Probability: All the content related to probability has been moved from Secondary IV to Secondary V.
Inequalities: In arithmetic and algebra, the content related to firstdegree inequalities in two variables has been moved from Secondary IV to Secondary V.
Properties of functions: In arithmetic and algebra the approach to teaching the properties of functions has been modified; they must now be taught in relation to a context.
General linear equation: In analytic geometry, all the content related to the general linear equation has been removed from the compulsory component of the CST option. The general form of the linear equation is now optional.
By acquiring probabilistic reasoning skills, students avoid the confusion between probability and proportion and demystify certain false preconceptions about odds or chance, such as the bias associated with equiprobability, availability and representativeness. This prepares them to exercise their critical judgment in various situations.
In elementary school, students conducted experiments related to chance. They made qualitative predictions about outcomes using concepts related to outcome (certainty, possibility and impossibility) and the probability that an event will occur (more likely, just as likely and less likely). They listed the outcomes of a random experiment using tables or tree diagrams and compared the actual outcomes with theoretical probabilities.
In Secondary Cycle One, students go from using subjective, often arbitrary, reasoning to reasoning based on various calculations. They further develop the concept of probability of an event—the cornerstone in calculating probabilities—and are introduced to the language of sets. They learn to enumerate possibilities using different registers (types) of representation, to calculate probabilities and to compare experimental and theoretical probabilities. With this knowledge and skills, students are able to make predictions and informed decisions in various types of situations.
In Secondary Cycle Two, students continue to build on what they learned in Cycle One. They use the results of combinatorial analysis (permutations, arrangements and combinations) and add the ability to calculate probabilities in certain measurement contexts to their repertoire of knowledge and skills. Depending on the option, students learn to distinguish between subjective probabilities and experimental or theoretical probabilities. They interpret or distinguish between various relationships (e.g. the probability of an event and the odds for or the odds against). They use the concept of mathematical expectation to determine whether a game is fair or the possibility of a gain or a loss. Lastly, they analyze situations and make decisions based on conditional probability.
The following tables present the learning content associated with probability. 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.
Understanding data from random experiments  
Student constructs knowledge with teacher guidance.
Student applies knowledge by the end of the school year.
Student reinvests knowledge. 
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