education in Kenya should:
i) Foster nationalism and patriotism and promote national unity.
Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They must be
able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of nationhood
by removing conflicts and promoting positive attitudes of mutual respect which enable them to live together in harmony and
foster patriotism in order to make a positive contribution to the life of the nation.

ii) Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
a) Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth
progress of a rapidly developing modern economy. There is bound to be a silent social revolution following in the wake of
rapid modernization. Education should assist our youth to adapt to this change.
b) Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are required
to support a growing economy. Kenya is building up a modern and independent economy which is in need of an adequate
and relevant domestic workforce.
c) Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya
recognizes the rapid industrial and technological changes taking place, especially in the developed world. We can only be
part of this development if our education system is deliberately focused on the knowledge, skills and attitudes that will
prepare our young people for these changing global trends.

iii) Promote individual development and self-fulfilment

Education should provide opportunities for the fullest development of individual talents and personality. It should help
children to develop their potential interests and abilities. A vital aspect of individual development is the building of character.

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iv) Promote sound moral and religious values.
Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound
moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens.

v) Promote social equality and responsibility.

Education should promote social equality and foster a sense of social responsibility within an education system which
provides equal educational opportunities for all. It should give all children varied and challenging opportunities for collective
activities and corporate social service irrespective of gender, ability or geographical environment.

vi) Promote respect for and development of Kenya’s rich and varied cultures.
Education should instill in the youth of Kenya an understanding of past and present cultures and their valid place in
contemporary society. Children should be able to blend the best of traditional values with the changing requirements that must
follow rapid development in order to build a stable and modern society.

vii) Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations.
Education should therefore lead the youth of the country to accept membership of this international community with all the
obligations and responsibilities, rights and benefits that this membership entails.

viii) Promote positive attitudes towards good health and environmental protection.
Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that will
lead to physical or mental ill health. It should foster positive attitudes towards environmental development and conservation. It
should lead the youth of Kenya to appreciate the need for a healthy environment.

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LEARNING OUTCOMES FOR MIDDLE SCHOOL
By end of Middle School, the learner should be able to:
1. Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
2. Communicate effectively, verbally and non-verbally, in diverse contexts.
3. Demonstrate social skills, spiritual and moral values for peaceful co-existence.
4. Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
5. Practise relevant hygiene, sanitation and nutrition skills to promote health.
6. Demonstrate ethical behaviour and exhibit good citizenship as a civic responsibility.
7. Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
8. Manage pertinent and contemporary issues in society effectively.
9. Apply digital literacy skills for communication and learning.

ESSENCE STATEMENT
We live in a world whereby we count, add, subtract, multiply or divide quantities and substances, deal with space, shape and
structures throughout our daily interactions. Mathematics involves understanding numbers and the numerical operations used to
develop strategies for mental mathematical problem solving skills, estimation and computational fluency. t is impossible to think
of a world without Mathematics. It is applied in economic, scientific, social, religious and political worlds. It is therefore
imperative that children are taught Mathematics from early years.

In Junior Secondary, Mathematics builds on the competencies acquired by the learner from Primary School. It enhances the
learner's competencies in mathematical skills as a foundation for Science, Technology, Engineering and Mathematics (STEM)
and other pathways at Senior School. Mathematics also prepares the learner to have sufficient skills and competencies for
application in solving problems in real-life situations. This is in line with Vision 2030 and Sessional Paper number 1 of 2019
which emphasises STEM areas.

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SUBJECT GENERAL LEARNING OUTCOMES
By the end of the Junior Secondary, the learner should be able to:
1. Demonstrate mastery of number concepts by working out problems in day-to-day life
2. Represent and apply algebraic expressions in different ways
3. Apply measurement skills to find solutions to problems in a variety of contexts
4. Use money and carry out financial transactions in real-life situations
5. Generate geometrical shapes and describe spatial relationships in different contexts
6. Collect and organise data to inform and solve problems in real-life situations
7. Develop logical thinking, reasoning, communication and application skills through a mathematical approach to problem
solving
8. Apply mathematical ideas and concepts to other learning areas or subjects and in real-life contexts.
9. Develop confidence and interest in Mathematics for further training and enjoyment.

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STRAND 1.0: NUMBERS
Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Questions
1.0 Numbers 1.1 Integers By the end of the sub- The learner is guided to: 1. Where do we
(6 lessons) strand the learner should  carry out activities involving positive and use integers in
be able to; negative numbers and zero. For example, real-life
a) identify integers in climbing upstairs (positive), going down situations?
different situations stairs (negative). Others may include 2. How do we
b) represent integers on standing at a point (the zero point) and carry out
a number line in count the number of steps moved either operations of
different situations forward or backward. integers?
c) carry out operations  draw and represent integers on number 3. Where are
of addition and lines on learning materials. integer
subtraction of  perform operations, including combined operations
integers on the operations of integers on a number line. applicable in
number line in real
 play creative games that involve number real life?
life situations
lines, for example jumping steps.
d) reflect on use of
integers in real-life
 use IT or other resources to learn more on
operations of integers on number lines.
situations.
Core Competencies to be developed
 Creativity and imagination- creating games; as learners play creative games that involve number lines, for example
jumping steps.
 Learning to learn; as learners represent integers on the number line.

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 Digital literacy- interacting with technologies; as learners use IT devices to learn and play games on integers.
Values
 Respect; as learners work in groups to play games that involve integers.
 Unity; as learners work together in creating games on integers.
Pertinent and Contemporary Issues (PCIs)
 Environmental education; as learners use available resources and spaces to jump steps.
Links to other subjects
 Integrated Science; as learners work out operations that involve integers.

Suggested Rubric
Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
Ability to identify Identifies integers Identifies integers Identifies integers Identifies integers with
integers correctly and correctly inconsistently difficulties
comprehensively
Ability to represent Represents integers on a Represents integers Represents integers on a Represents integers on
integers on a number number line accurately on a number line number line partially a number line with
line and systematically accurately difficulties
Ability to carry out Carries out operations of Carries out operations Carries out operations of Carries out operations
operations of integers integers on the number of integers on the integers on the number of integers on the
on the number line line correctly and number line correctly line partially number line with
systematically difficulties

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
1.0 Numbers 1.2 Fractions By the end of the sub- strand, The learner is guided to: How do we use
(6 lessons) the learner should be able to;  discuss and use the correct order of fractions in real-life
a) carry out combined operations in fractions. situations?
operations on fractions in  discuss and carry out operations on
different situations fractions from activities such as
b) Work out operations on shopping and other real-life cases.
fractions in real life  play games of operations on
situations fractions using IT devices or other
c) promote use of fractions in resources.
real life situations.
Core Competencies to be developed;
 Citizenship; as learners discuss and use the correct order of operations in fractions in some aspects such as populations.
 Critical thinking and problem solving; as learners work out operations on fractions from shopping activities,
Values:
 Responsibility; as learners play games of operations on fractions using IT devices or other resources.
 Respect; as learners work together to work out operations on fractions from shopping activities.
Pertinent and Contemporary Issues (PCIs)
 Self-esteem; as learners play games of operations on fractions using IT devices or other resources.
Links to other subjects
 Languages; as learners discuss and use the correct order of operations in fractions.
 Agriculture; as learners estimate harvests, seeds or fertiliser required for sowing or application in fractions.

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Suggested Rubric
Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
Ability to carry out Carries out combined Carries out combined Carries out combined Carries out combined
combined operations operations on fractions operations on fractions operations on fractions operations on fractions
on fractions correctly and correctly partially with difficulties
systematically
Ability to work out Works out operations Works out operations Works out operations Works out operations
operations on fractions on fractions accurately on fractions accurately on fractions partially on fractions with
and systematically difficulties

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Key Inquiry
Experiences Questions
1.0 Numbers 1.3 Decimals By the end of the Sub Strand, the The learner is guided to: 1. How do we work
(8 lessons) learner should be able to;  practise converting out operations on
a) convert fractions to decimals in fractions to decimals. decimals?
different situations  discuss and classify non- 2. How do we use
b) identify recurring decimals in recurring and recurring decimals in real-
different situations decimals. Indicate the life situations?
c) convert recurring decimals into recurring digits.
fractions in different situations ● practise converting
d) round off a decimal number to a recurring decimals to
required number of decimal fractions.
places in different situations ● discuss and round off
e) express numbers to a required decimal numbers to a
significant figure in real-life required number of
situations. decimal places
f) express numbers in standard ● write decimal and whole
form in different situations numbers to given
g) carry out combined operations significant figures
on decimals in different ● write numbers in standard
situations form in learning materials
h) apply decimals to real-life such as cards or charts.
situations ● work out combined
i) promote use of decimals in real- operations on decimals in
life situations. the correct order.

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 ● discuss and apply decimals
to real-life cases.
● play games of operations
on decimals using IT or
other materials.
Core Competencies to be developed;
 Citizenship; as learners work in groups, discuss and classify non-recurring and recurring decimals.
 Critical thinking and problem solving; as learners practise converting recurring decimals to fractions.
Values
 Responsibility; as learners discuss and classify non-recurring and recurring decimals.
 Respect; as learners work in groups to discuss and classify non-recurring and recurring decimals.
Pertinent and Contemporary Issues (PCIs)
 Self-esteem; as learners work out combined operations on decimals in the correct order.
 ESD; as learners play games of operations on decimals using IT or other materials.
Links to other subjects
 Languages; as learners discuss and apply decimals to real-life cases.
 Integrated Science; as learners express different quantities of measurement in Science in decimals.

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Assessment Rubric
Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
Ability to convert Converts fractions to Converts fractions to Converts fractions to Converts fractions to
fractions to decimals decimals correctly and decimals correctly decimals partially decimals with
systematically difficulties
Ability to identify Identifies recurring Identifies recurring Identifies some Identifies recurring
recurring decimals decimals correctly and decimals correctly recurring decimals decimals with
comprehensively difficulties
Ability to convert Converts recurring Converts recurring Converts recurring Converts recurring
recurring decimals decimals into fractions decimals into fractions decimals into fractions decimals into fractions
into fractions accurately and accurately partially with difficulties
systematically
Ability to round off a Rounds off a decimal Rounds off a decimal Rounds off a decimal Rounds off a decimal
decimal number to a number to a required number to a required number to a required number to a required
required number of number of decimal number of decimal number of decimal number of decimal
decimal places places correctly and places correctly places partially places with difficulties
precisely
Ability to express Expresses numbers to a Expresses numbers to a Expresses numbers to Expresses numbers to
numbers to a required required significant required significant a required significant required significant
significant figure figure accurately and figure accurately figure partially figure with difficulties
precisely
Ability to express Expresses numbers in Expresses numbers in Expresses numbers in Expresses numbers in
numbers in standard standard form correctly standard form correctly standard form partially standard form with
form and precisely difficulties

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Ability to carry out Carries out combined Carries out combined Carries out combined Carries out combined
combined operations operations on decimals operations on decimals operations on operations on decimals
on decimals correctly and correctly decimals partially with difficulties
systematically
Ability to apply Applies decimals to real- Applies decimals to Applies decimals to Applies decimals to
decimals to real-life life situations accurately real-life situations real-life situations reallife situations with
situations and Proficiently accurately inconsistently difficulties

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Key Inquiry
Experiences Questions
1.0 Numbers 1.4 Squares and By the end of the Sub Strand the The learner is guided to: 1. What are
Square roots learner should be able to;  read and write the squares of squares and
(6 lessons) a) work out the squares of numbers from tables square roots of
numbers from tables in  read and write the square numbers?
different situations roots of numbers from tables 2. Where do we
b) work out the square roots of  practise working out squares apply squares
numbers from tables in and square roots using a and square roots
different situations calculator. in real-life
c) work out squares and square situations?
roots of numbers using a
 use IT devices or other
materials to play square and
calculator in different
square root games.
situations
d) enjoy using squares and  create games that involve
square roots in real-life squares and square roots of
situations numbers.

Core Competencies to be developed;

 Communication and collaboration- speaking and listening; as learners work in groups to read and write the square roots of
numbers from tables
 Imagination and creativity- open-mindedness and creativity; as learners read and write the square roots of numbers from
tables
Values
 Respect; as learners appreciate each other’s contribution in creating games that involve squares and square roots of numbers.

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 Unity; as learners work in teams to play games involving squares and square roots of numbers.
Pertinent and Contemporary Issues (PCIs)
 Life skills; as learners use IT devices or other materials to play games on squares and square root games.
 Environmental education; as learners use IT devices or other materials to play square and square root games.
Links to other subjects
 Pre-Technical Studies as learners apply knowledge of squares and square roots in designing items to make.

Suggested Rubric
Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
Ability to work out Works out the squares Works out the squares Works out the squares Works out the squares of
the squares of of numbers from tables of numbers from of numbers from tables numbers from tables with
numbers from tables accurately and tables accurately partially difficulties
systematically
Ability to work out Works out the square Works out the square Works out the square Works out the square
the square roots of roots of numbers from roots of numbers from roots of numbers from roots of numbers from
numbers from tables tables accurately and tables accurately tables partially tables with difficulties
systematically
Ability to work out Works out squares and Works out squares and Works out squares or Works out squares and
squares and square square roots of square roots of square roots of numbers square roots of numbers
roots of numbers numbers using a numbers using a using a calculator using a calculator with
using a calculator calculator correctly and calculator correctly inconsistently difficulties
efficiently

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
1.0 Numbers 1.5 Rates, Ratio, By the end of the Sub Strand The learner is guided to: 1. How do we use
Proportions and the learner should be able to;  time while doing different rates in real life
Percentages a) identify rates in different activities such as calling using situations?
situations for example different mobile 2. How do we use
(14 lessons)
b) work out rates in real-life service providers. ratios in daily
situations  role play this activity and note activities?
c) express fractions as ratios time taken to call, record on a
in real-life situations table and compare.
d) compare two or more  use cut-outs from whole
ratios in different objects or substances to relate
situations fractions to ratios.
e) divide quantities in given  discuss and compare ratios
ratios in real-life situations from the cut-outs.
f) work out ratios in different  discuss and share quantities of
situations concrete objects in different
g) work out increase and ratios.
decrease of quantities using  discuss and determine
ratios in real-life situations percentage increase and
h) work out percentage decrease of different quantities.
change of given quantities
 use IT devices or other
in real-life situations.
materials to explore percentage
i) identify direct and indirect
change.
proportions in real-life
 role play shopping activities to

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 situations show and determine direct
j) work out direct and relationships and can use any
indirect proportions in other activities.
real-life situations  use hourglass to show and
k) promote use of ratios and determine indirect relationships
proportions in real life. and can use any other
activities.
 watch videos on ratios and
proportions as used in daily
activities
Core Competencies to be developed
 Critical thinking and problem solving- evaluation and decision making; as learners carry out different activities such as
calling using different service providers to determine calling rates.
 Imagination and creativity; as learners use hourglass to show indirect relationships.
Values
 Respect as learners share out different quantities in given ratios
 Integrity as learners share out quantities in different proportions or percentages.
Pertinent and Contemporary Issues (PCIs)
 Social cohesion; as learners role play time taken to call at a specified time and also charges from different telecom service
providers.
 Decision making; as learners use ratios to divide quantities such as money on different items to buy as part of consumer
awareness.
Links to other subjects

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 Business Studies as learners calculate rates of calling from service providers as part of consumer protection.
 Home Science as learners work out ratios of ingredients in various aspects of home care e.g., baking.
 Pre-Career and Pre-Technical Studies as learners work out ratios or proportions of different building materials

Suggested Rubric
Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
Ability to identify Identifies rates Identifies rates Identifies rates partially Identifies rates with
rates correctly and precisely correctly difficulties
Ability to work out Works out rates Works out rates Works out rates Works out rates with
rates correctly and correctly inconsistently difficulties
systematically
Ability to express Expresses fractions as Expresses fractions as Expresses fractions as Express fractions as
fractions as ratios ratios accurately and ratios accurately ratios partially ratios with difficulties
systematically
Ability to compare Compares two or more Compares two or Compares two or more Compares two or more
two or more ratios ratios correctly and more ratios correctly ratios partially ratios with difficulties
systematically
Ability to divide Divides quantities in Divides quantities in Divides quantities in Divides quantities in
quantities in given given ratios accurately given ratios accurately given ratios partially given ratios with
ratios and systematically difficulties
Ability to compare Compares two or more Compares two or more Compares two or more Compares two or more
two or more ratios ratios correctly and ratios correctly ratios partially ratios with difficulties
systematically

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Work out ratios Works out ratios Works out ratios Works out ratios Works out ratios with
correctly and correctly inconsistently difficulties
systematically
Ability to work out Works out increase Works out increase Works out increase and Works out increase and
increase and decrease and decrease of and decrease of decrease of quantities decrease of quantities
of quantities using quantities using ratios quantities using ratios using ratios partially using ratios with
ratios correctly and correctly difficulties
systematically
Ability to work out Works out percentage Works out percentage Works out percentage Works out percentage
percentage change of change of given change of given change of given change of given
given quantities quantities accurately quantities accurately quantities partially quantities with
and systematically difficulties
Ability to identify Identifies and relates Identifies direct and Identifies direct or Identifies direct and
direct and indirect direct and indirect indirect proportions indirect proportions indirect proportions with
proportions proportions correctly correctly correctly difficulties
Ability to work out Works out direct and Works out direct and Works out direct or Works out direct and
direct and indirect indirect proportions indirect proportions indirect proportions indirect proportions with
proportions correctly and correctly correctly difficulties
systematically

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STRAND 2.0: ALGEBRA
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
2.0 Algebra 2.1 Algebraic By the end of the Sub Strand the The learner is guided to: 1. How do we
Expressions learner should be able to;  discuss and identify like and factorise
(6 Lessons) unlike terms and factorise algebraic
a) factorise algebraic expressions algebraic expressions. expressions?
in different situations  discuss like and unlike terms and 2. How do we
b) simplify algebraic fractions in simplify the algebraic fractions simplify
different situations  discuss how to substitute the algebraic
given numerical values to work expressions?
c) evaluate algebraic expressions
by substituting numerical values out a given algebraic expression.
in different situations  use IT to work out exercises and
d) enjoy using algebraic activities in algebra or drag and
expressions in real-life drop activities of grouping
situations. similar terms to simplify
algebraic expressions
 use other resources to work out
algebra exercises.
Core Competencies to be developed;
 Critical thinking and problem solving; as learners discuss like and unlike terms to factorise and simplify algebra.
 Self-efficacy as learners use varied resources to work out algebra.
Values
 Responsibility; as learners discuss and substitute values in algebraic expressions.

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Pertinent and Contemporary Issues (PCIs)
 Environmental education; as learners use varied resources for like and unlike terms in algebra.
Links to other subjects
 Integrated Science; as learners use symbols to represent quantities for substances.

Suggested Rubric
Indicators Exceeds Expectations Meets Approaches Below Expectations
Expectations Expectations
Ability to factorise Factorises algebraic Factorises algebraic Factorises algebraic Factorises algebraic
algebraic expressions expressions correctly and expressions expressions partially expressions with
systematically and correctly difficulties
Ability to simplify Simplifies algebraic Simplifies algebraic Simplifies algebraic Simplifies algebraic
algebraic fractions fractions accurately and fractions accurately fractions partially fractions with
systematically difficulties
Ability to evaluate Evaluates algebraic Evaluates algebraic Evaluates algebraic Evaluates algebraic
algebraic expressions by expressions by expressions by expressions by expressions by
substituting numerical substituting numerical substituting substituting numerical substituting
values values accurately and numerical values values partially numerical values with
systematically accurately difficulties

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
2.0 Algebra 2.2 Linear By the end of the sub strand The learner is guided to: 1. How do we
Equations the learner should be able to;  role play activities such as shopping solve linear
(7 Lessons) a) form linear equations in two on two different items in the shop to equations in
unknowns in real-life form linear equations in two two unknowns?
situations unknowns. 2. Where do we
b) solve linear equations in two  discuss with others and use other use linear
unknowns by substitution activities with two unknowns equations in
method in real life situations  discuss and use substitution method to two unknowns
c) solve linear equations in two find the solutions of simultaneous in real-life
unknowns by elimination equations in two unknowns. situations?
method in real-life situations  discuss and use elimination method to
d) apply linear equations in two find the solutions of simultaneous
unknowns in real-life equations in two unknowns.
situations  practise forming and solving
e) recognise use of linear simultaneous equations in two
equations in real life. unknowns in real-life cases using any
method.
 watch videos or use other materials
involving linear equations in two
unknowns.
Core Competencies to be developed;
 Communication and collaboration; as learners discuss and use substitution methods to find the solutions of simultaneous
equations in two unknowns.

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 Digital literacy; as learners watch videos or use other materials involving linear equations in two unknowns.
Values
 Responsibility through dedication and commitment; as learners practise forming and solving simultaneous equations in two
unknowns of real-life cases
Pertinent and Contemporary Issues (PCIs)
 Citizenship; as learners role play shopping activities on two different items in the shop to form linear equations in two
unknowns.
Links to other subjects
 Language; as learners discuss and use substitution methods to find the solutions of simultaneous equations.

Suggested Rubric
Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
Ability to form linear Forms linear equations in Forms linear Forms linear equations in Forms linear
equations in two two unknowns correctly equations in two two unknowns partially equations in two
unknowns and systematically unknowns correctly unknowns with
difficulties
Ability to solve linear Solves linear equations in Solves linear Solves linear equations in Solves linear
equations in two two unknowns by equations in two two unknowns by equations in two
unknowns by substitution method unknowns by Substitution method unknowns by
substitution method accurately and substitution method partially substitution method
systematically accurately with difficulties
Ability to solve linear Solves linear equations in Solves linear Solves linear equations in Solves linear
equations in two two unknowns by equations in two two unknowns by equations in two
unknowns by elimination method unknowns by elimination method unknowns by

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elimination method accurately and elimination method partially elimination method
systematically accurately with difficulties
Ability to apply linear Applies linear equations Applies linear Applies linear equations in Applies linear
equations in two in two unknowns equations in two two unknowns partially equations in two
unknowns correctly and unknowns correctly unknowns with
systematically difficulties

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STRAND 3.0: MEASUREMENTS
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
3.0 Measurements 3.1 Circles By the end of the Sub Strand The learner is guided to: 1. How do we
(5 lessons) the learner should be able to;  discuss with others and find determine the
a) work out the the circumference of different circumference
circumference of a circle circular objects in the of a circle?
in real-life situations environment. 2. How do we
b) work out the length of an  use cut-outs to relate arc use sectors of
arc of a circle in different length to the circumference of a circle in
situations a circle, starting with real-life
c) calculate the perimeter of a semicircle, then quarter of a situations?
sector of a circle in circle, etc.
different situations  draw circles and work out the
d) promote use of circles in circumference of a circle, and
real-life situations. arc length of a circle.
 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.

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  use IT or other resources to
explore use of sectors of
circles in daily life
Core Competencies to be developed;
 Communication and collaboration; as learners discuss and find the circumference of different circular objects in the
environment.
 Creativity and imagination; as learners use cut outs to relate arc length to the circumference of a circle.
Values
 Integrity: as learners draw circles of given dimensions and work out the circumference of a circle.
 Responsibility; as learners make any objects with the sector that can be used in real-life situations.
Pertinent and Contemporary Issues (PCIs)
 Environmental education; as learners use locally available materials to cut out sectors responsibly.
Links to other subjects
 Language; as learners discuss with others and find the circumference of different circular objects in the environment.

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Assessment Rubric
Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
Ability to work out Works out the Works out the Works out the Works out the
the circumference circumference of a circle circumference of a circumference of a circle circumference of a
of a circle correctly and circle correctly partially circle with difficulties
systematically
Ability to work out Works out the length of Works out the length Works out the length of Works out the length of
the length of an arc an arc of a circle correctly of an arc of a circle an arc of a circle partially an arc of a circle with
of a circle and systematically correctly difficulties
Ability to calculate Calculates the perimeter Calculates the Calculate the perimeter of Calculate the perimeter
the perimeter of a of a sector of a circle perimeter of a sector a sector of a circle of a sector of a circle
sector of a circle accurately and of a circle accurately partially with difficulties
systematically

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Key Inquiry
Experiences Questions
3.0 Measurements 3.2 Area By the end of the Sub Strand the The learner is guided to: How do we use
(10 lessons) learner should be able to;  discuss and work out areas area in real-life
a) calculate the area of circle in of different circles. situations?
different situations  use cut-outs of sectors of
b) work out the area of a sector of a circles from locally available
circle in different situations materials and find the area
c) work out the surface area of cubes where they relate the angle
and cuboids in real-life situations of the sector to the area of
d) work out the surface area of a the circle. Determine the
cylinder in real-life situations area of a sector of a circle.
e) determine the surface area of a  use models to find the
triangular prism in different surface area of cubes,
situations cuboids and cylinders and
f) work out the area of irregular derive the formulas for each.
 apply the formulas to work
shapes using square grids in
out surface area of given
real-life situations cubes, cuboids and
g) appreciate use of length in real- cylinders.
life situations.  use models to find the
surface area of triangular
prisms
 draw irregular shapes, for
example their palm of hands,

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 feet, leaves etc. and trace on
square grid to estimate the
area.
 watch videos on models of
cubes, cuboid, cylinders and
prisms and how to find the
surface area. Also make or
improvise models or
containers from locally
available materials.
Core Competencies to be developed
● Critical thinking and problem solving; as learners use cut-outs of sectors of circles from locally available materials and
find the area.
 Learning to learn; as learners use models to find the surface area of cubes, cuboids and cylinders and derive the formulas for
each.
Values
 Responsibility through excellence as learners use models to find the surface area of triangular prisms.
Pertinent and Contemporary Issues (PCIs)
 Safety; as learners handle different instruments to make cut-outs of sectors from locally available materials and find the area
where they relate the angle of the sector to the area of the circle.
 Environmental education; as learners use locally available materials to draw irregular shapes, for example their palm of
hands, feet, leaves etc. and trace on square grid to estimate the area.
Links to other subjects
 Creative Arts as learners draw irregular shapes, for example their palm of hands, feet, leaves.

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Suggested Rubric
Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
Ability to calculate the Calculates the area of Calculates the area of Calculates the area of Calculate the area of
area of circle circle correctly and circle correctly circle inconsistently circle with difficulties
systematically
Ability to work out the Works out the area of a Works out the area of a Works out the area of a Works out the area of a
area of a sector of a sector of a circle sector of a circle sector of a circle sector of a circle with
circle correctly and correctly partially difficulties
systematically
Ability to work out the Works out the surface Works out the surface Works out the surface Works out the Surface
surface area of cubes area of cubes and area of cubes and area of cubes and Area of Cubes and
and cuboids cuboids correctly and cuboids correctly cuboids partially Cuboids with
systematically difficulties
Ability to work out the Works out the Surface Work out the surface Work out the surface Works out the surface
surface area of a area of a cylinder area of a cylinder area of a cylinder area of a cylinder with
cylinder accurately and accurately partially difficulties
systematically
Ability to determine Determines the surface Determines the surface Determines the surface Determines the surface
the surface area of a area of a triangular area of a triangular area of a triangular area of a triangular
triangular Prism prism correctly and prism correctly prism prism with difficulties
systematically partially
Ability to work out the Works out the area of Works out the area of Works out the area of Works out the area of
area of irregular irregular shapes using irregular shapes using irregular shapes using irregular shapes using
shapes using square square grids accurately square grids accurately square grids square grids with
grids and creatively incompletely difficulties

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Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Questions
3.0 Measurements 3.3 Money By the end of the Sub Strand, The learner is guided to: 1. What is
(9 lessons) the learner should be able to;  visit or invite resource persons interest in
a) identify interest and from different financial money?
principal in real-life institutions in the neighbourhood 2. How do we
situations of the school or home and gather pay for
b) calculate simple interest in information about simple and goods on
real-life situations compound interests offered on hire
c) calculate compound interest deposits (principal). purchase?
per annum step by step up  enquire and discuss terms of
to three years in real-life interests on deposits (principal) as
situations part of consumer awareness and
d) work out appreciation and protection
depreciation per annum step  discuss and work out compound
by step up to three years in interest
different situations  identify and discuss objects or
e) work out hire purchase in goods that appreciate and depreciate
in value to inform decision making on
real-life situations
goods that are worth investing in or
f) spend money responsibly buying.
on needs and leisure  determine appreciation and
depreciation using a step by step
method.
 visit places where items are
offered on hire purchase and

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 discuss different terms of
purchase. This can be done either
as physical or online searches.
They can relate different pricing of
the goods. They should discuss the
instalments periods and time to
inform purchasing decisions that
will protect from products that
highly lose value with time.
 use IT to access online shopping
platforms and identify terms of
sale.
Core Competencies to be developed
 Communication and collaboration; as learners gather information about simple and compound interests offered on deposits
(principal)
 Critical thinking and problem solving; as learners determine appreciation and depreciation using step by step methods and
discuss what goods are worth investing in or buying.
 Digital literacy; as learners search online shopping platforms or other sources for different types of goods for consumer
awareness.
Values
 Responsibility as learners make responsible choices on shopping goods that they appreciate.
Pertinent and Contemporary Issues (PCIs)
 Citizenship as learners use money (Kenya shillings) to buy goods.
Links to other subjects
 Languages; as learners identify and discuss objects and goods that appreciate and depreciate in value.

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Suggested Rubric
Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
Ability to identify Identifies interest and Identifies interest and Identifies interest and Identifies interest and
interest and principal principal accurately and principal accurately principal partially principal with
helps others difficulties
Ability to calculate Calculates simple Calculates simple Calculates simple Calculates simple
simple interest interest correctly and interest correctly interest partially interest with
systematically difficulties
Ability to calculate Calculates compound Calculates compound Calculates compound Calculates compound
compound interest per interest per annum step interest per annum step interest per annum step interest per annum
annum step by step up by step up to three years by step up to three by step up to three years step by step up to three
to three years accurately and years accurately partially years with difficulties
systematically
Ability to work out Works out appreciation Works out Works out appreciation Works out
appreciation and and depreciation per appreciation and or depreciation per appreciation and
depreciation per annum step by step up to depreciation per annum step by step up depreciation per
annum step by step up three years annum step by step up to three years partially annum step by step up
to three years systematically and to three years to three years with
accurately accurately difficulties
Ability to work out Works out hire purchase Works out hire Works out hire Works out hire
hire purchase accurately and purchase accurately purchase partially purchase with
systematically difficulties

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STRAND 4.0: GEOMETRY
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
4.0 4.1 By the end of the Sub Strand, the The learner is guided to: 1. How do we
Geometry Geometrical learner should be able to;  practise constructing parallel and construct
Constructions a) construct parallel and perpendicular lines. polygons?
(12 lessons)
perpendicular lines in different  practise dividing a line 2. Where do
situations proportionally, for example, using a we use
b) divide a line proportionally in set square and a ruler only or a pair polygons in
different situations of compasses. real-life
c) identify angle properties of  discuss angle properties of situations?
polygons in different situations polygons and relate the number of
d) construct regular polygons up right angles to the number of sides.
to a hexagon in different They can determine the angles in a
situations given polygon.
e) construct irregular polygons  construct regular polygons using
up to a hexagon in different pair of compasses, rulers,
situations protractors.
f) construct circles passing  construct irregular polygons using a
through the vertices of a pair of compasses, rulers,
triangle in different situations protractors.
g) construct circles touching the  practise constructing circles
sides of the triangle in passing through vertices of given
different situations triangles.
h) appreciate geometric patterns
 practise constructing circles
in objects and substances in

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 real life. touching sides of given triangles.
 watch videos on how to construct
polygons, use different construction
software.
 use IT or other devices to create
patterns using circles touching sides
of triangles or polygons.
Core Competencies to be developed;
 Communication and collaboration; as learners discuss angle properties of polygons and relate the number of right angles
to the number of sides.
 Digital literacy; as learners use IT or other devices to create patterns using circles touching sides of triangles or polygons.
Values
 Responsibility and respect; as learners discuss angle properties of polygons and relate the number of right angles to the
number of sides.
Pertinent and Contemporary Issues (PCIs)
 ESD; as learners use IT or other resources to create patterns using circles touching sides of triangles or polygons.
Links to other subjects
 Pre-Technical Studies; as learners construct regular polygons using a pair of compasses, rulers, protractors.
Suggested Rubric
Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
Ability to construct Constructs parallel and Constructs parallel and Constructs parallel or Construct parallel and
parallel and perpendicular lines perpendicular lines perpendicular lines perpendicular lines
perpendicular lines accurately and accurately correctly with difficulties
systematically

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Ability to divide a Divides a line Divides a line Divides a line Divides a line
line proportionally proportionally accurately proportionally proportionally proportionally with
and systematically accurately inconsistently difficulties
Ability to identify Identifies angle properties Identifies angle Identifies angle Identifies angle
angle properties of of polygons correctly and properties of polygons properties of polygons properties of polygons
polygons precisely correctly partially with difficulties
Ability to construct Constructs regular Constructs regular Constructs regular Constructs regular
regular polygons up polygons up to a hexagon polygons up to a polygons up to a polygons up to a
to a hexagon accurately and hexagon accurately hexagon inconsistently hexagon with
systematically difficulties
Ability to construct Constructs irregular Constructs irregular Constructs irregular Constructs irregular
irregular polygons polygons up to a hexagon polygons up to a polygons up to a polygons up to a
up to a hexagon accurately and hexagon accurately hexagon partially hexagon with
systematically difficulties
Ability to construct Constructs circles passing Constructs circles Constructs circles Constructs circles
circles passing through the vertices of a passing through the passing through the passing through the
through the vertices triangle correctly and vertices of a triangle vertices of a triangle vertices of a triangle
of a triangle systematically correctly partially with difficulties
Ability to construct Constructs circles touching Constructs circles Constructs circles Constructs circles
circles touching the the sides of the triangle touching the sides of touching the sides of touching the sides of
sides of the triangle accurately and the triangle accurately the triangle partially the triangle with
systematically difficulties

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
4.0 Geometry 4.2 Coordinates By the end of the Sub Strand, The learner is guided to: 1. How do we
and graphs the learner should be able to;  draw and appropriately label the plot
(14 lessons) a) draw a labelled Cartesian axes on the Cartesian plane coordinates
plane on different learning  practise locating and plotting on the
materials points on the Cartesian plane Cartesian
b) identify points on the appropriately. plane?
Cartesian plane in  discuss and read coordinates of 2. Where do
different situations points on the Cartesian plane. we use
c) plot points on the They write the coordinates in linear
Cartesian plane in terms of (horizontal value, graphs in
different situations vertical value) real life?
d) generate table of values  discuss, choose and use
for a linear equation in appropriate scale for a given
different situations data.
e) determine an appropriate  discuss and make an appropriate
scale for a linear equation table of values for a given linear
on the Cartesian plane in equation and draw the linear
different situations graphs
f) draw a linear graph from  generate the values in a table of
table of values on the simultaneous linear
Cartesian plane in equations and draw the graphs,
different situations read the point of intersection as
g) solve simultaneous linear solution for the equations.

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 equations graphically in  discuss and form simultaneous
different situations equations from statements and
h) apply simultaneous solve using graphs.
equations in real-life  use IT graphing tools to create
situations linear graphs or use other
i) reflect on the use of graphs materials to practise drawing
in real life. linear graphs.
Core Competencies to be developed
 Communication and collaboration; as learners discuss and read coordinates of points on the Cartesian plane.
 Critical thinking and problem solving; as learners generate the values in a table of the simultaneous linear equations
 Digital literacy; as learners learn, use IT graphing tools to create linear graphs.
Values
 Respect as learners discuss and make an appropriate table of values for a given linear equation and draw the linear graphs
Pertinent and Contemporary Issues (PCIs)
 Citizenship as learners practise locating and plotting points on the Cartesian plane appropriately.
Links to other subjects
 Integrated Science as learners draw the graphs of different content areas.

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Suggested Rubric
Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
Ability to draw a Draws a labelled Draws a labelled Draws a labelled Draws a labelled
labelled Cartesian Cartesian plane Cartesian plane Cartesian plane Cartesian plane with
plane correctly and correctly partially difficulties
proficiently
Ability to identify Identifies points on the Identifies points on the Identifies some points Identifies points on
points on the Cartesian Cartesian plane Cartesian plane on the Cartesian plane the Cartesian plane
plane correctly and precisely correctly with difficulties
Ability to plot points Plots points on the Plots points on the Plots some points on Plots points on the
on the Cartesian plane Cartesian plane Cartesian plane the Cartesian plane Cartesian plane with
correctly and precisely correctly correctly difficulties
Ability to generate Generates table of Generates table of Generates table of Generates table of
table of values for a values for a linear values for a linear values for a linear values for a linear
linear equation equation accurately equation accurately equation partially equation with
and creatively difficulties
Ability to determine an Determines an Determines an Determines an Determines an
appropriate scale for a appropriate scale for a appropriate scale for a appropriate scale for a appropriate scale for a
linear equation on the linear equation on the linear equation on the linear equation on the linear equation on the
Cartesian plane Cartesian plane Cartesian plane Cartesian plane Cartesian plane with
accurately and accurately partially difficulties
systematically
Ability to draw a linear Draws a linear graph Draws a linear graph Draws a linear graph Draws a linear graph
graph from table of from table of values on from table of values on from table of values on from table of values on
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values on the Cartesian the Cartesian plane the Cartesian plane the Cartesian plane the Cartesian plane
plane accurately and accurately partially with difficulties
precisely
Ability to solve Solves simultaneous Solves simultaneous Solves simultaneous Solves simultaneous
simultaneous linear linear equations linear equations linear equations linear equations
equations graphically graphically accurately graphically accurately graphically partially graphically with
and systematically difficulties
Ability to apply Applies simultaneous Applies simultaneous Applies simultaneous Applies simultaneous
simultaneous equations equations correctly and equations correctly equations partially equations with
in real-life situations creatively difficulties

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Strand Sub Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Strand Questions
4.0 Geometry 4.3 Scale By the end of the Sub Strand, the The learner is guided to: 1. How do we
Drawing learner should be able to;  measure and represent length determine
(14 a) represent length to a given scale in of different objects from scales in real
different situations. immediate environment in life?
lessons)
b) convert actual length to scale length his/her work book 2. Where do we
in real-life situations  discuss and practise converting use scale
c) convert scale length to actual length scale from one form to another drawing in
in real-life situations.  read, discuss and interpret real-life
d) interpret linear scales in statement given linear scales in statement situations?
form in different situations. form.
e) write linear scales in statement  discuss and write given linear
form in different situations. scales in statement form.
f) interpret linear scales in ratio form  read, discuss and interpret
in different situations. given linear scales in ratio
g) write linear scales in ratio form in form.
different situations.  discuss and carry out
h) convert linear scale from statement conversions of scales from one
form to ratio form and ratio form to form to another.
statement form in different
 make scale drawings on
situations
different learning materials
i) make scale drawings in different
using appropriate scale.
situations
 use ICT devices to display the
j) apply scale drawing in real-life
maps and use the zoom

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 situations. functions to demonstrate scale.
k) Appreciate the use of scale  Use maps to demonstrate scale.
drawing in maps.
Core Competencies to be developed
 Communication and collaboration; as learners discuss and practise converting scale from one form to another
 Critical thinking and problem solving; as learners discuss and write given linear scales in statement form.
 Digital literacy; as learners use ICT devices to display the maps and use the zoom functions to demonstrate scale.
Values
 Responsibility as learners read, discuss and interpret given linear scales in ratio form.
 Citizenship as learners measure and represent the length of different objects from the immediate environment in their work
books.
PCIs
 Environmental education as learners measure and represent the length of different objects from the immediate environment
in their work books.
Links to other subjects
 Pre-Technical Studies as learners read and make scale drawings.

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Suggested Rubric
Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
Ability to represent Represents length to a Represents length to a Represents length to a Represents length to a
length to a given scale given scale correctly given scale correctly given scale partially given scale with
and proficiently difficulties
Ability to convert Converts actual length Converts actual length Converts actual length to Converts actual length
actual length to scale to scale length to scale length scale length partially to scale length with
length accurately and accurately difficulties
systematically
Ability to convert scale Converts scale length to Converts scale length Converts scale length to Converts scale length
length to actual length actual length accurately to actual length actual length partially to actual length with
and systematically accurately difficulties
Ability to interpret Interprets linear scales Interpret linear scales Interprets linear scales in Interprets linear scales
linear scales in in statement form in statement form statement form partially in statement form with
statement form correctly and correctly difficulties
comprehensively
Ability to write linear Writes linear scales in Writes linear scales in Writes linear scales in Writes linear scales in
scales in statement statement form correctly statement form statement form statement form with
form and comprehensively correctly inconsistently difficulties
Ability to interpret Interprets linear scales Interprets linear scales Interprets linear scales in Interprets linear scales
linear scales in ratio in ratio form correctly in ratio form correctly ratio form partially in ratio form with
form and comprehensively difficulties
Ability to write linear Writes linear scales in Writes linear scales in Writes linear scales in Writes linear scales in
scales in ratio form ratio form correctly and ratio form correctly ratio form inconsistently ratio form with
proficiently difficulties

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Ability to convert Converts linear scale Converts linear scale Converts linear scale Converts linear scale
linear scale from from statement form to from statement form from statement form to from statement form
statement form to ratio ratio form and ratio to ratio form and ratio ratio form and ratio form to ratio form and ratio
form and ratio form to form to statement form form to statement to statement form form to statement
statement form correctly and form correctly partially form with difficulties
systematically
Ability to make scale Makes scale drawings Makes scale drawings Makes scale drawings Makes scale drawings
drawings accurately and accurately partially with difficulties
creatively
Ability to apply scale Applies scale drawings Applies scale Applies scale drawings Applies scale
drawings accurately and drawings accurately partially drawings with
creatively difficulties

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
4.0 Geometry 4.4 Common By the end of the Sub Strand, The learner is guided to: 1. What are
Solids the learner should be able to;  collect common solids such as common
(16 lessons) a) identify common solids cubes, cuboids, cylinders, pyramids solids?
from the environment and cones from the immediate 2. How do we
b) sketch nets of cubes, environment. use common
cuboids, cylinders,  discuss, open and sketch the nets of solids in real
pyramids and cones in hollow solids. life?
different situations  work out the surface area of solids 3. How do you
c) work out the surface area of from nets. determine the
the solids from nets of  discuss and practise measuring the surface area of
solids in different situations distance between any two points on solids?
d) determine the distance the surface of the solids. 4. How do you
between two points on the  make models of hollow and determine the
surface of a solid in compact solids using locally volume of
different situations available materials. Hollow solids common
e) make models of hollow and (containers) may be of cubes, solids?
compact solids for skills cuboids, cylinders, pyramids or
development cones. Compact solids (eg. bricks)
f) promote the use of common may be of cubes, cuboids or
solids in real-life situations. cylinders.
 use IT devices to watch videos on
common solids, nets and draw the

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 solids and nets.
 use other resources such as print or
realia to trace or draw nets of solids.
Core Competencies to be developed;
 Communication and collaboration; as learners discuss and work in groups to collect solids from the environment.
 Creativity and imagination; as learners make the models of different solids.
Values
 Responsibility, love and respect; as learners work in groups to collect solids and make models
Pertinent and Contemporary Issues (PCIs)
 ESD; as learners collect solids from the environment and use locally available materials to make models.
 Self-esteem as learners open nets of solids and make models
Links to other subjects
 Pre-Technical Studies; as learners sketch nets of different solids while practising in technical drawing
 Creative Art: as learners make the models of different solids.

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Suggested Rubric
Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
Ability to identify Identifies common solids Identifies common Identifies common solids Identifies common
common solids correctly and solids correctly inconsistently solids with
comprehensively difficulties
Ability to sketch Sketches nets of cubes, Sketches nets of cubes, Sketches nets of cubes, Sketches nets of
nets of cubes, cuboids, cylinders, cuboids, cylinders, cuboids, cylinders, cubes, cuboids,
cuboids, cylinders, pyramids and cones pyramids and cones pyramids and cones cylinders, pyramids
pyramids and cones correctly and creatively correctly incompletely and cones with
difficulties
Ability to work out Works out the surface Works out the surface Works out the surface Works out the surface
the surface area of area of the solids from area of the solids from area of the solids from area of the solids
the solids from nets nets of solids accurately nets of solids accurately nets of solids partially from nets of solids
of solids and systematically with difficulties
Ability to determine Determines the distance Determines the distance Determines the distance Determines the
the distance between between two points on the between two points on between two points on distance between two
two points on the surface of a solid the surface of a solid the surface of a solid points on the surface
surface of a solid accurately and accurately partially of a solid with
systematically difficulties
Ability to make Makes models of Makes models of Makes models of Makes models of
models of common common solids correctly common solids common solids common solids with
solids and creatively correctly incompletely difficulties

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STRAND 5.0: DATA HANDLING AND PROBABILITY
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
5.0 Data 5.1 Data By the end of the Sub Strand, The learner is guided to: 1. What are
Handling and Presentation the learner should be able to;  collect data from the immediate the different
Probability and a) draw bar graphs of data environment or experiences, for ways of
Interpretation from real-life situations example size of shoes, height or test representing
(10 lessons) b) interpret bar graphs of data scores. data?
from real-life situations  use a suitable scale to represent the 2. How do we
c) draw line graphs of given data in bar graphs. determine
data from real-life  discuss and interpret bar graphs the mean of
situations  discuss and represent data in line data?
d) interpret line graphs of data graphs
from real-life situations  discuss and interpret line graphs
e) identify the mode of a set  recognise the mode from a given set
of discrete data from real- of discrete data
life situations
 discuss and work out the average from
f) calculate the mean of a set
different sets of discrete data and
of discrete data from real-
relate it to the mean.
life situations
 carry out different activities that
g) determine the median of a
involve getting the median position.
set of discrete data from
For example, where possible learners
real-life situations
use the hand to identify the middle
h) use IT or other materials to
finger in reference to the position.
determine the mean, mode
and median of discrete data  arrange given data in ascending order

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 in different situations and identify the middle value which is
i) promote use of data the median.
representation and  use IT to create bar graphs and line
interpretation in real-life graphs to represent the data, calculate
situations. the mean, the mode and the median.
 use other resources to draw bar and
line graphs
Core Competencies to be developed;
 Communication and collaboration; as learners discuss and represent data in line graphs
 Critical thinking and problem solving; as learners discuss and interpret Bar graphs
 Self-efficacy as learners collect data from their own experiences, for example size of shoes, height or test scores.
Values
 Love and respect; as learners carry out different activities that involve getting the median position. For example, where
possible learners use the hand to identify the middle finger in reference to the position.
 Social cohesion; as learners collect data from their own experiences, for example size of shoes, height or test scores.
Pertinent and Contemporary Issues (PCIs)
 Environmental education as learners collect data from the immediate environment or experiences, for example size of
shoes, height or test scores.
Links to other subjects
 Social Studies as learners discuss and work out the average from different sets of discrete data such as populations and relate
it to the mean.

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Suggested Rubric
Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
Ability to draw bar Draws bar graphs of data Draws bar graphs of Draws bar graphs of data Draws bar graphs of
graphs of data correctly and systematically data correctly partially data with difficulties
Ability to interpret Interprets bar graphs from Interprets bar graphs Interprets bar graphs from Interprets bar graphs
bar graphs from data data correctly and from data correctly data incompletely from data with
comprehensively difficulties
Ability to draw line Draws line graphs of data Draws line graphs of Draws line graphs of data Draws line graphs of
graphs of data correctly and systematically data correctly partially data with difficulties
Ability to interpret Interprets line graphs from Interprets line graphs Interprets line graphs Interprets line graphs
line graphs of data given data correctly and from data correctly from data incompletely from data with
comprehensively difficulties
Ability to identify Identifies the mode of a set Identifies the mode Identifies the mode of a Identifies the mode
the mode of a set of of discrete data correctly of a set of discrete set of discrete data of a set of discrete
discrete data and comprehensively data correctly inconsistently data with difficulties
Ability to calculate Calculates the mean of a set Calculates the mean Calculates the mean of a Calculates the mean
the mean of a set of of discrete data accurately of a set of discrete set of discrete data of a set of discrete
discrete data and systematically data accurately partially data with difficulties
Ability to determine Determines the median of a Determines the Determines the median of Determines the
the median of a given set of discrete data median of a given a given set of discrete data median of a given set
given set of discrete accurately and set of discrete data partially of discrete data with
accurately difficulties
data systematically

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Strand Sub Strand Specific Learning Outcome Suggested Learning Key Inquiry
Experiences Questions
5.0 Data 5.2 ProbabilityBy the end of the Sub Strand, the The learner is guided to: 1. When do
Handling (7 lessons) learner should be able to;  discuss daily events that are we
and a) identify events involving chance in likely or unlikely to happen consider
Probability real-life situations or will not happen. chances
b) perform chance experiments in  discuss and carry out that an
different situations different chance experiments event is
c) write the experimental probability like flipping the coin, tossing likely to
outcomes in different situations the dice or drawing coloured happen?
d) express the probability outcomes balls from a bag, one ball at 2. Why is
in fractions in different situations a time. probability
e) express the probability outcomes  record the probability of the important
in decimals or percentages in chance outcomes in in real-life
different situations fractions, decimals and situations?
f) use IT and other materials to play percentages.
games involving probability  use IT or other resources to
g) recognise events that happen by play games involving
chance in real-life situations. probability
Core Competencies to be developed;
 Communication and collaboration; as learners discuss daily events that are likely/unlikely to happen/will not happen.
 Critical thinking and problem solving; as learners discuss and carry out different chance experiments like flipping the
coin.
 Self-efficacy as learners discuss and carry out different chance experiments like flipping the coin and avoid harmful

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 practices of gambling
Values
 Responsibility as learners use IT devices or other resources such as coins, balls in the study of probability.
Pertinent and Contemporary Issues (PCIs)
 ESD as learners discuss daily events that are likely/unlikely to happen/will not happen that may relate to the environment.
Links to other subjects
 Social Studies as learners discuss daily events that are likely/unlikely to happen/will not happen that may involve the
weather.
Suggested Rubric
Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
Ability to identify Identifies events Identifies events Identifies events Identifies events
events involving involving chance in real- involving chance in involving chance in involving chance in
chance in real-life life situations correctly real-life situations real-life situations real-life situations with
situations and comprehensively correctly partially difficulties
Ability to perform Performs chance Performs chance Performs chance Performs chance
chance experiments experiments accurately experiments accurately experiments partially experiments with
and systematically difficulties
Ability to write the Writes the experimental Writes the Writes the Writes the experimental
experimental probability outcomes experimental experimental probability outcomes
probability outcomes correctly and precisely probability outcomes probability outcomes with difficulties
correctly partially
Ability to express the Expresses the probability Expresses the Expresses the Expresses the
probability outcomes outcomes in fractions probability outcomes in probability outcomes probability outcomes in
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in fractions correctly and consistently fractions correctly in fractions partially fractions with
difficulties
Ability to express the Expresses the probability Expresses the Expresses the Expresses the
probability outcomes outcomes in decimals or probability outcomes in probability outcomes probability outcomes in
in decimals or percentages correctly and decimals or in decimals or decimals or percentages
percentages consistently percentages correctly percentages partially with difficulties

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COMMUNITY SERVICE LEARNING PROJECT
Introduction
In Grade 8, focus is on learners making preparations to undertake a CSL activity of their own choice. They will be required to
identify a community problem through research, plan and come up with solutions to solve the problem. The preparations will be
carried out in groups. Learners will build on CSL knowledge, skills and attitudes acquired from Life Skills Education as well as
other subjects.

CSL Skills to be Covered:

i) Leadership: Learners develop leadership skills as they undertake various roles during preparation.
ii) Financial Literacy and Entrepreneurship Skills: Learners will gain skills on wise spending, saving and investing for
sustained economic growth. They could consider ways of generating income as they undertake the CSL project through
innovation ways. Moreover, they could identify business ideas and opportunities as well as resources to meet the needs of
the community.
iii) Research: Learners will be expected to identify a problem or pertinent issue in the community and indicate how the
problem will be solved. They will also acquire skills on how to report their findings.
iv) Communication: Learners indicate reporting mechanisms to be used during the actual project e.g., how they intend to
communicate with members of the community, either online or offline.
v) Citizenship: As learners engage in the CSL activities for this Grade, they will be vested with the rights, privileges and
duties of a citizen, hence giving them a sense of belonging and attachment to the nation. They will also be empowered to
engage and assume active roles in shaping a more peaceful, tolerant and inclusive society.
vi) Life Skills Education: Learners will be equipped with life skills, including decision making, assertiveness, effective
communication, problem solving and stress management. This will enable them to manage interpersonal relationships,
develop leadership skills as well as discover and grow their talents.
vii) Community Development: Learners will be empowered with skills necessary to effect relevant change, including
building stronger and more resilient communities.

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Suggested Pertinent and Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Contemporary Issues Questions
(PCIs)
 Environmental By the end of the CSL The learner is guided to: 1. How does
degradation project, the learner should be ● brainstorm on pertinent and contemporary one
 Life style diseases able to: issues (PCIs) in their community that determine
 Communicable and non- a) identify a problem in the need attention in groups community
communicable diseases community through ● choose a PCI that needs immediate needs?
 Poverty research attention and explain why in groups 2. Why is it
 Violence in community b) plan to solve the ● carry out research using digital necessary to
 Food security issues identified problem in the devices/print media/interactions with make
community, members of the community/resource adequate
 Conflicts in the
c) design solutions to the persons in identifying a community preparations
community
identified problem, problem to address in groups before
d) appreciate the need to ● discuss possible solutions to the identified embarking
Note:
belong to a community. issue in groups on a project?
The suggested PCIs are only
● propose the most appropriate solution to
examples. Teachers should
the problem in groups
allow learners to identify
● discuss ways and instruments they can
PCIs as per their context and
use to collect data on the problem
reality.
(questionnaires, interviews, observation
schedule, etc)
● develop instruments for data collection
● identify resources needed for the CSL
project (human, technical, financial)

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 ● discuss when the project will begin and
end
● prepare a programme/timetable of the
entire project execution
● Assign roles to be carried out by all group
members
● reflect on how the project preparation
enhanced learning.
Key Component of CSL developed
a) Identification of a problem in the community through research
b) planning to solve the identified problem
c) designing solutions to the identified problem
Core competencies to be developed
 Communication and collaboration: Learners will make the preparations in groups and conduct discussions on best ways of
carrying out the project.
 Self-efficacy: Learners develop the skills of self-awareness and leadership as they undertake the CSL project
 Creativity and imagination: Learners will come up with creative ways of solving the identified community problem
 Critical thinking and problem solving: Learners will demonstrate autonomy in identifying a community need, exploring
plausible solutions and making necessary preparations to address the problem.
 Digital literacy: Learners can use technology as they research on a community problem that they can address.
 Learning to learn: Learners gain new knowledge and skills as they identify a community problem to be addressed and make
preparations to carry out the project.
 Citizenship: This is enhanced as learners choose a PCI that needs immediate attention in the community.
Pertinent and Contemporary Issues (PCIs)
● Social cohesion as learners discuss possible solutions to the identified issue.
● Critical thinking as learners discuss possible solutions to the identified issue.

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Values
 Integrity as learners carry out research using digital devices and print media as they identify a community problem to
address.
 Respect as learners brainstorm on pertinent and contemporary issues in their community that need attention

Assessment Rubric
Indicator Exceeds Expectation Meets Approaches Below Expectation
Expectation Expectation
Ability to identify a Correctly and precisely Correctly Partially identifies a Has challenges identifying a
problem in the identifies a problem in the identifies a problem in the problem in the community
community through community through problem in the community through through research even with
research research community research assistance
through research
Ability to plan to Accurately and Accurately plans Plans to solve the With assistance plans to solve
solve the identified systematically plans to to solve the identified problem the identified problem but
problem solve the identified identified problem leaves out some details leaves out many details
problem

Ability to design Correctly and elaborately Correctly designs Partly designs solutions Has challenges designing
solutions to the designs solutions to the solutions to the to the identified problem solutions to the identified
identified problem identified problem identified problem problem even with prompting

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APPENDIX 1: LIST OF ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL ACTIVITIES

Strand Sub Strand Suggested Assessment Suggested Learning Suggested Non-Formal Activities
Methods Resources
Numbers Integers  Class activities Number line games on Prepare or improvise number line
 Class written tests charts, number cards, games on charts
 Home or extended steps,
assignments or
activities
 Projects
Fractions  Class activities Multiplication tables
 Class written tests
 Home or extended
assignments or
activities
Decimals  Class activities Multiplication tables
 Class written tests
 Home or extended
assignments or
activities
Squares and  Class activities Equivalent fraction
square roots  Class written tests board, circular and
 Home or extended rectangular cut-outs,
assignments or counters
activities

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 Rates, ratios,  Class activities Place value charts,
proportions  Class written tests Number cards
and  Home or extended
percentages assignments or
activities
Algebra Algebraic  Class activities Information from Carry out activities involving
Expressions  Class written tests different sources classifying objects in their immediate
 Home or extended environment according to given
assignments or attributes such as similarities or
activities differences.
 Project This can be done at home. Take photos
and share with class or school. Use the
concept of classification of objects to
organise and arrange personal items at
school and home.
Linear  Class activities Information from
Equations  Class written tests different sources
 Out of class
assignments
Measurement Circles  Class activities Cut-outs of sectors,
 Class written tests papers, ruler
 Out of class
assignments
Area  Class written tests Square cut-outs,
 Out of class squares, 1m squares
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 assignments or
activities
Money  Class activities Price lists for Research, identify and discuss different
 Home or extended commodities, model products/goods that appreciate or
assignments or shop, electronic money depreciate. This can be done through
activities online or other forms of searches.
 project Create a table of products and the two
prices: one for cash payment, the other
for hire purchase payment. This is to
inform purchasing decisions that will
protect consumers from products that
highly lose value with time.
Geometry Geometric  Class activities Unit angles,
constructions  Class written tests Protractors, pair of
 Out of class compasses, rulers,
assignments or straight edges
activities
Coordinates  Class activities rulers, plotting/graph
and graphs  Class written tests paper
 Out of class
assignments or
activities
Scale  Class activities Unit angles,
drawing  Class written tests protractors, pair of
 Home or extended compasses, rulers,
assignments or straight edges

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 activities

Common  Class activities Containers, compact Make models of hollow and compact
solids  Class written tests solid objects, water, solids using locally available materials.
 Home or extended soil, clay, waste Hollow solids (containers) may be of
assignments or news/papers cubes, cuboids, cylinders, pyramids or
activities cones and can be improvised from
 project existing resources. Compact solids (e.g.
sample bricks) may be of cubes,
cuboids or cylinders.

Data Data handling  Class activities Data from different

handling and  Class written tests sources
probability  Home or extended
assignments or
activities

Probability  Class activities Data from different

 Class written tests sources
 Home or extended
assignments or
activities

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APPENDIX 2: USE OF ICT TOOLS

The following ICT tools may be used in learning and teaching of Mathematics at this level:
1. Learner digital devices (LDD)
2. Teacher digital devices (TDD)
3. Mobile phones
4. Digital clocks
5. Television sets
6. Videos
7. Cameras
8. Projectors
9. Radios
10. DVD players
11. CDs
12. Scanners
13. Internet
14. Other resources.

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