Why do we conduct this survey?

This survey is conducted by Statistics Canada in order to collect the necessary information to support the Integrated Business Statistics Program (IBSP). This program combines various survey and administrative data to develop comprehensive measures of the Canadian economy.

The automotive industry plays a prominent role in the Canadian economy. This survey provides information on the sales of new motor vehicles in Canada by North American and overseas automobile manufacturers. This information serves as a very important indicator of Canadian economic performance and is required by government in establishing informed economic policies. The business community uses this information to analyze market performance and developments.

Your information may also be used by Statistics Canada for other statistical and research purposes.

Your participation in this survey is required under the authority of the Statistics Act.

Other important information

Authorization to collect this information

Data are collected under the authority of the Statistics Act, Revised Statutes of Canada, 1985, Chapter S-19.

Confidentiality

By law, Statistics Canada is prohibited from releasing any information it collects that could identify any person, business, or organization, unless consent has been given by the respondent, or as permitted by the Statistics Act. Statistics Canada will use the information from this survey for statistical purposes only.

Record linkages

To enhance the data from this survey and to reduce the reporting burden, Statistics Canada may combine the acquired data with information from other surveys or from administrative sources.

Data-sharing agreements

To reduce respondent burden, Statistics Canada has entered into data-sharing agreements with provincial and territorial statistical agencies and other government organizations, which have agreed to keep the data confidential and use them only for statistical purposes. Statistics Canada will only share data from this survey with those organizations that have demonstrated a requirement to use the data.

Section 11 of the Statistics Act provides for the sharing of information with provincial and territorial statistical agencies that meet certain conditions. These agencies must have the legislative authority to collect the same information, on a mandatory basis, and the legislation must provide substantially the same provisions for confidentiality and penalties for disclosure of confidential information as the Statistics Act. Because these agencies have the legal authority to compel businesses to provide the same information, consent is not requested and businesses may not object to the sharing of the data.

For this survey, there are Section 11 agreements with the provincial and territorial statistical agencies of Newfoundland and Labrador, Nova Scotia, New Brunswick, Quebec, Ontario, Manitoba, Saskatchewan, Alberta, British Columbia and the Yukon. The shared data will be limited to information pertaining to business establishments located within the jurisdiction of the respective province or territory.

The shared data will be limited to information pertaining to business establishments located within the jurisdiction of the respective province or territory.

Section 12 of the Statistics Act provides for the sharing of information with federal, provincial or territorial government organizations. Under, you may refuse to share your information with any of these organizations by writing a letter of objection to the Chief Statistician, specifying the organizations with which you do not want Statistics Canada to share your data and mailing it to the following address:

Chief Statistician of Canada
Statistics Canada
Attention of Director, Enterprise Statistics Division
150 Tunney's Pasture Driveway
Ottawa, Ontario
K1A 0T6

You may also contact us by email at infostats@statcan.gc.ca or by fax at 1-514-496-4879.

For this survey, there are Section 12 agreements with the statistical agencies of Prince Edward Island, the Northwest Territories and Nunavut, as well as with Environment and Climate Change Canada.

Please be advised that the information provided in this and future questionnaires, including any data and details related to the new motor vehicle sales survey, will be shared with Environment and Climate Change Canada (ECCC).

This information will be shared for internal purposes only, under the strict understanding that it will be used in accordance with Statistics Canada relevant data privacy policies and regulations.

The recipient(s), ECCC, is expected to maintain the confidentiality of this information, ensuring that it is not disclosed to unauthorized parties. The information should be used solely for the purposes of gaining a deeper understanding of the quantities of refrigerants imported pre-charged into vehicle air-conditioners and for producing reliable, unbiased and accurate information and analysis in support of ECCC mandate.

By accessing this data, the recipient(s) acknowledge(s) their responsibility to protect the confidentiality and integrity of the information, and to comply with all applicable regulations stated in the “Request to enter into data-sharing agreement” form and the “Memorandum of Understanding” between Statistics Canada and ECCC.

Furthermore, if the respondent does not agree with the sharing of their data as outlined above, they are required to notify Statistics Canada in writing within one month from the date of receiving this notice. Upon receipt of such notification, appropriate measures will be taken to address the manufacturer’s concerns.

For agreements with provincial and territorial government organizations, the shared data will be limited to information pertaining to business establishments located within the jurisdiction of the respective province or territory.

Business or organization and contact information

1. Verify or provide the business or organization's legal and operating name and correct where needed.

Note: Legal name modifications should only be done to correct a spelling error or typo.

Legal Name

The legal name is one recognized by law, thus it is the name liable for pursuit or for debts incurred by the business or organization. In the case of a corporation, it is the legal name as fixed by its charter or the statute by which the corporation was created.

Modifications to the legal name should only be done to correct a spelling error or typo.

To indicate a legal name of another legal entity you should instead indicate it in question 3 by selecting 'Not currently operational' and then choosing the applicable reason and providing the legal name of this other entity along with any other requested information.

Operating Name

The operating name is a name the business or organization is commonly known as if different from its legal name. The operating name is synonymous with trade name.

• Legal name
• Operating name (if applicable)

2. Verify or provide the contact information of the designated business or organization contact person for this questionnaire and correct where needed.

Note: The designated contact person is the person who should receive this questionnaire. The designated contact person may not always be the one who actually completes the questionnaire.

• First name
• Last name
• Title
• Preferred language of communication
  • English
  • French
• Mailing address (number and street)
• City
• Province, territory or state
• Postal code or ZIP code
• Country
  • Canada
  • United States
  • Email address
• Telephone number (including area code)
  Extension number (if applicable). The maximum number of characters is 10.
• Fax number (including area code)

3. Verify or provide the current operational status of the business or organization identified by the legal and operating name above.

• Operational
• Not currently operational
  Why is this business or organization not currently operational?
  • Seasonal operations
    • When did this business or organization close for the season?
      • Date
    • When does this business or organization expect to resume operations?
      • Date
  • Ceased operations
    • When did this business or organization cease operations?
      • Date
    • Why did this business or organization cease operations?
      • Bankruptcy
      • Liquidation
      • Dissolution
      • Other - Specify the other reasons why the operations ceased
  • Sold operations
    • When was this business or organization sold?
      • Date
    • What is the legal name of the buyer?
  • Amalgamated with other businesses or organizations
    • When did this business or organization amalgamate?
      • Date
    • What is the legal name of the resulting or continuing business or organization?
    • What are the legal names of the other amalgamated businesses or organizations?
  • Temporarily inactive but will re-open
    • When did this business or organization become temporarily inactive?
      • Date
    • When does this business or organization expect to resume operations?
      • Date
    • Why is this business or organization temporarily inactive?
  • No longer operating due to other reasons
    • When did this business or organization cease operations?
      • Date
    • Why did this business or organization cease operations?

Method of collection

1. For [Month], 2026, this survey collects information on the following:

• the type of vehicle sold, i.e., passenger cars, minivans, passenger vans and SUVs, light trucks (e.g.,, classes 1, 2, 3) heavy trucks (e.g., classes 4, 5, 6, 7, 8), and buses and coaches;
• for each type of vehicle sold, the fuel type, i.e., zero-emission and all other fuel types
• for each type of vehicle sold, the number and dollar value sold by province and territory.

You have the option of completing the electronic questionnaire, which involves filling out one worksheet for each type of vehicle sold, or attaching files containing the required information.

Please indicate your preferred method of completion.

• Answering the remaining questions
• Attaching files

Attach files

2. Please attach up to five files that provide the information required for this survey, that is, the total number and dollar value of vehicles sold, broken down by province, fuel type (e.g., zero-emission and all other fuel types) and type of vehicle (e.g., passenger cars, minivans, passenger vans and SUVs, light trucks, heavy trucks and buses/coaches).

To attach files

• Press the Attach files button.
• Choose the file to attach. Multiple files can be attached.

Note:

• Each file must not exceed 5 MB.
• All attachments combined must not exceed 50 MB.
• The name and size of each file attached will be displayed on the page.

Type of vehicle

3. Indicate the type of vehicles sold.

Select all that apply.

• New passenger automobiles
  Include all new automobiles sold whose primary function is to carry passengers.
• New minivans, passenger vans and SUVs (including crossovers)
  Include all new minivans, passenger vans and SUVs (including crossovers) sold regardless of the intended use.
• New light trucks and commercial vans
  Include all new light pickup trucks and commercial vans (e.g., classes 1, 2, 3) GVWR ranges from 0-14000lb, sold regardless of the intended use.
• New medium or heavy trucks
  Include all new medium and heavy trucks (e.g., classes 4, 5, 6, 7, 8) GVWR exceeding 14000lb, sold regardless of the intended use.
• New buses
  Include all large motor vehicles designed primarily for public transit on city streets or for conveying travellers on trips or tours to other destinations.

New passenger automobile sales

4. Report the number and value of new passenger vehicles sold by fuel type.

Zero-emission vehicles include electric and plug-in hybrid vehicles and must have the potential to produce zero tailpipe emissions.

Include:

• all automobiles sold for the primary purpose of carrying passengers, including those used for commercial purposes (e.g., taxis, auto rentals and any other fleets)
• demonstrator automobiles sold to the consumers

Exclude sales tax.

New minivan, passenger van and sport utility vehicle (including crossovers) sales

5. Report the number and value of new minivans, passenger vans and sport utility vehicles (including crossovers) sold by fuel type

Zero-emission vehicles include electric and plug-in hybrid vehicles and must have the potential to produce zero tailpipe emissions.

Include:

• all new minivans, passenger vans, and sport utility vehicles (including crossovers) sold regardless of the intended use
• demonstrator minivans, passenger vans and sport utility vehicles (including crossovers) sold to consumers.

Exclude sales tax.

New light pickup truck and commercial van sales

6. Report the number and value of new light pickup trucks and commercial vans sold, by fuel type.

Zero-emission vehicles include electric and plug-in hybrid vehicles and must have the potential to produce zero tailpipe emissions.

Include:

• all new light pickup trucks and commercial vans sold for the primary purpose of carrying passengers, including those used for commercial purposes (e.g., taxis, auto rentals and any other fleets)
• demonstrator pickup trucks and commercial vans sold to consumers

Exclude sales tax.

New medium or heavy truck sales

7. Report the number and value of new medium or heavy trucks (e.g., classes 4, 5, 6, 7, 8) sold, by fuel type.

Zero-emission vehicles include electric and plug-in hybrid vehicles and must have the potential to produce zero tailpipe emissions.

Include all new medium or heavy trucks sold regardless of the intended use.

Exclude sales tax.

New bus sales

8. Report the number and value of new buses sold, by fuel type.

Zero-emission vehicles include electric and plug-in hybrid vehicles and must have the potential to produce zero tailpipe emissions.

Include all large motor vehicles designed primarily for public transit on city streets or for conveying travellers on trips or tours to other destinations.

Exclude sales tax.

Changes or events

16. Indicate any changes or events that affected the reported values for this business or organization compared with the last reporting period.

Select all that apply

• Strike or lock-out
• Exchange rate impact
• Price changes in goods or services sold
• Contracting out
• Organizational change
• Price changes in labour or raw materials
• Natural disaster
• Recession
• Change in product line
• Sold business or business units
• Expansion
• New or lost contract
• Acquisition of business or business units
• Merger of business or business units
• Other
  OR
• No changes or events

Contact person

17. Statistics Canada may need to contact the person who completed this questionnaire for further information.

Is the respondents given names and respondent family names the best person to contact?

• Yes
• No

Who is the best person to contact about this questionnaire?

• First name
• Last name
• Title
• Email address
• Telephone number (including area code)
• Extension number (if applicable)
  The maximum number of characters is 5.
• Fax number (including area code)

Feedback

1. How long did it take to complete this questionnaire?

Include the time spent gathering the necessary information.

• Hours
• Minutes

2. Do you have any comments about this questionnaire?

Reference day (the day you are answering these questions)

How many students are present on this day?

This table displays a list of questions under the Topic heading and a corresponding blank cell for each question under the Result heading.

1. Which statistics are the most interesting to you?
2. Which topic do you think is the most important for your class? Why?
3. What is one way you think these data might be different if you asked these questions to another class at your school?
4. Which topic do you think is the most important for making your class a better place to learn?
5. Write one idea for a service that would make your classroom a better place to learn.

Lesson overview

This lesson introduces students to the concept and purpose of the census. Through class discussions and collaborative activities, students will explore why the government collects population data and considers what types of questions best reflect a diverse society. They will then create their own census questions, compare them to those in an official census, and reflect on the importance of inclusive and representative data collection

Curriculum connections

• Social Studies / Civics and Citizenship / Geography: Explore the responsibilities of citizenship, evaluate how data collection informs equitable decision-making, and examine how various factors (social, economic, environmental, etc.) influence quality of life.
• Mathematics: Understand how data is collected and analyzed; assess the effectiveness and inclusivity of survey questions.
• Language Arts: Develop clear and inclusive survey questions; express and support opinions using evidence and logical reasoning.

Learning objectives

By the end of this lesson, students should be able to:

• Understand the purpose and function of the census.
• Identify key types of demographics, social, and economic information that are important for governments to collect.
• Explain how census data can support communities and inform public policy decisions.

Materials needed

• Whiteboard and markers, or a smartboard
• The 2026 Census of Population long-form questionnaire (2A-L)
• Census of Population quiz
  • Census of Population quiz on Kahoot
  • Census of Population quiz questions (student version)
  • Census of Population quiz questions (questions with answer key)
• Paper and pens/pencils for the exit ticket or poster activity
• Optional: Word cloud generator

Lesson procedure

1. Class discussion (15–20 minutes)

Prompt:
"If you were in charge of your city, province, territory or country, what information would you want to know about the people who live there?"

• Facilitate an open class discussion using the prompt.
• Encourage students to consider the needs of a community—such as education, health care, transportation, housing, and employment.
• Highlight how collecting this information helps ensure equitable policymaking and fair resource distribution.
• Discuss how data collection supports decision-making at both the local and national levels, particularly in addressing the needs of vulnerable populations.
• Use examples to illustrate real-world impact—for instance, if a community sees a significant rise in families with school-aged children, more schools or classrooms may be needed to meet demand.

2. Census question creation (15 to 20 minutes)

Instructions:

• In pairs or small groups, have students brainstorm 3 to 5 questions they believe a government should ask its citizens in a national census. Examples:
  • "What is your yearly income?"
  • "What are the ages of the people in your household?"
  • "What is your highest level of education?"
• Emphasize the importance of inclusivity and equity in question design.
  • Encourage students to consider factors that may vary across populations, such as access to healthcare, reliable transportation, internet availability, housing, or programs and services in languages other than English and French.

Wrap-up:

• Collect and display all student-generated questions, either by writing them on the board, projecting them, or using a word cloud generator to visualize common themes.
• Facilitate a short discussion:
  • Are there repeated topics or themes?
  • Which questions do students think are most important for informing public policy?
  • Are there any gaps—important topics that may have been overlooked?
  • How do these student-created questions compare to those asked in the official census?

3. Compare with the official census (15 to 20 minutes)

Instructions:

• Provide students with access to the 2026 Census of Population long-form questionnaire (2A-L).
• In small groups or as a class, have students compare their own questions with those from the official census.

Discussion questions:

• Which questions appear on both lists?
• What themes or priorities did students identify that are also reflected in the official census?
•  What topics did students suggest that are missing from the actual census?
• Why do students believe their question(s) should be included? How could it benefit Canadians or lead to better decision-making?

4. Kahoot quiz (10 to 15 minutes)

Activity:

• Play a Kahoot quiz to reinforce key concepts related to the census and its role in governance, policymaking, and community services.
• This activity serves as a fun and interactive review of what students have learned throughout the lesson.

5. What did you learn? (Optional – 10–15 minutes)

Option A:

• Have students complete an exit ticket by responding to a reflection prompt, such as: "What is one thing you learned about the census that surprised you?"
  This encourages personal reflection and helps reinforce key takeaways.

Option B:

• Have students create a mini poster that highlights their favourite question from the brainstorming activity.
• Posters should include the question, a brief explanation of its importance, and how it could help improve life for Canadians if added to the census.
• This option allows for creativity and deeper thinking about the impact of inclusive data.

Opportunities for assessment

• Participation in class discussion and group work
• Quality and thoughtfulness of student-generated questions
• Comparison and reflection on census questions
• Exit ticket or poster demonstrating understanding
• Follow-up research projects that use census data

Adaptations and differentiation

• Simplification: Group students into slightly larger teams to promote peer support. This allows the teacher to circulate more easily and provide targeted assistance where needed.
• Extension/Challenge: Encourage students to connect one of their census questions to a current event or issue in Canada. Ask them to cite a relevant news article or study and explain how the data could be used to address the issue.
• Support for Multilingual Learners: Incorporate visual supports such as word clouds, whiteboard brainstorming, and projected key terms. These tools give students more time to process vocabulary and understand key concepts through contextual cues.

Teacher tips

• Emphasize that Statistics Canada collects and shares census data to support decision-making by a wide range of groups, including Indigenous communities and organizations, governments, local and national businesses, community groups, and farm organizations.
• Use this lesson as an opportunity to discuss career planning, especially with older students. Census data can help individuals explore employment trends and career opportunities across different regions of Canada.
  • Consider showing this video: Video - Here's Why You Should Use Census Data to highlight real-world applications.