Summary

• Description:

  The PDF document comprises Grade 5 Brightpoint Publishers CBE 2026 Exams with Marking Schemes Booklet

  This booklet is a comprehensive Grade 5 Competency Based Education assessment compilation covering Mathematics, Agriculture and Nutrition, Social Studies and Religious Education (Social Studies, Christian Religious Education, and Islamic Religious Education sections), English (Language and Composition), Creative Arts and Sports, Kiswahili (Lugha and Insha), and Science and Technology.

  Mathematics consists of 1 section structured as follows:

  • Multiple-choice questions with working space: covers writing large numbers in words (55,505 people), multiplication of seedlings planted in rows (528 rows of 76 seedlings), division of books shared among groups of learners without remainders, order of operations (BODMAS) on an expression (32 - 27 ÷ 9 + 5), arranging numbers from largest to smallest, converting whole numbers to Roman numerals, long division (336 ÷ 14), subtraction to find the number of girls given total learners and number of boys, multiplication of bags of sugar carried by lorries, completing a number pattern (125,500 to 126,500 sequence), finding common divisors of 8 and 12, place value of digits in large numbers (8,649,375), finding groups of 100 in 4000, rounding off numbers to the nearest 100 (89,972), finding the product of 603 and 29, arranging fractions in increasing order, place value of digits in decimals (24.079), estimating sums by rounding to the nearest hundreds, estimating totals for multiple cartons of dresses, reading an abacus diagram to identify a displayed number, place value of digits in large numbers (732,540 animals), converting a 200-shilling note into 5-shilling coins, forming the largest four-digit numeral from given digits, a price list of pencils, rulers, books and clocks used to calculate change after a sh 1000 purchase and the cost of multiple items, and finding the shortest length of string from which equal pieces of 12cm and 18cm can be cut (LCM).

  Agriculture and Nutrition consists of 1 section structured as follows:

  • Multiple-choice questions, some based on diagrams: covers the main reason for constructing an organic waste pit, identifying a tool (shovel) used in constructing the waste pit and its main use, reasons for sprinkling water in a waste pit, identifying a structure shown in a diagram (compost pit), identifying a tool best for removing seedlings from a nursery bed for transplanting, the practice of removing excess overcrowded seedlings (thinning), definition of a nursery bed, safe ways of repelling small wild animals from crops, identifying crops not suitable as cover crops from a list including pumpkin, sweet potato, beans and sorghum, the main reason for practising mulching, identifying a farming practice from a description of dry grass placed between cabbage rows (mulching), activities that improve soil fertility excluding cutting down trees, identifying a small wild animal from a drawing (mole) and the damage it causes to crops, the purpose of constructing shade above vegetables (reducing water evaporation), identifying a domestic animal from a drawing (sheep) and the two main products obtained from it (wool and mutton), identifying crops that are not cereals from a list including maize, millet, beans and sorghum, identifying which crop is a pulse (peas) from a list including cabbage, carrot and sugarcane, methods of preserving cereals and pulses excluding use of ashes, identifying which fuel pollutes the environment the least, purposes of stitches on a garment excluding bleaching, identifying the crop category grown by Mary from a drawing (legume, cereal, vegetable or fruit), gardening practices not carried out on a vegetable nursery bed, the nutritive value of chips eaten for supper, identifying which grade 5 learner was not well groomed based on described grooming habits, surfaces at home that can be made from grass, cement, tiles or plastic excluding one option, identifying a small wild animal destroying crop seeds in a nearby farm (mongoose), and identifying which food is not a protective food from a list including mutton, spinach, mango and cabbage.

  Social Studies and Religious Education consists of 3 sections structured as follows:

  • Social Studies (multiple-choice, map-based and general): covers map reading skills based on Mbuni County (direction of land slope, main economic activity in the South Western part, natural vegetation in areas covered by coffee estates, the highest point in the county, the dominant religion, communities correctly matched with their language groups such as Abaluhya-Nilotes and Luo-Bantus), definition of climate based on long-term atmospheric conditions, importance of lakes excluding incorrect options, identifying groups that comprise Plain Nilotes only, the main reason why Bantus migrated from their original homeland, map elements that show symbols for features and economic activities (key), identifying mangrove trees seen along the coastal strip near Mombasa during an educational trip, identifying forms of child abuse including early marriage, using a map of Kenya to identify a country marked C (Tanzania) and a national park marked B (Boni), identifying communities in Kenya that belong to the Bantu group excluding an incorrect option, identifying aspects that are not part of culture (reading and writing), factors that influence population distribution in Kenya excluding incorrect options, identifying a type of climate from a chart of characteristics (two rainy seasons, moderate temperatures, high rainfall and humidity, identified as modified equatorial), identifying the language group that migrated from Southern Sudan through the Nile Valley to settle around Lake Victoria (River Lake Nilotes), the best way to conserve historic built environments, countries bordering Kenya excluding incorrect options, vocabulary on population density (densely populated), methods used in African traditional education excluding use of the internet, identifying characteristics of a climatic region in Kenya from a list (modified tropical highland climate), values practised when learners elect representatives (democracy), identifying a box containing only historic built environment features (museums and monuments), identifying which physical features are drainage features (lakes and rivers), economic activities carried out by people living around lakes excluding swimming, and identifying the largest and longest river in Kenya (Tana).
  • Christian Religious Education (multiple-choice): covers the purpose of talents given by God, categorising members of a family into nuclear and extended (identifying an extended family member), the Bible story teaching that disobedience leads to punishment (Adam and Eve), the lesson from the story of Jacob wrestling with God, books of the New Testament and identifying which one is a gospel, the value learned from the story of baby Moses being saved by Pharaoh's daughter, the main lesson from the parable of the lost sheep, the lesson from the story of Peter's miraculous rescue from prison, the occasion when Jesus commanded "Do this in memory of me" (Last Supper), what Joseph's interpretation of Pharaoh's dreams shows about his character, how early believers demonstrated unity, identifying the value Jane demonstrated by asking permission before using her mother's phone, how the power of God helped Samson, fruits of the Holy Spirit, the appropriate Christian response to seeing boys hiding to drink alcohol, how Adam and Eve disobeyed God, the value Solomon used to settle a dispute between two women fighting over a baby, an alternative name for the parable of the talents, identifying who first received news of the birth of Christ (shepherds), and identifying who killed a lion and later found honey inside the dead lion (Samson).
  • Islamic Religious Education (fill-in-the-blank): covers what angels are created from, identifying believing in angels as a pillar of faith, identifying feeling shy to stop evil as a sign of faith, another name for Surah Qalbui Gura'an, the place from which Nabii Issa (A.S) received wahyi, the mother of Prophet Issa (Maryam binti Imraan), the ninth month of the Islamic calendar, and characteristics that are not true of angels (having children and parents).

  English consists of 2 sections structured as follows:

  • English Language (multiple-choice): comprehension of a conversation between Mary and John about a weekend visit to Oldonyo Sabuk near Mt. Kilimanjaro and animals seen there (giraffes, hyenas, lions, ostriches), with questions on animals not mentioned, who likely accompanied John, signs of Mary's eagerness and impatience, why the weekend was good for John, and why Mary was happy at the end; a comprehension passage about a woman with a kitchen garden whose daughter ignored advice to destroy insect eggs with insecticides, with questions on the crops in the garden, number of children, the use of insecticides, the daughter's initial character, and the best title for the passage; a comprehension passage about Mary who woke up late, boarded the wrong bus, and was thrown off by the conductor for lacking fare, with questions on why she was in a hurry, why she was undecided about boarding the second bus, who asked her for fare, why she forgot to ask her mother for fare, and what the conductor did to her; a cloze passage about a learner's favourite subject being Mathematics, with blanks on adjectives (favourite), being "lucky" to have a clear thinking brain, formulae, problems/questions, and simplicity of Mathematics reasoning; grammar items on possessive pronouns (mine, yours), quantifiers (much, any), past tense verb forms (wrote, swore), opposites of underlined words (regularly→irregularly, accept→reject), and interrogative pronouns (who, where).
  • Writing: Composition — learners are required to write an interesting composition titled "My Happiest Day."

  Creative Arts and Sports consists of 1 section structured as follows:

  • Multiple-choice questions, several diagram-based: covers the colour of Indian ink used in crayon etching, identifying the art element (texture) observed from rough and smooth pictures of indigenous wind instruments, arranging solfa syllables in ascending order of pitch, identifying which learner correctly described the function of marking cones in football, materials and tools needed to make a flute from a given list, identifying the community associated with the Oiwika wind instrument, the French rhythm name of a minim, identifying lines not found in the East African Community Anthem, the purpose of cones made using papier mache and set on a football field, materials not needed for casting marking cones, materials needed for making papier mache (excluding incorrect combinations involving paint and water colours), the main function of the mouthpiece of a descant recorder, identifying a wind instrument from a drawing and its community of origin (Olwika-Abaluhya), naming colours represented by letters X, Y and Z on a colour wheel, the correct order of steps for crayon etching technique, the part of the foot used to execute the instep skill in football, identifying a false statement about secondary colours, materials not needed for improvising calligraphy pens, identifying the solfa syllable represented by a hand sign tune, identifying French rhythm names from an illustration of musical notes, identifying which learner played the highest note among doh, re, mi, soh, techniques of playing indigenous wind instruments excluding one option, materials not used in preparing papier mache, the meaning of cross-hatching in art, explaining what happens when holes of a wind instrument are covered, identifying the part of the foot used to kick a ball from a diagram, the purpose of using a calligraphy pen, the definition of rhythm in creative arts and sports, the technique involving applying a thin layer of paint for a wash effect, the main role of finger holes in a wind instrument, and the meaning of the term "kicking" in football.

  Kiswahili inajumuisha sehemu 2 kama ifuatavyo:

  • Maswali ya kuchagua jibu sahihi (multiple-choice): yanahusisha mazungumzo kati ya Juma na mjomba wake chini ya mwembe kuhusu tumbo kusokotwa baada ya kula matunda na umuhimu wa kuosha matunda kabla ya kula; ufahamu wa hadithi ya ndege wote msituni wakiishi kwa ushirikiano, sherehe ya mwaka mpya iliyoandaliwa na Bwana Kunguru, na mchango wa Kuku katika sherehe; kifungu kuhusu Paula, Anna, Nadia, Pendo na Petero wakitembelea nyanya yao kijijini na kufanya kazi za kutengeneza mikeka, vikapu na fagio; zoezi la kujaza nafasi kuhusu rangi za bendera ya Kenya na maana zake (nyekundu, kijani, nyeupe, nyeusi); na maagizo mbalimbali ya kisarufi yanayohusisha sentensi za wakati ujao, udogo wa maneno (mti-kijiti), aina za maneno (kivumishi, nomino, kiunganishi), makundi ya nomino za pekee, nomino za wingi, na kujaza pengo kwa neno sahihi (wala/na/lakini).
  • Kuandika: Insha — wanafunzi wanatakiwa kuandika insha juu ya "Mwalimu Nimpendaye."

  Science and Technology consists of 1 section structured as follows:

  • Multiple-choice questions, several diagram-based: covers identifying pairs of plants that do not produce flowers, parts of the breathing system excluding incorrect options, true statements about amphibians, materials used to model the trachea in a breathing system model, pairs of animals with scales that lay eggs, importance of vertebrates excluding incorrect statements, methods of heat transfer (radiation through a vacuum), conditions and diseases of the breathing system excluding constipation, identifying a green plant found in a pool of water (algae), a labelled flower diagram used to identify the sepals and the part receiving pollen grains (stigma) and the part with the main function of producing ovules, classification of plants that produce flowers (flowering plants), safety measures when handling plants excluding tasting or smelling, identifying an animal from a drawing of a frog found in a fish pond and its vertebrate group (amphibian), identifying the animal shown (frog) and incorrect statements about it, a diagram of a breathing system model with parts labelled P, N and Q, materials not used in making the breathing system model, naming the part marked P in the model (rubber sheet), matching parts of the model correctly with real parts of the breathing system (straw-lungs, balloons-lungs, plastic bottle-diaphragm), characteristics of living things excluding incorrect options, parts of the breathing system that clean the air, true statements about the wind pipe, symptoms of common cold excluding incorrect options, reasoning about why a snake is classified as a vertebrate (has a backbone), parts of the digestive system not included in the alimentary canal, true statements about living things, uses of fungi excluding incorrect options, common characteristics between a lizard and a gecko, and ways grade 4 learners can manage plastic containers in school excluding burning.

  Towards the end of the booklet, a complete marking scheme is provided covering all 7 subjects, giving correct answers for every multiple-choice question, detailed model answers for structured and essay questions, full workings for mathematical and scientific calculations, sample diagrams and sketches, and guidance notes for examiners on acceptable alternative answers.

• File Size:

  11.36 MB
• Category:

  Exams
• Level:

  Grade 5
• Subject:

  ALL SUBJECTS
• Posted By:

  Caleb_Peter

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