Get help with Mathematics, Secondary 3
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The official Quebec Mathematics, Secondary 3 curriculum
Quebec defines Mathematics, Secondary 3 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 |
|---|---|---|
| ARITH | 12 | Arithmetic |
| ALG | 21 | Algebra |
| GEOM | 18 | Geometry |
| ANALG | 4 | Analytic Geometry |
| STAT | 3 | Statistics |
| PROB | 4 | Probability |
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How MapleMind teaches Mathematics, Secondary 3 — 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 · ARITH
The PDA Arithmetic branch, Secondary 3.
Rational versus irrational numbers
- Rational versus irrational numbersARITH.N8 — The student can distinguish rational numbers from irrational numbers in the set of real numbers.
Representing subsets of the real numbers
- Representing subsets of the real numbersARITH.N9 — The student can represent subsets of the real numbers (discrete or continuous) using intervals, lists/rosters, or a number line.
The concept of absolute value
- The concept of absolute valueARITH.N10 — The student can define and use absolute value as a distance, for example the difference between two numbers or the distance between two points.
- Relating first-degree/rational functions to proportional situationsARITH.N10.3 — The student can establish the relationship between first-degree or rational functions and proportional situations (direct or inverse variation).
Numbers in scientific notation
- Numbers in scientific notationARITH.N11.d — The student can compute with numbers written in scientific notation.
- Cubes and cube rootsARITH.N11.e — The student can compute cubes and cube roots within a sequence of operations.
- Powers with fractional exponentsARITH.N11.f — The student can compute numbers in exponential notation with fractional exponents.
Estimating the value of a power
- Estimating the value of a powerARITH.N12 — The student can estimate the value of a power from its base and exponent (base between 0 and 1 or greater than 1; positive/negative, integral/fractional exponent).
Order of magnitude with scientific notation
- Order of magnitude with scientific notationARITH.N13 — The student can estimate the order of magnitude of a real number using scientific notation.
Operating with numbers in exponential and radical form
- Operating with numbers in exponential and radical formARITH.N14 — The student can compute with numbers written in exponential and radical notation using the laws of exponents.
- Integral and fractional exponents on a rational baseARITH.N14.a — The student can operate with integral exponents (rational base) and fractional exponents.
Operating on numbers in fractional notation
- Operating on numbers in fractional notationARITH.N7.c — The student can carry out operations on numbers written in fractional notation, including negatives.
The official wording — 12 outcomes in this unit
- ARITH.N8
Distinguishes rational numbers from irrational numbers in the set of real numbers
- ARITH.N9
Represents, in different types of notation, various subsets of real numbers (discrete or continuous): interval, list/roster, on a number line
- ARITH.N10
Defines the concept absolute value in context (e.g. difference between two numbers, distance between two points)
- ARITH.N10.3
Establishes relationships between first-degree or rational functions and proportional situations (direct or inverse variation)
- ARITH.N11.d
numbers in scientific notation
- ARITH.N11.e
cubes and cube roots
- ARITH.N11.f
numbers in exponential notation (fractional exponents)
- 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)
- ARITH.N13
Estimates the order of magnitude of a real number using scientific notation
- ARITH.N14
Estimates the order of magnitude of a real number using scientific notation
- ARITH.N14.a
integral exponents (rational base) and fractional exponents
- ARITH.N7.c
numbers written in fractional notation
Unit 2AlgebraOfficial strand · ALG
The PDA Algebra branch, Secondary 3.
The idea of a parameter
- The idea of a parameterALG.N4.c — The student can identify a parameter — a constant in a rule that sets its shape but can be changed between situations.
- Algebraic expressions of degree less than 3ALG.N4.a.2 — The student can work with algebraic expressions of degree less than 3 (constant, first- and second-degree).
- Distinguishing an unknown from a variableALG.N4.a.3 — The student can distinguish an unknown (a value to find) from a variable (a quantity that varies).
- Choosing the dependent and independent variablesALG.N4 — The student can choose the dependent variable and the independent variable in a relationship.
The rule for inequalities with negatives
- The rule for inequalities with negativesALG.N8.b — The student can transform inequalities involving multiplication or division by a negative, reversing the inequality sign.
- Transforming inequalitiesALG.N8 — The student can transform inequalities to maintain equivalence and justify the steps.
Multiplying an algebraic expression by a monomial
- Multiplying an algebraic expression by a monomialALG.N5.a — The student can multiply algebraic expressions by a monomial using the distributive property.
- Representing an inequality another wayALG.N5.b.2 — The student can represent an inequality using another type of representation when it helps.
- Validating a solutionALG.N5.2 — The student can validate a solution, with or without technological tools, by substitution.
- Relations, functions and inversesALG.N5.3 — The student can recognize relations, functions and their inverses.
Reading a common factor in context
- Reading a common factor in contextALG.N6.a — The student can interpret the common factor in an algebraic expression in light of the context.
- Interpreting a solution or making a decisionALG.N6.3 — The student can interpret the solution or make a decision, if necessary, depending on the context.
Describing a situation with an inequality
- Describing a situation with an inequalityALG.N1.b — The student can describe a situation using an inequality.
- Describing a pattern with an equation (deeper)ALG.N1.a.2 — The student can describe a numerical pattern with an equation and connect it to a function.
Describing relations or formulas
- Describing relations or formulasALG.N2.a — The student can describe, in words and mathematical language, a series of numbers using relations or formulas.
- Describing patterns with equationsALG.N2.a.2 — The student can describe numerical patterns using equations.
Solving first-degree inequalities in one variable
- Solving first-degree inequalities in one variableALG.N10 — The student can solve a first-degree inequality in one variable and describe its solution set.
Solving systems of two first-degree equations
- Solving systems of two first-degree equationsALG.N3.a — The student can solve a system of first-degree equations in two variables (y = ax + b form) using tables, graphs or algebra (comparison).
Polynomial functions of degree 0 or 1
- Polynomial functions of degree 0 or 1ALG.N9.a — The student can work with polynomial functions of degree 0 (constant) or 1 (first-degree/linear).
The first-degree function y = ax + b
- The first-degree function y = ax + bALG.d.ii — The student can analyze the first-degree function of the form ax + b.
Piecewise functions
- Piecewise functionsALG.g — The student can read and use a piecewise function, applying the right rule on each interval.
The official wording — 21 outcomes in this unit
- ALG.N4.c
parameter
- ALG.N4.a.2
algebraic expressions of degree less than 3
- ALG.N4.a.3
unknown
- ALG.N4
Chooses the dependent variable and the independent variable
- ALG.N8.b
inequalities
- ALG.N8
Transforms inequalities to maintain equivalence (properties and rules for transforming inequalities) and justifies the steps followed, if necessary
- ALG.N5.a
algebraic expressions by a monomial
- ALG.N5.b.2
an inequality using another register (type) of representation, if necessary
- ALG.N5.2
Validates the solution, with or without technological tools
- ALG.N5.3
Recognizes relations, functions and inverses
- ALG.N6.a
the common factor
- ALG.N6.3
Interprets the solution or makes decisions if necessary, depending on the context
- ALG.N1.b
an inequality
- ALG.N1.a.2
equations
- ALG.N2.a
relations or formulas
- ALG.N2.a.2
equations
- ALG.N10
Solves first-degree inequalities in one variable
- ALG.N3.a
of first-degree equations in two variables of the form y = ax + b by using tables of values, graphically or algebraically (by comparison), with or without technological tools
- ALG.N9.a
Polynomial functions of degree 0 or 1
- ALG.d.ii
ax + b
- ALG.g
Piecewise functions
Unit 3GeometryOfficial strand · GEOM
The PDA Geometry branch, Secondary 3.
Legs and hypotenuse of a right triangle
- Legs and hypotenuse of a right triangleGEOM.N8.b — The student can identify the legs and the hypotenuse of a right triangle.
Right cones and spheres
- Right cones and spheresGEOM.b — The student can identify right cones and spheres and their measurements.
Representing 3-D figures in the plane
- Representing 3-D figures in the planeGEOM.N7.2 — The student can represent three-dimensional figures in the plane using nets, projections and perspective.
- Justifying statements about volume or capacityGEOM.N7.6 — The student can justify statements concerning measures of volume or capacity.
Segments in a solid from isometry or similarity
- Segments in a solid from isometry or similarityGEOM.N5.c — The student can find segments in a solid resulting from an isometry or a similarity transformation.
- Area of a right cone and a sphereGEOM.N5.5 — The student can use relations to calculate the area of a right cone and a sphere.
- Volume relations for cylinders, pyramids, cones, spheresGEOM.N5.6 — The student can construct and use relations to calculate volumes of right cylinders, right pyramids, right cones and spheres.
- The Pythagorean relationGEOM.N5.a.3 — The student can use the Pythagorean relation in a right triangle: leg² + leg² = hypotenuse².
Area under a similarity transformation
- Area under a similarity transformationGEOM.N6.f — The student can find the area of a figure resulting from a similarity transformation.
- Area of spheres, cones and decomposable solidsGEOM.N6.g — The student can compute the area of a sphere, the lateral or total area of right cones, and of decomposable solids.
- Volume of prisms, cylinders, pyramids, cones and spheresGEOM.N6.a.3 — The student can compute the volume of right prisms, right cylinders, right pyramids, right cones and spheres.
- Volume of decomposable solidsGEOM.N6.b.2 — The student can compute the volume of solids that split into prisms, cylinders, pyramids, cones and spheres.
- Volume of solids under isometry or similarityGEOM.N6.c.2 — The student can find the volume of solids resulting from an isometry or a similarity transformation.
Relationships between SI units of volume
- Relationships between SI units of volumeGEOM.N3.9 — The student can establish relationships between SI units of volume.
Measures of capacity
- Measures of capacityGEOM.N4.b.2 — The student can work with measures of capacity and relate them to volume.
- Measures of volume and capacityGEOM.N4.c — The student can work with measures of volume and of capacity and convert between them.
Metric relations in plane figures
- Metric relations in plane figuresGEOM.N1.11 — The student can determine, through exploration or deduction, different metric relations in plane figures.
Metric relations in a right triangle
- Metric relations in a right triangleGEOM.N2.a.ii — The student can use the metric relations in a right triangle involving the altitude to the hypotenuse and geometric means.
The official wording — 18 outcomes in this unit
- GEOM.N8.b
leg, hypotenuse
- GEOM.b
right cones and spheres
- GEOM.N7.2
Represents three-dimensional figures in the plane, using different procedures : net projection and perspective (e.g. orthogonal projections [different views], parallel projections [cavalier and axonometric perspectives] or central projections [with one or two vanishing points])
- GEOM.N7.6
Justifies statements concerning measures of volume or capacity
- GEOM.N5.c
segments in a solid resulting from an isometry or a similarity transformation
- GEOM.N5.5
Uses relations that can be used to calculate the area of a right cone and a sphere
- GEOM.N5.6
Constructs relations that can be used to calculate volumes: right cylinders, right pyramids, right cones and spheres
- GEOM.N5.a.3
Pythagorean relation
- GEOM.N6.f
area of figures resulting from a similarity transformation
- GEOM.N6.g
area of a sphere, lateral or total area of right cones and decomposable solids
- GEOM.N6.a.3
volume of right prisms, right cylinders, right pyramids, right cones and spheres
- GEOM.N6.b.2
volume of solids that can be split into right prisms, right cylinders, right pyramids, right cones and spheres
- GEOM.N6.c.2
volume solids resulting from an isometry or a similarity transformation
- GEOM.N3.9
Establishes relationships between SI units of volume
- GEOM.N4.b.2
measures of capacity
- GEOM.N4.c
measures of volume and of capacity
- GEOM.N1.11
Determines, through exploration or deduction, different metric relations associated with plane figures
- GEOM.N2.a.ii
the following metric relations The length of a leg of a right triangle is the geometric mean between the length of its projection on the hypotenuse and the length of the hypotenuse. The length of the altitude to the hypotenuse of a right triangle is the geometric mean between the lengths of the segments of the hypotenuse. The product of the lengths of the legs of a right triangle is equal to the product of the length of the hypotenuse and the length of the altitude to the hypotenuse.
Unit 4Analytic GeometryOfficial strand · ANALG
The PDA Analytic Geometry branch, Secondary 3.
Distance between two points
- Distance between two pointsANGEO.N1.a — The student can calculate the distance between two points in the Cartesian plane.
- Slope of a lineANGEO.N1.c — The student can calculate and interpret the slope of a line.
Relative position of two lines by slope
- Relative position of two lines by slopeANGEO.N2.2 — The student can determine the relative position of two straight lines using their slopes.
Equations of straight lines
- Equations of straight linesANGEO.N3.a — The student can work with straight lines graphically and algebraically.
The official wording — 4 outcomes in this unit
- ANGEO.N1.a
calculate the distance between two points
- 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
Unit 5StatisticsOfficial strand · STAT
The PDA Statistics branch, Secondary 3.
Grouped data, histograms and box plots
- Grouped data, histograms and box plotsSTAT.N6.c — The student can represent data with a table of grouped data (classes), a histogram, or a box-and-whisker plot.
Measures of central tendency
- Measures of central tendencySTAT.N11.a — The student can find and interpret the mode, median and weighted mean.
Comparing experimental and theoretical data
- Comparing experimental and theoretical dataSTAT.N1 — The student can compare experimental data with theoretical expectations.
The official wording — 3 outcomes in this unit
- STAT.N6.c
a table of condensed data or data grouped into classes, a histogram, or box-and-whisker plot
- STAT.N11.a
measures of central tendency: mode, median, weighted mean
- STAT.N1
Compares experimental and theoretical data
Unit 6ProbabilityOfficial strand · PROB
The PDA Probability branch, Secondary 3.
Discrete versus continuous random variables
- Discrete versus continuous random variablesPROB.N8 — The student can identify the type of a random variable: discrete or continuous.
Geometric probability
- Geometric probabilityPROB.N9.c — The student can apply odds/chance using geometric figures (areas or lengths).
Arrangements, permutations and combinations
- Arrangements, permutations and combinationsPROB.N5.2 — The student can count outcomes involving arrangements, permutations or combinations.
Conditional probability
- Conditional probabilityPROB.N7.2 — The student can calculate conditional probabilities.
The official wording — 4 outcomes in this unit
- PROB.N8
Identifies the type of random variable: discrete or continuous
- PROB.N9.c
geometric figures
- PROB.N5.2
involving arrangements, permutations or combinations
- PROB.N7.2
Calculates conditional probabilities
Printable workbook · A keepsake of the year
A Mathematics, Secondary 3 workbook worth keeping
Built from the same official curriculum as this page. Before and after each skill above, your student colours in how sure they feel — so the two of you can see, on one page, what's clicking and what needs another look. It's a quiet way to follow how the year is really going.
By June it's full of their own handwriting: units worked through, confidence grown, a mid-year check-in, notes from parent-teacher night, and a certificate at the end. Less a worksheet, more a record of the year worth keeping on the shelf.
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Yes. Every skill in this course maps to an official outcome code from Quebec's Secondary 3 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.
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Where can I see the official Quebec curriculum for Mathematics, Secondary 3?
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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