Quebec · Secondary 5
Mathematics, Secondary 5 (Cultural, Social and Technical)
- 563-504
Quebec’s Secondary 5 math course, from Arithmetic to Financial mathematics.
- Units
- 7
- Lessons
- 32
- Skills
- 44
- Provincial exam
- None
- Official curriculum
- quebec.ca
Unit by unit
Every skill in the course, numbered by unit.
Unit 1 · 2 skills
Arithmetic
Writes numbers in logarithmic notation
Writes numbers in logarithmic notation using the equivalence log_a x = n ⇔ a^n = x
I can switch between exponential and logarithmic notation and evaluate a logarithm in any base with a calculator.
Skill 1.1
Manipulates numerical expressions involving powers, exponents and radicals
Manipulates numerical expressions involving powers (change of base), exponents and radicals (nth root), using their properties
I can use the laws of exponents to simplify numerical expressions and rewrite powers in a common base so their exponents can be compared.
Skill 1.2
The official wording · 2 outcomes
- 1.1
- numbers in logarithmic notation using the equivalence loga x = n an = x, if necessary
- 1.2
- powers of bases (change of base), exponents, radicals (nth root), using their properties
Key ideas
A logarithm is an exponent: log_a x = n means exactly the same as a^n = x, so log_2 32 = 5 because 2^5 = 32.
The laws of exponents hold for every real exponent: a^m × a^n = a^(m + n), a^m ÷ a^n = a^(m − n), (a^m)^n = a^(mn), a^0 = 1 and a^(−n) = 1 ÷ a^n.
Simple logarithms are found by asking 'what power?': log_10 1 000 = 3, log_5 (1/25) = −2 and log_4 2 = 0.5, because 4^0.5 = 2.
Changing the base rewrites a power with another base: 8 = 2³, so 8^x = 2^(3x); 0.25 = 2^(−2), so 0.25^x = 2^(−2x).
A calculator gives base-10 logarithms; any other base uses the change of base log_a x = log x ÷ log a, so log_2 50 = log 50 ÷ log 2 ≈ 5.64.
Watch out for
- Reading log_2 32 as 32 ÷ 2 = 16, as if a logarithm were a division.
- Multiplying the exponents when multiplying powers, so 2^3 × 2^4 is written 2^12.
- Rewriting log_3 81 = 4 as 4^3 = 81, putting the base in the wrong place.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 9 skills
Algebra
Solves exponential, logarithmic and square root equations and inequalities
Solves exponential, logarithmic and square root equations and inequalities using the properties of exponents, logarithms and radicals
I can solve exponential and logarithmic equations and inequalities with the definition of a logarithm and the change of base, and interpret the answer in a real situation.
Skill 2.1
Analyzes a first-degree inequality in two variables
Analyzes a first-degree inequality in two variables
I can graph a first-degree inequality in two variables as a half-plane and decide which points satisfy it.
Skill 2.2
Analyzes and models situations to be optimized
Determines whether a situation can be translated by a system of inequalities
I can recognize the conditions of a situation that call for inequalities, translate each one, and tell when the whole situation is a system of inequalities.
Skill 2.3
Models a situation verbally, algebraically, graphically, using a table of values or a scatter plot
I can model a situation in the form that answers its question: an exponential rule, a system of constraints with a function to optimize, or a table of values.
Skill 2.4
Optimizes a situation under constraints
Translates a situation algebraically or graphically using a system of inequalities
I can translate a situation with several constraints into a system of inequalities, both algebraically and as a graph of the region that satisfies them all, and read a system back from its graph.
Skill 2.5
Optimizes a situation under constraints and makes decisions
I can find the optimal solution of a linear programming situation, interpret and justify it, and show how changing a condition changes the best choice.
Skill 2.6
Finds the rule of a function or its inverse, depending on the context
I can find the rule of a function from a situation or its data, and the rule of its inverse when the question asks for the input instead of the output.
Skill 2.7
Solves systems of inequalities and interprets parameters
Solves systems of first-degree inequalities in two variables
I can solve a system of first-degree inequalities in two variables by graphing the region where all of them hold and finding its vertices.
Skill 2.8
Interprets parameters (multiplicative or additive) and describes the effect of changing their values
I can interpret the parameters of a rule in its situation and describe what happens to the graph and the results when one of them changes.
Skill 2.9
The official wording · 9 outcomes
- 2.1
- exponential, logarithmic or square root, using the properties of exponents, logarithms and radicals
- 2.2
- first-degree inequality in two variables
- 2.3
- inequalities
- 2.4
- Models a situation verbally, algebraically, graphically, using a table of values or a scatter
- 2.5
- inequalities
- 2.6
- Optimizes a situation by taking into account different constraints and makes decisions with respect to this situation determining the best solution(s) for a particular situation, given a set of possibilities validating and interpreting the optimal solution, depending on the context justifying the solution(s) chosen changing certain conditions associated with the situation to provide a more optimal solution, if necessary
- 2.7
- Finds the rule of a function or its inverse, depending on the context
- 2.8
- of first-degree inequalities in two variables
- 2.9
- Interprets parameters (multiplicative or additive) and describes the effect of changing
Key ideas
An exponential equation whose sides share a base is solved by equating the exponents: 3^(x + 1) = 81 = 3^4 gives x = 3.
The boundary of ax + by ≤ c is the line ax + by = c, drawn solid when the inequality includes equality (≤, ≥) and dashed when it is strict (<, >).
Words of limit point to inequalities: 'at most' and 'no more than' give ≤, 'at least' and 'no less than' give ≥, 'more than' and 'fewer than' give > and <, while 'exactly' or 'in all' give an equation.
A system of inequalities represents a situation in two registers: algebraically, as a list of inequalities, and graphically, as the region where all the half-planes overlap.
The solution set of a system of inequalities is the region where all the half-planes overlap; a point is a solution only if it satisfies every inequality.
Watch out for
- Dividing 1.6 by 1.04 to solve 1.04^n = 1.6, as if the exponent were a factor.
- Shading above the line for every ≥, even for 2x − 3y ≥ 6, whose solutions lie below the line y = (2x − 6) ÷ 3.
- Translating 'at least twice as many x as y' as 2x ≥ y instead of x ≥ 2y.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 11 skills
Probability
Distinguishes dependent and independent events and quantifies probabilities
Distinguishes between dependent and independent events and quantifies probabilities using fractions, decimals or percentages
I can tell whether two events are dependent or independent and express their probabilities as fractions, decimals or percentages.
Skill 3.1
Calculates mathematical expectation
I can calculate the mathematical expectation of a game or a decision by adding each gain multiplied by its probability.
Skill 3.2
Recognizes different types of probabilities: experimental, theoretical, subjective
Recognizes, depending on the context, different types of probabilities: experimental, theoretical, subjective
I can tell whether a probability is theoretical, experimental or subjective, and judge how far to trust it.
Skill 3.3
Defines and interprets the concept of odds (odds for and odds against)
Defines or interprets the concept of odds/chance (odds for and odds against) (e.g. makes connections between odds and probabilities)
I can explain what odds for and odds against mean and convert between odds and probabilities.
Skill 3.4
Defines and interprets the concept of mathematical expectation
Defines or interprets the concept of mathematical expectation (e.g. makes connections between mathematical expectation and weighted mean)
I can explain mathematical expectation as the long-run average result of a random situation and connect it with a weighted mean.
Skill 3.5
Calculates probabilities, including geometric probabilities
Calculates probabilities, including geometric probabilities, in measurement contexts
I can calculate a probability from lengths, areas or volumes when the outcomes are spread over a measure instead of counted.
Skill 3.6
Determines the odds for or odds against, depending on the context
Determines the odds for or odds against, depending on the context
I can determine the odds for or against an event in a situation, by counting outcomes or from a probability.
Skill 3.7
Interprets and makes decisions with respect to the odds obtained
Interprets and makes decisions with respect to the odds obtained
I can use odds to compare options and make a reasoned decision, including judging whether a payout is fair.
Skill 3.8
Modifies the parameters of a situation to make it fair or optimize it
Modifies, if necessary, the parameters of a situation to make it fair, attain an objective or optimize a gain or loss
I can change a prize, a cost or a probability so that a game becomes fair or reaches a goal, and check the result with the expectation.
Skill 3.9
Interprets mathematical expectation and makes appropriate decisions
Interprets the resulting mathematical expectation and makes appropriate decisions
I can interpret an expectation in a real decision, such as a warranty, insurance or a game, and justify a choice with it and with what it leaves out.
Skill 3.10
Calculates probabilities involving arrangements, permutations and combinations
Calculates the probability of outcomes of random experiments related to situations involving arrangements, permutations or combinations
I can count the outcomes of situations with order, repetition or selection by reasoning with trees and the multiplication principle, and use the counts to find probabilities.
Skill 3.11
The official wording · 11 outcomes
- 3.1
- between dependent and independent events Uses fractions, decimals or percentages to quantify a probability
- 3.2
- Calculates mathematical expectation
- 3.3
- Recognizes, depending on the context, different types of probabilities: experimental, theoretical, subjective
- 3.4
- Defines or interprets the concept of odds/chance (odds for and odds against) (e.g. makes connections between odds and probabilities)
- 3.5
- Defines or interprets the concept of mathematical expectation (e.g. makes connections between mathematical expectation and weighted mean)
- 3.6
- subjective Calculates probabilities, including geometric probabilities, in measurement contexts
- 3.7
- probability, depending on the context Determines the odds for or odds against
- 3.8
- Interprets and makes decisions with respect to the odds obtained
- 3.9
- Modifies, if necessary, the parameters of a situation in order to make it fair, attain
- 3.10
- an objective or optimize a gain or loss Interprets the resulting mathematical expectation and makes appropriate decisions
- 3.11
- Calculates the probability of outcomes of random experiments related to situations involving arrangements, permutations or combinations
Key ideas
Two events are independent when the outcome of one does not change the probability of the other, as with two separate dice rolls; they are dependent when it does, as with two draws without replacement.
A theoretical probability comes from counting equally likely outcomes, such as 1/6 for a six on a fair die.
The odds for an event compare the favourable outcomes with the unfavourable ones (a : b), while the probability compares the favourable outcomes with all outcomes, a ÷ (a + b).
The mathematical expectation is the average gain per trial if the experiment were repeated many times; no single trial needs to give that value.
When every point of a region is equally likely, the probability of landing in a part is the measure of the part divided by the measure of the whole: P = favourable length (or area, or volume) ÷ total.
Watch out for
- Treating draws without replacement as independent and using the same probability for the second draw.
- Expecting an experimental probability from a few trials, such as 3 sixes in 10 rolls, to equal the theoretical value.
- Treating odds of 1 : 5 as a probability of 1/5 instead of 1/6.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 6 skills
Geometry
Recognizes equivalent figures (plane figures or solids)
Recognizes equivalent figures (plane figures or solids)
I can recognize equivalent figures, plane figures with the same area or solids with the same volume, even when their shapes differ.
Skill 4.1
Determines measures of segments or perimeters in equivalent figures
Determines measures of segments or perimeters in equivalent figures
I can find an unknown length or perimeter in a figure that must be equivalent to another, and compare the perimeters of equivalent figures.
Skill 4.2
Determines areas and volumes of equivalent figures and solids
Determines the area of equivalent figures
I can compare the total areas of equivalent solids and use them to choose the most economical shape for a container.
Skill 4.3
Determines the volume of equivalent solids
I can find an unknown dimension of a solid equivalent to another, and compare the volumes that solids can hold for the same amount of material.
Skill 4.4
Determines metric relations associated with plane figures
Determines, through exploration or deduction, different metric relations associated with plane figures
I can explore a relation between lengths or areas in a plane figure on several cases, state it, and justify it with known properties.
Skill 4.5
Finds unknown measurements using the cosine law
Finds unknown measurements using the cosine law
I can use the cosine law to find a side or an angle in any triangle, and choose between the cosine law and the sine law.
Skill 4.6
The official wording · 6 outcomes
- 4.1
- Recognizes equivalent figures (plane figures or solids)
- 4.2
- segments or perimeters resulting from equivalent figures
- 4.3
- area of equivalent figures
- 4.4
- volume of equivalent solids
- 4.5
- Determines, through exploration or deduction, different metric relations associated with plane figures
- 4.6
- cosine law
Key ideas
Two plane figures are equivalent when they have the same area; two solids are equivalent when they have the same volume, whatever their shapes.
If a figure must be equivalent to another, its area is known, so an unknown dimension comes from solving the area formula: a rectangle equivalent to a 12 × 3 rectangle with a width of 4 has a length of 36 ÷ 4 = 9.
Equivalent solids hold the same volume but can need very different amounts of material, so their total areas are computed and compared.
A relation found by measuring several figures is a conjecture until it is justified with known properties, such as congruent or similar triangles or an area formula.
The cosine law relates the three sides of any triangle to one angle: c² = a² + b² − 2ab cos C, where C is the angle opposite side c.
Watch out for
- Thinking equivalent figures must have the same shape, as congruent or similar figures do.
- Assuming two equivalent figures need the same length of fencing.
- Assuming equivalent solids need the same amount of material because they hold the same volume.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 5 · 1 skill
Analytic Geometry
Represents a half-plane graphically and algebraically
Represents a half-plane graphically and algebraically
I can model one condition of a situation as a half-plane, writing the inequality from a graph and drawing the graph from the inequality.
Skill 5.1
The official wording · 1 outcomes
- 5.1
- a half-plane: graphically and algebraically
Key ideas
A half-plane is all the points on one side of a line; it is written as an inequality whose boundary is the line's equation, ≤ or ≥ with a solid line, < or > with a dashed one.
From a graph, the boundary's equation comes from two of its points, and testing one shaded point gives the direction of the inequality.
In a situation, the half-plane holds every combination that respects one condition, such as a budget: 15x + 10y ≤ 300.
Watch out for
- Writing ≤ for a shaded region that lies above the line, without testing a shaded point.
- Reading the boundary's equation from one point and a guessed slope.
- Drawing a dashed boundary for a condition such as 'at least $200', which leaves out exactly $200.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 6 · 10 skills
Discrete Mathematics
Describes the basic elements of graph theory
Describes the basic elements of graph theory: degree, distance, path, circuit
I can describe a graph with the right words: vertices, edges, the degree of a vertex, a path, a circuit and the distance between two vertices.
Skill 6.1
Determines elements of a situation associated with vertices and edges
I can decide which elements of a situation become vertices and which become edges when I model it with a graph.
Skill 6.2
Counts and enumerates possibilities
I can count and list the possible preference rankings or ballots in a vote, and organize the voters' choices in a preference table.
Skill 6.3
Compares and interprets different voting procedures and their results
I can apply different voting procedures to the same preferences, compare the winners they produce, and explain why the choice of procedure matters.
Skill 6.4
Recognizes Euler paths or circuits and Hamiltonian paths or circuits
Recognizes Euler paths or circuits and Hamiltonian paths or circuits
I can recognize whether a graph has an Euler path or circuit, which uses every edge once, or a Hamiltonian path or circuit, which visits every vertex once.
Skill 6.5
Represents a situation using a graph
I can draw the graph that represents a situation from a description, a map or a table, with the right kind of edges.
Skill 6.6
Constructs graphs: directed, weighted, coloured graphs and trees
Constructs graphs: directed graphs, weighted graphs, coloured graphs, trees
I can construct directed graphs, weighted graphs, coloured graphs and trees to fit what a situation needs.
Skill 6.7
Compares graphs, if necessary
I can compare two graphs of a situation by their vertices, edges, degrees, weights or structure, to decide which one fits the situation or which option is better.
Skill 6.8
Identifies properties of graphs
Identifies properties of graphs
I can identify and use properties of graphs, such as the sum of the degrees, the number of odd vertices, the edges of a tree and the regions of a planar graph, to check and reason about a graph.
Skill 6.9
Finds Euler and Hamiltonian paths and circuits, the critical path, the shortest path, the tree of minimum or maximum values or the chromatic number, depending on the situation
I can find the route or structure a situation needs in a graph: an Euler or Hamiltonian route, the critical path, the shortest path, a tree of minimum value or a colouring with the chromatic number.
Skill 6.10
The official wording · 10 outcomes
- 6.1
- Describes the basic elements of graph theory: degree distance, path, circuit
- 6.2
- Determines elements of a situation associated with vertices and edges
- 6.3
- Counts and enumerates possibilities
- 6.4
- Compares and interprets different voting procedures and their results
- 6.5
- Recognizes Euler paths or circuits and Hamiltonian paths or circuits
- 6.6
- Represents a situation using a graph
- 6.7
- Constructs graphs: directed graphs, weighted graphs, coloured graphs, trees
- 6.8
- Compares graphs, if necessary
- 6.9
- Identifies properties of graphs
- 6.10
- Finds Euler and Hamiltonian paths and circuits, the critical path, the shortest path, the tree of minimum or maximum values or the chromatic number, depending on the situation
Key ideas
A graph is a set of vertices joined by edges, and the degree of a vertex is the number of edges that meet there.
An Euler path uses every edge exactly once; an Euler circuit does so and returns to its start.
A directed graph has arrows for one-way relations; a weighted graph labels each edge with a number such as a distance or a cost.
The sum of the degrees is always twice the number of edges, so it is always even, and every graph has an even number of vertices of odd degree.
A path is a sequence of edges from one vertex to another, a circuit is a path that ends where it starts, and the distance between two vertices is the number of edges in the shortest path between them.
Watch out for
- Taking the sum of the degrees as the number of edges, forgetting that each edge is counted at both of its ends.
- Looking for a route through every vertex when the question needs every edge, or the reverse.
- Giving two joined vertices the same colour in a coloured graph.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 7 · 5 skills
Financial mathematics
Value acquired by capital compounded over multiple periods
Value acquired by capital compounded over multiple periods
I can calculate the value acquired by a capital compounded over many periods, including when the rate changes along the way, and find how many periods a goal needs.
Skill 7.1
Comparing interest rates to make informed decisions
Comparing interest rates to make informed decisions
I can compare interest rates with different compounding periods by their effective annual rates, and choose the best offer for saving or for borrowing.
Skill 7.2
Types of income (salary, commission, contract, gratuities)
Types of income (salary, commission, contract, gratuities)
I can calculate income from a salary, an hourly wage with overtime, a commission, a contract and gratuities, and compare job offers that pay in different ways.
Skill 7.3
Types of taxation (income tax, property tax, source deductions)
Types of taxation (income tax, property tax, source deductions)
I can calculate income tax with a bracket table, the deductions at source on a pay cheque and the property tax on an assessed value, and explain how each affects a budget.
Skill 7.4
Types of financing (purchase options, loans, mortgages, costs)
Types of financing (purchase options, loans, mortgages, costs)
I can compare ways of financing a purchase, such as cash, instalments, a personal loan, a lease or a mortgage, by their total cost and their cost in today's dollars, and choose one with reasons.
Skill 7.5
The official wording · 5 outcomes
- 7.1
- They must also determine the value acquired by capital invested at a compounded interest rate for multiple periods
- 7.2
- compare interest rates so as to determine the best rate and make informed decisions
- 7.3
- types of income, such as types of compensation, salaries, commissions, contracts and gratuities
- 7.4
- different types of taxation, such as income tax, property tax and deductions at source
- 7.5
- types of financing, such as purchase options, personal loans, mortgages and financing costs
Key ideas
The value acquired after n periods at the rate i per period is Cₙ = C₀(1 + i)^n, and the interest earned is Cₙ − C₀.
A nominal annual rate r compounded k times a year multiplies money by (1 + r ÷ k)^k each year, so the effective annual rate is (1 + r ÷ k)^k − 1.
A salary is a fixed amount per year or per pay period; an hourly wage pays for each hour worked, often at 1.5 times the rate for overtime hours.
Income tax is progressive: each bracket's rate applies only to the part of taxable income inside that bracket, so moving into a higher bracket never lowers take-home income.
The financing cost is everything paid beyond the cash price: the total of all payments and fees, minus the price.
Watch out for
- Averaging the rates of the different stretches and compounding at that average for the whole time.
- Choosing the offer with the higher nominal rate without converting the rates to effective rates.
- Paying the overtime rate on all the hours worked instead of only the hours beyond the limit.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Plan the term
Pick your term and the days you study. Each unit gets its share of the weeks and comes back a week later for a review. The last two weeks go over the whole course.
Which course?
Quebec has 3 math courses for Secondary 5. Here they are side by side.
- Mathematics, Secondary 5 (Cultural, Social and Technical)This course563-5047 units · 44 skillsNo provincial examWhat it coversArithmetic · Algebra · Probability · Geometry · Analytic Geometry · Discrete Mathematics · Financial mathematics
- Mathematics, Secondary 5 (Science)565-5065 units · 54 skillsNo provincial examWhat it coversArithmetic · Algebra · Statistics · Geometry · Analytic Geometry
- Mathematics, Secondary 5 (Technical and Scientific)564-5065 units · 70 skillsNo provincial examWhat it coversArithmetic · Algebra · Geometry · Analytic Geometry · Discrete Mathematics
What a university, college or program asks for is theirs to say: check its admission page, and your school’s course guide.
The official curriculum
This page follows Quebec’s own curriculum for Mathematics, Secondary 5 (Cultural, Social and Technical).
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Questions about Mathematics, Secondary 5 (Cultural, Social and Technical)
What is Mathematics, Secondary 5 (Cultural, Social and Technical)?
Quebec’s Secondary 5 math course: 7 units and 44 skills, from Arithmetic to Financial mathematics.
What units are in Mathematics, Secondary 5 (Cultural, Social and Technical)?
1. Arithmetic, 2. Algebra, 3. Probability, 4. Geometry, 5. Analytic Geometry, 6. Discrete Mathematics and 7. Financial mathematics.
Is there a provincial exam for Mathematics, Secondary 5 (Cultural, Social and Technical)?
No. Quebec gives no provincial exam for Mathematics, Secondary 5 (Cultural, Social and Technical).
Can MapleMind help with Mathematics, Secondary 5 (Cultural, Social and Technical)?
Yes. MapleMind teaches every skill of Mathematics, Secondary 5 (Cultural, Social and Technical), step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.