Mathematics, Secondary 4 (Cultural, Social and Technical) Help & AI Tutoring — Full Quebec Curriculum

Name: Mathematics, Secondary 4 (Cultural, Social and Technical)
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The official Quebec Mathematics, Secondary 4 (Cultural, Social and Technical) curriculum

Quebec defines Mathematics, Secondary 4 (Cultural, Social and Technical) by strands and outcomes. MapleMind teaches the same curriculum reorganized for one-skill-at-a-time tutoring — the table shows exactly where every official strand lands, and the ministry's own wording is quoted under each unit below.

Official source Québec's official education programRead it on the government site — quebec.ca ↗

Official strand	Outcomes	Where MapleMind teaches it
Strand A	2	Arithmetic
Strand B	11	Algebra
Strand D	11	Statistics
Strand E	7	Geometry
Strand F	8	Analytic Geometry
Strand H	5	Financial mathematics

How MapleMind teaches Mathematics, Secondary 4 (Cultural, Social and Technical) — every unit, lesson, and skill

Every skill below runs as a short session: a plain-words lesson, a worked example, solving it together, then a five-question skill check that earns up to three stars. Guided Mode keeps it teaching instead of answer-handing — turning it off needs a parent's password.

Unit 1ArithmeticOfficial strand · Strand A

The PDA Arithmetic branch, taught in the Cultural, Social and Technical sequence register (mathematics for informed social, consumer and financial decisions (Quebec CST program: "purchasing goods and balancing their budget")).

Defines the concept of absolute value in context

Defines the concept absolute value in context (e.g. difference between two numbers, distance between two points)ARITH.N10 — The student carries out: Defines the concept absolute value in context (e.g. difference between two numbers, distance between two points) — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).

Estimates the value of the power of an exponential expression

Estimates the value of the power of an exponential expression with respect to its components: base (between 0 and 1, greater than 1), exponent (positive or negative, integral or fractional)ARITH.N12 — The student carries out: Estimates the value of the power of an exponential expression with respect to its components: base (between 0 and 1, greater than 1), exponent (positive or negative, integral or fractional) — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).

The official wording — 2 outcomes in this unit

ARITH.N10 Defines the concept absolute value in context (e.g. difference between two numbers, distance between two points)
ARITH.N12 Estimates the value of the power of an exponential expression with respect to its components: base (between 0 and 1, greater than 1), exponent (positive or negative, integral or fractional)

Unit 2AlgebraOfficial strand · Strand B

The PDA Algebra branch, taught in the Cultural, Social and Technical sequence register (mathematics for informed social, consumer and financial decisions (Quebec CST program: "purchasing goods and balancing their budget")).

Solves systems of first-degree equations in two variables

Solves systems of first-degree equations in two variablesALG.N3.b — The student carries out: of first-degree equations in two variables — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).
Represents and interprets the inverse of a functionALG.N3.5 — The student carries out: Represents and interprets the inverse — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).

Validates the solution, with or without technological tools

Validates the solution, with or without technological toolsALG.N5.2 — The student carries out: Validates the solution, with or without technological tools — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).
Constructs an algebraic expression using a register (type) of representationALG.N5.4 — The student carries out: Constructs an algebraic expression using a register (type) of representation — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).

Interprets the solution or makes decisions, depending on the context

Interprets the solution or makes decisions if necessary, depending on the contextALG.N6.3 — The student carries out: Interprets the solution or makes decisions if necessary, depending on the context — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).
Determines values or data by solving equations and inequalitiesALG.N6.4 — The student carries out: Determines values or data by solving equations and inequalities — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).

Analyzes a situation to be optimized using a system of inequalities

Analyzes a situation to be optimized mathematizing the situation using a system of first-degree inequalities in two variables drawing a bounded or unbounded polygon of constraints to represent the situation determining the coordinates of the vertices of the bounded polygon (feasible region)ALG.N1.3 — The student carries out: Analyzes a situation to be optimized mathematizing the situation using a system of first-degree inequalities in two variables drawing a bounded or unbounded polygon of constraints to represent the situation determining the coordinates of the vertices of the bounded polygon (feasible region) — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).
Models a situation verbally, algebraically, graphically, using a table of values or a scatter plotALG.N1.5 — The student carries out: Models a situation verbally, algebraically, graphically, using a table of values or a scatter — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).

Analyzes exponential functions of the form f(x) = a·c^(bx)

Analyzes exponential functions of the form f(x) = a·c^(bx)ALG.e.ii — The student carries out: f(x) = acbx — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).

Analyzes piecewise functions

Analyzes piecewise functionsALG.g — The student carries out: Piecewise functions — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).

Analyzes step functions

Analyzes step functionsALG.i — The student carries out: Step functions — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).

The official wording — 11 outcomes in this unit

ALG.N3.b of first-degree equations in two variables
ALG.N3.5 Represents and interprets the inverse
ALG.N5.2 Validates the solution, with or without technological tools
ALG.N5.4 Constructs an algebraic expression using a register (type) of representation
ALG.N6.3 Interprets the solution or makes decisions if necessary, depending on the context
ALG.N6.4 Determines values or data by solving equations and inequalities
ALG.N1.3 Analyzes a situation to be optimized mathematizing the situation using a system of first-degree inequalities in two variables drawing a bounded or unbounded polygon of constraints to represent the situation determining the coordinates of the vertices of the bounded polygon (feasible region)
ALG.N1.5 Models a situation verbally, algebraically, graphically, using a table of values or a scatter
ALG.e.ii f(x) = acbx
ALG.g Piecewise functions
ALG.i Step functions

Unit 3StatisticsOfficial strand · Strand D

The PDA Statistics branch, taught in the Cultural, Social and Technical sequence register (mathematics for informed social, consumer and financial decisions (Quebec CST program: "purchasing goods and balancing their budget")).

Interprets stem-and-leaf diagrams and the linear correlation coefficient

Constructs and interprets a stem-and-leaf diagramSTAT.N6.d — The student carries out: a stem-and-leaf diagram — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).
Approximates and interprets the linear correlation coefficientSTAT.N6 — The student carries out: Approximates and interprets the linear correlation coefficient — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).

Calculates measures of dispersion and position

Calculates and interprets the mean deviationSTAT.N11.b.iii — The student carries out: mean deviation — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).
Determines and interprets percentilesSTAT.N11.c.ii — The student carries out: percentile — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).

Represents data using a scatter plot or a two-variable distribution table

Represents data using a scatter plot or a double-entry (two-variable) distribution tableSTAT.N2.2 — The student carries out: Represents data using a scatter plot or a double-entry (two-variable) distribution table — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).

Models two-variable data using a first-degree polynomial function

Models two-variable data using a first-degree polynomial functionSTAT.N3.a — The student carries out: first-degree polynomial function — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).

Describes and interprets the relationship between two variables

Describes and interprets the relationship between two variables, if anySTAT.N4.2 — The student carries out: Describes and interprets the relationship between two variables, if any — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).

Gives a qualitative assessment of a linear correlation

Gives a qualitative assessment of a linear correlationSTAT.N5.2 — The student carries out: Gives a qualitative assessment of a linear correlation — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).

Draws a curve associated with the chosen model

Draws a curve associated with the chosen modelSTAT.N7.2 — The student carries out: Draws a curve associated with the chosen model — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).

Interpolates or extrapolates values using a regression line

Interpolates or extrapolates values using a regression lineSTAT.N9.a — The student carries out: a regression line — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).

Compares two-variable distributions

Compares two-variable distributionsSTAT.N10.2 — The student carries out: Compares two-variable distributions — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).

The official wording — 11 outcomes in this unit

STAT.N6.d a stem-and-leaf diagram
STAT.N6 Approximates and interprets the linear correlation coefficient
STAT.N11.b.iii mean deviation
STAT.N11.c.ii percentile
STAT.N2.2 Represents data using a scatter plot or a double-entry (two-variable) distribution table
STAT.N3.a first-degree polynomial function
STAT.N4.2 Describes and interprets the relationship between two variables, if any
STAT.N5.2 Gives a qualitative assessment of a linear correlation
STAT.N7.2 Draws a curve associated with the chosen model
STAT.N9.a a regression line
STAT.N10.2 Compares two-variable distributions

Unit 4GeometryOfficial strand · Strand E

The PDA Geometry branch, taught in the Cultural, Social and Technical sequence register (mathematics for informed social, consumer and financial decisions (Quebec CST program: "purchasing goods and balancing their budget")).

Determines the minimum conditions for congruent or similar triangles

Determines the minimum conditions required to conclude that triangles are congruent or similarGEOM.N5.4 — The student carries out: Determines the minimum conditions required to conclude that triangles are congruent or similar — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).
Finds unknown measurements using metric or trigonometric relationsGEOM.N5.b.3 — The student carries out: metric or trigonometric relations — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).

Demonstrates congruence or similarity between triangles

Demonstrates the congruence or similarity between triangles or finds unknown measurements using minimum conditionsGEOM.N6.3 — The student carries out: Demonstrates the congruence or similarity between triangles or finds unknown measurements using minimum conditions — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).

Determines metric relations associated with plane figures

Determines, through exploration or deduction, different metric relations associated with plane figuresGEOM.N1.11 — The student carries out: Determines, through exploration or deduction, different metric relations associated with plane figures — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).

Finds unknown measurements using trigonometric ratios

Finds unknown measurements using the trigonometric ratios sine, cosine and tangentGEOM.N2.a.iii — The student carries out: trigonometric ratios: sine, cosine, tangent — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).

Calculates the area of a triangle using Hero’s formula

Calculates the area of a triangle using Hero’s formulaGEOM.iii — The student carries out: Hero’s formula — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).

Calculates the area of a triangle from angle and side measurements

Calculates the area of a triangle given the measure of an angle and the lengths of two sides or given the measures of two angles and the length of one sideGEOM.N3.10 — The student carries out: Calculates the area of a triangle given the measure of an angle and the lengths of two sides or given the measures of two angles and the length of one side — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).

The official wording — 7 outcomes in this unit

GEOM.N5.4 Determines the minimum conditions required to conclude that triangles are congruent or similar
GEOM.N5.b.3 metric or trigonometric relations
GEOM.N6.3 Demonstrates the congruence or similarity between triangles or finds unknown measurements using minimum conditions
GEOM.N1.11 Determines, through exploration or deduction, different metric relations associated with plane figures
GEOM.N2.a.iii trigonometric ratios: sine, cosine, tangent
GEOM.iii Hero’s formula
GEOM.N3.10 Calculates the area of a triangle given the measure of an angle and the lengths of two sides or given the measures of two angles and the length of one side

Unit 5Analytic GeometryOfficial strand · Strand F

The PDA Analytic Geometry branch, taught in the Cultural, Social and Technical sequence register (mathematics for informed social, consumer and financial decisions (Quebec CST program: "purchasing goods and balancing their budget")).

Calculates distances, points of division and slopes

Calculates the distance between two pointsANGEO.N1.a — The student carries out: calculate the distance between two points — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).
Determines the coordinates of a point of division using a given ratio (including the coordinates of a midpoint)ANGEO.N1.b — The student carries out: determine the coordinates of a point of division using a given ratio (including the coordinates of a midpoint) — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).
Calculates and interprets a slopeANGEO.N1.c — The student carries out: calculate and interpret a slope — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).

Determines the relative position of two straight lines using their slopes

Determines the relative position of two straight lines using their respective slope (intersecting at one point, perpendicular, non-intersecting parallel or coincident)ANGEO.N2.2 — The student carries out: Determines the relative position of two straight lines using their respective slope (intersecting at one point, perpendicular, non-intersecting parallel or coincident) — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).

Represents straight lines graphically and algebraically

Represents straight lines graphically and algebraicallyANGEO.N3.a — The student carries out: straight lines: graphically and algebraically — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).
Represents parallel lines and perpendicular linesANGEO.N3.c — The student carries out: parallel lines and perpendicular lines — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).

Determines the equation of a line using the slope and a point or two points

Determines the equation of a line using the slope and a point or using two pointsANGEO.N4 — The student carries out: Determines the equation of a line using the slope and a point or using two points — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).

Determines the equation of a line parallel or perpendicular to another

Determines the equation of a line parallel or perpendicular to anotherANGEO.N5 — The student carries out: Determines the equation of a line parallel or perpendicular to another — in Cultural, Social and Technical contexts (interpret a real social or financial situation, decide, and justify the decision).

The official wording — 8 outcomes in this unit

ANGEO.N1.a calculate the distance between two points
ANGEO.N1.b determine the coordinates of a point of division using a given ratio (including the coordinates of a midpoint)
ANGEO.N1.c calculate and interpret a slope
ANGEO.N2.2 Determines the relative position of two straight lines using their respective slope (intersecting at one point, perpendicular, non-intersecting parallel or coincident)
ANGEO.N3.a straight lines: graphically and algebraically
ANGEO.N3.c parallel lines and perpendicular lines
ANGEO.N4 Determines the equation of a line using the slope and a point or using two points
ANGEO.N5 Determines the equation of a line parallel or perpendicular to another

Unit 6Financial mathematicsOfficial strand · Strand H

The Cultural, Social and Technical option's own financial mathematics (Quebec Cycle Two program) — interest, present/future value and personal-finance decisions. This is the CST-distinctive strand, absent from the PDA progression and mined from the program document.

Simple and compound interest

Simple and compound interestFIN.C4.1 — The student carries out: Simple and compound interest — CST financial mathematics.

Interest period

Interest periodFIN.C4.2 — The student carries out: Interest period — CST financial mathematics.

Discounting (present value)

Discounting (present value)FIN.C4.3 — The student carries out: Discounting (present value) — CST financial mathematics.

Compounding (future value)

Compounding (future value)FIN.C4.4 — The student carries out: Compounding (future value) — CST financial mathematics.

Calculating, interpreting and analyzing financial situations

Calculating, interpreting and analyzing financial situationsFIN.C4.5 — The student carries out: Calculating, interpreting and analyzing financial situations — CST financial mathematics.

The official wording — 5 outcomes in this unit

FIN.C4.1 Simple and compound interest
FIN.C4.2 Interest period
FIN.C4.3 Discounting (present value)
FIN.C4.4 Compounding (future value)
FIN.C4.5 Calculating, interpreting and analyzing financial situations

Mathematics, Secondary 4 (Cultural, Social and Technical) Course Companion — printable workbook and progress tracker for the Mathematics, Secondary 4 (Cultural, Social and Technical) curriculum

Curriculum checklist and skills tracker inside the Mathematics, Secondary 4 (Cultural, Social and Technical) workbook

Parent dashboard and progress pages inside the Mathematics, Secondary 4 (Cultural, Social and Technical) workbook

Unit reflection and certificate pages inside the Mathematics, Secondary 4 (Cultural, Social and Technical) workbook

Printable workbook · A keepsake of the year

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Common questions

Can MapleMind help me with Mathematics, Secondary 4 (Cultural, Social and Technical)?

Yes. MapleMind's AI tutor covers all 44 skills in Quebec's Mathematics, Secondary 4 (Cultural, Social and Technical) — you pick the exact skill, and the tutor teaches it step by step: a short lesson, a worked example, solving together, then a skill check to show it stuck.

Is MapleMind aligned to Quebec's official curriculum?

Yes. Every skill in this course maps to an official outcome code from Quebec's Grade 10 Mathematics curriculum, and the ministry's own wording is quoted under each unit on this page — with the official government source linked so you can check it yourself.

What does MapleMind cost?

It's free to start — 5 tutoring chats and a practice quiz every day, no credit card. A Pro subscription ($9.99/month or $49.99/year CAD, 7-day free trial) unlocks unlimited tutoring, practice, and exam simulations.

What if I'm stuck on just one topic?

That's the point of skill-level tutoring: open Mathematics, Secondary 4 (Cultural, Social and Technical) in the app, tap the exact skill from the list on this page, and the tutor teaches just that — no wading through lessons you don't need.

Does MapleMind work in French or other languages?

Yes — 14 languages, including French. Both the app and the tutor's explanations switch to the language you choose.

Where can I see the official Quebec curriculum for Mathematics, Secondary 4 (Cultural, Social and Technical)?

The official source is linked on this page — Québec's official education program. The outline here follows it: every MapleMind skill carries its official outcome code, and the ministry's own wording is quoted under each unit.

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