bac-s-maths

Papers (167)
2025
bac-spe-maths__amerique-nord_j1 4 bac-spe-maths__amerique-nord_j2 5 bac-spe-maths__amerique-sud_j1 4 bac-spe-maths__amerique-sud_j2 7 bac-spe-maths__asie-sept_j1 4 bac-spe-maths__asie_j1 4 bac-spe-maths__asie_j2 4 bac-spe-maths__caledonie_j1 4 bac-spe-maths__caledonie_j2 4 bac-spe-maths__centres-etrangers_j1 6 bac-spe-maths__centres-etrangers_j2 4 bac-spe-maths__metropole-sept_j1 4 bac-spe-maths__metropole-sept_j2 5 bac-spe-maths__metropole_j1 4 bac-spe-maths__metropole_j2 5 bac-spe-maths__polynesie-sept_j1 4 bac-spe-maths__polynesie_j1 4 bac-spe-maths__polynesie_j2 4
2024
bac-spe-maths__amerique-nord_j1 5 bac-spe-maths__amerique-nord_j2 4 bac-spe-maths__amerique-sud_j1 4 bac-spe-maths__amerique-sud_j2 4 bac-spe-maths__asie_j1 7 bac-spe-maths__asie_j2 4 bac-spe-maths__centres-etrangers_j1 5 bac-spe-maths__centres-etrangers_j2 4 bac-spe-maths__metropole-sept_j1 4 bac-spe-maths__metropole-sept_j2 4 bac-spe-maths__metropole_j1 4 bac-spe-maths__metropole_j2 4 bac-spe-maths__polynesie-sept 4 bac-spe-maths__polynesie_j1 4 bac-spe-maths__polynesie_j2 4 bac-spe-maths__suede 4
2023
bac-spe-maths__amerique-nord_j1 4 bac-spe-maths__amerique-nord_j2 5 bac-spe-maths__amerique-sud_j1 6 bac-spe-maths__amerique-sud_j2 4 bac-spe-maths__asie_j1 4 bac-spe-maths__asie_j2 4 bac-spe-maths__caledonie_j1 4 bac-spe-maths__caledonie_j2 4 bac-spe-maths__centres-etrangers_j1 9 bac-spe-maths__centres-etrangers_j2 8 bac-spe-maths__europe_j1 4 bac-spe-maths__europe_j2 4 bac-spe-maths__metropole-sept_j1 7 bac-spe-maths__metropole-sept_j2 4 bac-spe-maths__metropole_j1 8 bac-spe-maths__metropole_j2 4 bac-spe-maths__polynesie-sept 4 bac-spe-maths__polynesie_j1 4 bac-spe-maths__polynesie_j2 4 bac-spe-maths__reunion_j1 4 bac-spe-maths__reunion_j2 4
2022
bac-spe-maths__amerique-nord_j1 4 bac-spe-maths__amerique-nord_j2 4 bac-spe-maths__amerique-sud_j1 4 bac-spe-maths__amerique-sud_j2 4 bac-spe-maths__asie_j1 4 bac-spe-maths__asie_j2 4 bac-spe-maths__caledonie_j1 4 bac-spe-maths__caledonie_j2 4 bac-spe-maths__centres-etrangers_j1 4 bac-spe-maths__centres-etrangers_j2 4 bac-spe-maths__madagascar_j1 4 bac-spe-maths__madagascar_j2 4 bac-spe-maths__metropole-sept_j1 9 bac-spe-maths__metropole-sept_j2 4 bac-spe-maths__metropole_j1 4 bac-spe-maths__metropole_j2 4 bac-spe-maths__polynesie-sept 4 bac-spe-maths__polynesie_j1 4 bac-spe-maths__polynesie_j2 4
2021
bac-spe-maths__amerique-nord 5 bac-spe-maths__asie_j1 5 bac-spe-maths__asie_j2 5 bac-spe-maths__centres-etrangers_j1 9 bac-spe-maths__centres-etrangers_j2 7 bac-spe-maths__metropole-juin_j1 5 bac-spe-maths__metropole-juin_j2 5 bac-spe-maths__metropole-sept_j1 8 bac-spe-maths__metropole-sept_j2 5 bac-spe-maths__metropole_j1 5 bac-spe-maths__metropole_j2 5 bac-spe-maths__polynesie 5
2020
antilles-guyane 9 caledonie 5 metropole 9 polynesie 9
2019
amerique-nord 5 amerique-sud 6 antilles-guyane 5 asie 6 caledonie 3 centres-etrangers 6 integrale-annuelle 4 liban 9 metropole 5 metropole-sept 5 polynesie 5
2018
amerique-nord 5 amerique-sud 5 antilles-guyane 6 asie 4 caledonie 5 centres-etrangers 17 liban 6 metropole 3 metropole-sept 5 polynesie 7 pondichery 7
2017
amerique-nord 6 amerique-sud 5 antilles-guyane 6 asie 8 caledonie 6 centres-etrangers 8 liban 5 metropole 5 metropole-sept 4 polynesie 7
2016
amerique-nord 5 amerique-sud 6 antilles-guyane 10 asie 5 caledonie 6 centres-etrangers 8 liban 6 metropole 7 metropole-sept 4 polynesie 5 pondichery 6
2015
amerique-nord 4 amerique-sud 8 antilles-guyane 4 asie 7 caledonie 7 centres-etrangers 9 liban 5 metropole 7 metropole-sept 9 polynesie 6 pondichery 5
2014
amerique-nord 4 amerique-sud 7 antilles-guyane 5 asie 4 caledonie 7 centres-etrangers 7 liban 7 metropole 5 metropole-sept 5 polynesie 5 pondichery 4
2013
amerique-nord 5 amerique-sud 4 antilles-guyane 9 asie 5 caledonie 5 centres-etrangers 8 liban 4 metropole 5 metropole-sept 5 polynesie 4 pondichery 4
2007
integrale-annuelle2 6
2018 antilles-guyane

6 maths questions

Q1A Tree Diagrams Construct a Tree Diagram View
The operator of a communal forest decides to fell trees in order to sell them, either to residents or to businesses. It is assumed that:
  • among the felled trees, $30 \%$ are oaks, $50 \%$ are firs and the others are trees of secondary species (which means they are of lesser value);
  • $45.9 \%$ of the oaks and $80 \%$ of the firs felled are sold to residents of the commune;
  • three quarters of the felled trees of secondary species are sold to businesses.

Among the felled trees, one is chosen at random. The following events are considered:
  • C: ``the felled tree is an oak'';
  • $S$: ``the felled tree is a fir'';
  • $E$: ``the felled tree is a tree of secondary species'';
  • $H$: ``the felled tree is sold to a resident of the commune''.

  1. Construct a complete weighted tree representing the situation.
  2. Calculate the probability that the felled tree is an oak sold to a resident of the commune.
  3. Justify that the probability that the felled tree is sold to a resident of the commune is equal to 0.5877.
  4. What is the probability that a felled tree sold to a resident of the commune is a fir? The result will be given rounded to $10^{-3}$.
Q1B Normal Distribution Direct Probability Calculation from Given Normal Distribution View
The number of trees per hectare in this forest can be modelled by a random variable $X$ following a normal distribution with mean $\mu = 4000$ and standard deviation $\sigma = 300$.
  1. Determine the probability that there are between 3400 and 4600 trees on a given hectare of this forest. The result will be given rounded to $10^{-3}$.
  2. Calculate the probability that there are more than 4500 trees on a given hectare of this forest. The result will be given rounded to $10^{-3}$.
Q1C Modelling and Hypothesis Testing View
The operator claims that the density of firs in this communal forest is 1 fir for every 2 trees. On a plot, 106 firs were counted in a sample of 200 trees. Does this result call into question the operator's claim?
Q2 Vectors 3D & Lines Multi-Part 3D Geometry Problem View
An artist wishes to create a sculpture composed of a tetrahedron placed on a cube with 6-metre edges. These two solids are represented by the cube $ABCDEFGH$ and by the tetrahedron $SELM$.
The space is equipped with an orthonormal coordinate system $(A; \overrightarrow{AI}, \overrightarrow{AJ}, \overrightarrow{AK})$ such that: $I \in [AB]$, $J \in [AD]$, $K \in [AE]$ and $AI = AJ = AK = 1$, the graphical unit representing 1 metre.
The points $L$, $M$ and $S$ are defined as follows:
  • $L$ is the point such that $\overrightarrow{FL} = \frac{2}{3}\overrightarrow{FE}$;
  • $M$ is the point of intersection of the plane $(BDL)$ and the line $(EH)$;
  • $S$ is the point of intersection of the lines $(BL)$ and $(AK)$.

  1. Prove, without calculating coordinates, that the lines $(LM)$ and $(BD)$ are parallel.
  2. Prove that the coordinates of point $L$ are $(2; 0; 6)$.
  3. a. Give a parametric representation of the line $(BL)$. b. Verify that the coordinates of point $S$ are $(0; 0; 9)$.
  4. Let $\vec{n}$ be the vector with coordinates $(3; 3; 2)$. a. Verify that $\vec{n}$ is normal to the plane $(BDL)$. b. Prove that a Cartesian equation of the plane $(BDL)$ is: $$3x + 3y + 2z - 18 = 0$$ c. It is admitted that the line $(EH)$ has the parametric representation: $$\left\{\begin{array}{l} x = 0 \\ y = s \\ z = 6 \end{array} \quad (s \in \mathbb{R})\right.$$ Calculate the coordinates of point $M$.
  5. Calculate the volume of the tetrahedron $SELM$. Recall that the volume $V$ of a tetrahedron is given by the following formula: $$V = \frac{1}{3} \times \text{Area of base} \times \text{Height}$$
  6. The artist wishes the measure of angle $\widehat{SLE}$ to be between $55^\circ$ and $60^\circ$. Is this angle constraint satisfied?
Q3 Areas Between Curves Multi-Part Free Response with Area, Volume, and Additional Calculus View
An advertiser wishes to print a logo on a T-shirt. He draws this logo using the curves of two functions $f$ and $g$ defined on $\mathbb{R}$ by: $$f(x) = \mathrm{e}^{-x}(-\cos x + \sin x + 1) \text{ and } g(x) = -\mathrm{e}^{-x}\cos x$$ It is admitted that the functions $f$ and $g$ are differentiable on $\mathbb{R}$.
Part A — Study of function $f$
  1. Justify that, for all $x \in \mathbb{R}$: $$-\mathrm{e}^{-x} \leqslant f(x) \leqslant 3\mathrm{e}^{-x}$$
  2. Deduce the limit of $f$ as $x \to +\infty$.
  3. Prove that, for all $x \in \mathbb{R}$, $f'(x) = \mathrm{e}^{-x}(2\cos x - 1)$ where $f'$ is the derivative of $f$.
  4. In this question, we study function $f$ on the interval $[-\pi; \pi]$. a. Determine the sign of $f'(x)$ for $x$ in the interval $[-\pi; \pi]$. b. Deduce the variations of $f$ on $[-\pi; \pi]$.

Part B — Area of the logo
We denote by $\mathscr{C}_f$ and $\mathscr{C}_g$ the graphs of functions $f$ and $g$ in an orthonormal coordinate system $(\mathrm{O}; \vec{\imath}, \vec{\jmath})$. The graphical unit is 2 centimetres.
  1. Study the relative position of curve $\mathscr{C}_f$ with respect to curve $\mathscr{C}_g$ on $\mathbb{R}$.
  2. Let $H$ be the function defined on $\mathbb{R}$ by: $$H(x) = \left(-\frac{\cos x}{2} - \frac{\sin x}{2} - 1\right)\mathrm{e}^{-x}$$ It is admitted that $H$ is an antiderivative of the function $x \mapsto (\sin x + 1)\mathrm{e}^{-x}$ on $\mathbb{R}$. We denote by $\mathscr{D}$ the region bounded by curve $\mathscr{C}_f$, curve $\mathscr{C}_g$ and the lines with equations $x = -\frac{\pi}{2}$ and $x = \frac{3\pi}{2}$. a. Shade the region $\mathscr{D}$ on the graph in the appendix to be returned with your work. b. Calculate, in square units, the area of region $\mathscr{D}$, then give an approximate value to $10^{-2}$ in $\mathrm{cm}^2$.
Q4 Geometric Sequences and Series Applied Geometric Model with Contextual Interpretation View
The director of a marine reserve counted 3000 cetaceans in this reserve on June 1st, 2017. He is concerned because he knows that the classification of the area as a ``marine reserve'' will not be renewed if the number of cetaceans in this reserve falls below 2000.
A study allows him to develop a model according to which, each year:
  • between June 1st and October 31st, 80 cetaceans arrive in the marine reserve;
  • between November 1st and May 31st, the reserve experiences a decline of $5\%$ of its population compared to that of October 31st of the preceding year.
The evolution of the number of cetaceans is modelled by a sequence $(u_n)$. According to this model, for any natural number $n$, $u_n$ denotes the number of cetaceans on June 1st of the year $2017 + n$. We have $u_0 = 3000$.
  1. Justify that $u_1 = 2926$.
  2. Justify that, for any natural number $n$, $u_{n+1} = 0.95u_n + 76$.
  3. Using a spreadsheet, the first 8 terms of the sequence $(u_n)$ were calculated. The director configured the cell format so that only numbers rounded to the nearest integer are displayed.
    ABCDEFGHI
    1$n$01234567
    2$u_n$30002926285627892725266526082553

    What formula can be entered in cell C2 to obtain, by copying to the right, the terms of the sequence $(u_n)$?
  4. a. Prove that, for any natural number $n$, $u_n \geqslant 1520$. b. Prove that the sequence $(u_n)$ is decreasing. c. Justify that the sequence $(u_n)$ is convergent. We will not seek to find the value of the limit here.
  5. We denote by $(v_n)$ the sequence defined by, for any natural number $n$, $v_n = u_n - 1520$. a. Prove that the sequence $(v_n)$ is a geometric sequence with ratio 0.95 and specify its first term. b. Deduce that, for any natural number $n$, $u_n = 1480 \times 0.95^n + 1520$. c. Determine the limit of the sequence $(u_n)$.
  6. Copy and complete the following algorithm to determine the year from which the number of cetaceans present in the marine reserve will be less than 2000. $$\begin{array}{|l|} \hline n \leftarrow 0 \\ u \leftarrow 3000 \\ \text{While } \ldots \\ \quad n \leftarrow \ldots \\ u \leftarrow \ldots \\ \text{End While} \end{array}$$