What the Grade 4 Mathematics curriculum design is
The Grade 4 Mathematics curriculum design is the official KICD (Kenya Institute of Curriculum Development) document that sets out what a learner should know, do and value in Mathematics by the end of Grade 4 under the Competency Based Curriculum. It is the authority behind every scheme of work, lesson plan and exam: under CBE the curriculum design – not the textbook – decides what is taught and assessed. If a topic is in a textbook but not in the design, it is not part of the syllabus.
For each sub-strand, the design gives the specific learning outcomes, suggested learning experiences, key inquiry questions, and the assessment rubric levels. Schemes of work, lesson plans and assessments all flow from it. This page helps you download the full design (PDF) and understand how it is organised before you use it.
The four strands of Grade 4 Mathematics
Grade 4 Mathematics is organised into four strands:
- Numbers
- Measurement
- Geometry
- Data Handling
Each strand is broken into sub-strands. Under Numbers the design covers Whole Numbers, Addition, Subtraction, Multiplication, Division, Fractions and Decimals. Measurement covers Length, Area, Mass, Volume, Capacity, Time and Money. Geometry covers Position and Direction, Angles and Plane Figures. Data Handling covers Data. The design also introduces the use of letters (early algebra) as learners represent quantities during activities.
What learners should be able to do
The design lists the subject general learning outcomes for Primary Mathematics. By the end of primary education, the Grade 4 learner is working toward being able to: demonstrate mastery of number concepts in day-to-day life; apply measurement skills to solve problems in a variety of contexts; apply properties of geometrical shapes and spatial relationships in real life; apply data-handling skills to solve everyday problems; analyse information using algebraic expressions; apply mathematical ideas to other learning areas and real-life contexts; develop confidence and interest in Mathematics; develop values and competencies for harmonious living; and manage pertinent and contemporary issues for better relationships.
The design describes Mathematics as a foundation of numeracy for STEM at higher levels, applied in business, social and everyday life – and as a subject that should give learners opportunities for creative work and enjoyment.
How the design is taught across the three terms
The curriculum design does not fix which strand falls in which term – that is the job of the schemes of work derived from it. The design provides the strands, sub-strands and outcomes; the schemes sequence them week by week across Term 1, Term 2 and Term 3. For the exact term breakdown, including a Term 2 plan, use the Grade 4 Mathematics schemes of work.
Assessment, resources and community service learning
The design sets out suggested assessment methods (oral, written or observation against the assessment rubrics) and suggested learning resources for each sub-strand – for example place-value apparatus and number cards for Numbers, metre rules and weighing scales for Measurement, and cut-outs of plane figures for Geometry. It also includes the Community Service Learning (CSL) guidelines for Upper Primary: one integrated CSL activity conducted each year, hosted in Social Studies but drawing on skills from Mathematics and other learning areas, planned through a Whole School Approach and assessed on both the process and the end product.
Download the curriculum design (PDF)
The full Grade 4 Mathematics curriculum design (the downloadable KICD PDF) is in our catalogue, alongside the schemes of work, lesson plans and assessments that are built from it. Use the link below to get the complete design.