In learning about graph theory, students in the Cultural, Social and Technical option acquire new tools for analyzing situations and are introduced to a different way of reasoning. This theory is used to model and, if necessary, to optimize situations in different branches of mathematics (e.g. tree diagrams in probability, the representation of convex polyhedrons [planar graph]) and in various fields such as social sciences, chemistry, biology or computer science. It can be used to relate various elements associated with task planning, scheduling or inventory management, communication or distribution networks, electric or other types of circuits, incompatibilities (interactions), localizations, strategies, and so on.
To draw a graph for a given situation, students must choose the elements that will be represented by vertices and those that will be represented by edges. The terms associated with graphs are introduced as they arise in the situations presented; however, the point is not to memorize a series of definitions. The properties are also introduced during exploration activities.^{1}
The following tables present the learning content associated with graphs. By basing themselves on the concepts and processes targeted, students develop the three competencies of the program, which in turn enable students to better integrate the mathematical concepts and processes presented.
Introduction to graph theory  
Student constructs knowledge with teacher guidance.
Student applies knowledge by the end of the school year.
Student reinvests knowledge. 
Elementary 
Secondary  

Cycle One 
Cycle Two  

6  1  2  3  4  5  

CST  
TS  
S  

CST  
TS  
S  

CST  
TS  
S  

CST  
TS  
S  

6  1  2  3  4  5  

CST  
TS  
S  

CST  
TS  
S  

CST  
TS  
S  

CST  
TS  
S 
1.  See Avenues of Exploration in Appendix E of the Secondary Cycle Two Mathematics program, p. 124. 