Cor 006 Final Reviewer

COR 006/Statistics and Probability
Student Activity Sheet #15-16
Name: _________________________________________________________ Class number: ____________
Section:_____________________ ____Schedule: ______________________ Date: ____________________
Lesson Title: Materials:

Activity Sheet, E-learning
Computing for the Point Estimate and Confidence Interval materials
of the Population Proportion
References:
Lesson Objectives: Given varied activities, I should be able Calinsangan, R. R. et al.,
to: Introduction to Probability and
Statistics, MRTTC 2003
1. define population proportion;
2. compute for the point estimate of the population
proportion; and
3. calculate the confidence interval of the population
proportion and standard error
A. LESSON PREVIEW/REVIEW
1. Introduction
Good morning, class! Now, is our day 15-16! Get yourself ready as we start our today’s lesson. Enjoy!
I. Directions: Read and answer each item below and encircle the letter of your choice
1. Given: ; and . Find a 90% confidence interval for a population mean
a.
b.
c.
d. 23.435< < 24.565
2. The mean of the masses of random samples of 21 blocks is 24 kg with a standard deviation of 1.50
kg. Determine a 90% confidence interval for estimating the mean mass of the population.
a.
b.
c.
d. 23.435< < 24.565
3. Measurements are made on a random sample of 23 components drawn from a population size of
100. Assume that the population is normal and the mean measurements of the components in the
sample are 67.45mm with standard deviation of 2.93 mm. Determine a 95% confidence interval for
an estimate of the mean of the population.
a.
b.
c.
This document is the property of PHINMA EDUCATION

d. 23.435< < 24.565
II. Directions: Refer to the picture. Can you explain the relationship of the “animals in the clinic” in the
bigger circle, and “dogs” in the smaller circle, as shown below? Answer in at least two (2) sentences.
.
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
______________________________________________
______________________________________________
_______________________________________________
Activity1. What I Know

In this part, fill in the first column “What I Know” about the given question below. Don’t worry
there are no wrong answers in this part.
What I Know Question What I Learned (Activity 4)

1. What is a
population
proportion?
2. Do you have the

idea on how to
compute for the
point estimate of the
population proportion
and standard error?
If yes/no, explain.
3. Do you have the

idea on how to
compute for the
confidence interval of
the population
proportion and
standard error? If
yes/no, explain.
Great job! You’ve shared your ideas about the given question.

B. MAIN LESSON
1) Activity 2: Content Notes
Today, you will learn the concept of population proportion and compute for the point estimate and
confidence interval of the population proportion and standard error.
Directions: Copy the concept notes in your activity sheets. You can highlight the ideas that you
think can help you understand the topic.
After writing your notes, make at least one question and summarize the topic.
Question/s:
Summary:

Pre-printed Notes:
Confidence Interval for Population Proportion

If ̂ is the proportion of successes in a random sample of size , and ̂ ̂ , an appropriate
( ) confidence interval for the binomial parameter is given by:
̂̂ ̂̂
̂ √ ̂ √
Lower limit Upper limit
where is the z value leaving an area of to the right.
Commonly Used Confidence Level

Degree of
Critical Value
Confidence
( )
90% 0.10 1.645
95% 0.05 1.96
99% 0.01 2.575
2) Activity 3: Skill-building Activities My score: ________

Since you’re done with the content notes, let us see now how much you know the lesson. Here are
the activities below that you need to answer.
I. Turn and Talk. Directions: Please turn to your buddy and discuss the following questions. Use
your time to share ideas about the topic and answer the following questions .
Example 1: Point Estimate of Population Proportion and Standard Error

Directions: Using the formula on your concept notes, solve the following.
Given and , find the best estimate of the population proportion.
Solution:
Since the best estimate of population proportion is sample proportion, calculate the sample
proportion.
For sample proportion,
For standard error,

̂ ̂
̂̂ ( )( )
√ √
⮚ DO THIS - A random sample of n=400 observations from a binomial population produced x=250.
Estimate the population proportion.
II. Directions: Kindly think with your pair to share and solve for what is asked in the following
problems below. Round off your answer into three decimal places.
Example 2: Determining confidence interval estimate for population

Directions: Read and comprehend the following computation of confidence interval estimate for
population proportion below.
A random sample of 400 observations from a binomial population produces . Find a
95% confidence interval for population proportion .
Solution:
Substituting values to sample proportion, the point estimate for p is
̂
Using the formula in your concept notes, the confidence interval is

̂̂ ̂̂
̂ √ ̂ √
( )( ( )(
( )√ ( )√
Interpretation of Confidence Intervals:

For the foregoing example, we say that we are 95% confident that the population proportion will
be between 0.578 and 0.674.

⮚ DO THIS - A sample survey is designed to estimate the proportion of households in a certain

barangay that segregate garbage. A random sample of 500 households is selected from the whole
barangays, and 120 are found not segregating their garbage. Use a 90% confidence interval to
estimate the proportion of households that are not segregating garbage .
III. Individual Activity. Directions: Solve the following problems individually. Round off your
answer into three decimal places.
1. Compute the point estimate of population proportion and standard estimation.
Among 1500 Filipino women included in a survey showed that 810 are conscious of their
figure and 975 exercise twice a week.
a. Find the best estimate of the proportion of all Filipino women who are conscious of
their figure. Calculate the standard error.
b. Find the best estimate of the proportion of all Filipino women who exercise twice a
week. Calculate the standard error.
2. Compute the confidence interval of population proportion.

a. Based on the survey results, construct a 95% confidence interval for the proportions
of all Filipino women who exercise twice a week.

b. Construct a 99% confidence interval for the population proportion of all Filipino
women who are conscious of their figure.
Check your answers against the Key to Corrections found at the end of this SAS. Write your score on your paper.
3) Activity 4: What I Learned

Let’s continue. This time, kindly go back to the activity 1 What I Know, fill in the last column
“What I Learned” about the question regarding what you’ve read and studied. Don’t worry this
will help you check if you have already understood the lesson. There’s no need to look at your
notes.
4) Activity 5: Check for Understanding My score: ________
Almost done! Let’s check how much you’ve learned from our lesson today.
I. Directions. Think of word/s that would best define SAMPLE (as a term used in statistics). Write
the words webbing around the oval.
SAMPLE
II. Directions: Reflect about the lesson today. Please be honest. Write in the 1st dodecagon your
strengths and weaknesses in learning Small-sample confidence interval and in the 2 nd dodecagon
are the things you need to do in order to strengthen your weaknesses
1st 2nd

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning
Great Job! You did very well today. Now, color the box of the module that you have finished today.
You’re done with the session. Let’s track your progress.
Period 1 Period 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28
Before we end, did you have challenges in today’s learning? If yes, state these challenges? If none, what
advice or tip you could give to your fellow classmates/students.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
How did you overcome those challenges?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
KEY TO CORRECTIONS
ACTIVITY 3:
I. Answer: ̂ and
II. Answer:
III.
1. a. Answer: ̂ and
b. Answer: ̂ and
2. a. Answer:
b. Answer:
Let’s call it a day! I will see you again next meeting for more exciting and enjoyable Math activities

Teacher’s Guide Module #15-16

Board and pen, Module, E-
Computing for the Point Estimate and Confidence Interval learning materials
of the Population Proportion
References:
Lesson Objectives: Given varied activities, the students Calinsangan, R. R. et al.,
should be able to: Introduction to Probability and
Statistics, MRTTC 2003
proportion; and
1. Introduction (12 minutes)
(Facilitator: Let the students answer the given activity below.)
Good morning, class! Now, is our day 15-16! Get yourself ready as we start our today’s lesson. Enjoy!
I. Directions: Read and answer each item below and encircle the letter of your choice
1. Given: ; and . Find a 90% confidence interval for a population mean
a.
b.
c.
d. 23.435< < 24.565
2. The mean of the masses of random samples of 21 blocks is 24 kg with a standard deviation of 1.50
kg. Determine a 90% confidence interval for estimating the mean mass of the population.
a.
b.
c.
d. 23.435< < 24.565
3. Measurements are made on a random sample of 23 components drawn from a population size of
100. Assume that the population is normal and the mean measurements of the components in the
sample are 67.45mm with standard deviation of 2.93 mm. Determine a 95% confidence interval for
an estimate of the mean of the population.

a.
b.
c.
d. 23.435< < 24.565
II. Directions: Refer to the picture. Can you explain the relationship of the “animals in the clinic” in the
bigger circle, and “dogs” in the smaller circle, as shown below? Answer in at least two (2) sentences.
.
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
______________________________________________
______________________________________________
_______________________________________________
Activity1. What I Know (3 minutes)

In this part, fill in the first column “What I Know” about the given question below. Don’t worry
What I Know Question What I Learned (Activity 4)

1. What is a
population
proportion?
2. Do you have the

idea on how to
compute for the
point estimate of the
and standard error?
If yes/no, explain.
3. Do you have the

idea on how to
compute for the
confidence interval of
the population
proportion and

standard error? If
yes/no, explain.
B. MAIN LESSON
1) Activity 2: Content Notes (25 minutes)
Today, you will learn the concept of population proportion and compute for the point estimate and
confidence interval of the population proportion and standard error.
(Facilitator: Let the students copy the content notes.)

Population proportion
Population proportion is a part of a population with a particular attribute, expressed as a

fraction, decimal or percentage of the whole population. For a finite population, the population
proportion is the number of members in the population with a particular attribute divided by the
number of members in the population.
The population proportion is a number representing a part of a population and is therefore

an example of a population parameter.
The small letter is a common symbol for the population proportion and (p-hat) is for
sample proportion.
The sample proportion is calculated as,
While standard error is:
, where = sample proportion of failures in sample size n.
Question/s:
Summary:

Pre-printed Notes:
Confidence Interval for Population Proportion

If is the proportion of successes in a random sample of size , and , an appropriate
confidence interval for the binomial parameter is given by:
Lower limit Upper limit
where is the z value leaving an area of to the right.
Commonly Used Confidence Level

Degree of
Critical Value
Confidence
90% 0.10 1.645
95% 0.05 1.96
99% 0.01 2.575
2) Activity 3: Skill-building Activities (30 minutes) My score: ________

(Facilitator: Turn and Talk. Let the students answer the given activity.)
your time to share ideas about the topic and answer the following questions.
Example 1: Point Estimate of Population Proportion and Standard Error

Directions: Using the formula on your concept notes, solve the following.
Given and , find the best estimate of the population proportion.
Solution:
Since the best estimate of population proportion is sample proportion, calculate the sample

proportion.
For sample proportion,
For standard error,
DO THIS - A random sample of n=400 observations from a binomial population produced x=250.
Estimate the population proportion.
AAnswer: and
(Facilitator: Think-Pair-Share. Let the students answer the given activity.)

II. Directions: Kindly think with your pair to share and solve for what is asked in the following
problems below. Round off your answer into three decimal places.
Example 2: Determining confidence interval estimate for population

Directions: Read and comprehend the following computation of confidence interval estimate for
population proportion below.
A random sample of 400 observations from a binomial population produces . Find a 95%

confidence interval for population proportion .

Solution:
Substituting values to sample proportion, the point estimate for p is
Using the formula in your concept notes, the confidence interval is
Interpretation of Confidence Intervals:

For the foregoing example, we say that we are 95% confident that the population proportion will
be between 0.578 and 0.674.
DO THIS - A sample survey is designed to estimate the proportion of households in a certain barangay
that segregate garbage. A random sample of 500 households is selected from the whole barangays,
and 120 are found not segregating their garbage. Use a 90% confidence interval to estimate the
proportion of households that are not segregating garbage.
Answer:
III. Individual Activity. Directions: Solve the following problems individually. Round off your
answer into three decimal places.
1. Compute the point estimate of population proportion and standard estimation.
a. Find the best estimate of the proportion of all Filipino women who are conscious of
their figure. Calculate the standard error.
Answer: and
b. Find the best estimate of the proportion of all Filipino women who exercise twice a
week. Calculate the standard error.
Answer: and

2. Compute the confidence interval of population proportion.

a. Based on the survey results, construct a 95% confidence interval for the proportions
of all Filipino women who exercise twice a week.
Answer:
b. Construct a 99% confidence interval for the population proportion of all Filipino
women who are conscious of their figure.
Answer:
3) Activity 4: What I Learned (3 minutes)

notes.
4) Activity 5: Check for Understanding (10 minutes) My score: ________
I. Directions. Think of word/s that would best define SAMPLE (as a term used in statistics). Write
the words webbing around the oval.
SAMPLE
strengths and weaknesses in learning Small-sample confidence interval and in the 2nd dodecagon
are the things you need to do in order to strengthen your weaknesses
1st 2nd

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning (5 minutes)
Period 1 Period 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
KEY TO CORRECTIONS
ACTIVITY 3:
I. Answer: and
II. Answer:
III.
1. a. Answer: and
b. Answer: and
2. a. Answer:
b. Answer:

Statistics and Probability
(COR 006)
MODULES 15-20
Day 15-16
Computing for the Point Estimate and
Confidence Interval of the Population
Proportion
Learning Objectives:
proportion; and
What is a population proportion?
A population proportion is a fraction of the population that has a

certain characteristic. For example, let's say you had 1,000 people in
the population and 237 of those people have blue eyes. The fraction of
people who have blue eyes is 237 out of 1,000, or 237/1000.
What is an Estimator?
• An estimator is a statistic that estimates some

fact about the population. A statistic is a
number that represents a property of the
sample. You can also think of an estimator
as the rule that creates an estimate. For
example, the sample mean(x̄) is an estimator
for the population mean, μ.
Example:
Let’s say you wanted to know the average

height of children in a certain school with a
population of 1000 students. You take a sample
of 30 children, measure them and find that the
mean height is 56 inches. This is your sample
mean, the estimator. You use the sample mean
to estimate that the population mean
(your estimand) is about 56 inches.
Day 17-18
Determining the Sample Size that
Estimate the Population Mean and
Population Proportion
• compute the sample size that estimate the
population mean
• calculate the sample size that estimate the
• solve problems that involves sample size
determination
What is sample size?
Sample size is the number of completed responses your survey
receives. It’s called a sample because it only represents part of the
group of people (or target population) whose opinions or behavior
you care about. For example, one way of sampling is to use a
“random sample,” where respondents are chosen entirely by chance
from the population at large.
Here are three key terms you’ll need to understand to
calculate your sample size and give it context:
• Population size: The total number of people in the group you are
trying to study. If you were taking a random sample of people
across the Philippines, then your population size would be about
109.6 million (2020). Similarly, if you are surveying the
students of SWU-SHS, the size of the population is the total
number of students.
Margin of error
A percentage that tells you how much you can expect your survey results
to reflect the views of the overall population. The smaller the margin of
error, the closer you are to having the exact answer at a given confidence
level.
Sampling confidence
level:
A percentage that reveals how confident you can be that the population
would select an answer within a certain range. For example, a 95%
confidence level means that you can be 95% certain the results lie
between x and y numbers.
How to solve Sample Size?
Things to watch for when calculating sample size:
• If you want a smaller margin of error, you

must have a larger sample size given the
same population.
• The higher the sampling confidence level
you want to have, the larger your sample
size will need to be.
Does having a statistically significant sample size matter?
• Generally, the rule of thumb is that the larger the sample size, the more
statistically significant it is—meaning there’s less of a chance that your
results happened by coincidence.
• Example 1: How large a sample should be taken to be
90% sure that the error of estimation does not exceed 0.5 unit
when standard deviation is 2?
• Example 2: How large a sample should be taken to be
99% confident that our estimate of p is within 0.02?
Day 19
Illustrating Null and Alternative
Hypothesis, Types of Error,
Rejection Region
1. illustrate null and alternative hypotheses;
2. describe rejection region and type I and type II errors
in hypothesis testing.
• Hypothesis is simply a statement that something is
true. It is a tentative explanation, a claim, or an
assertion about people, objects or events.
• Statistical Hypothesis is any assumption or

assertion made on the distribution of a population,
which is either true or false.
• Hypothesis testing is a statistical procedure in
determining which hypothesis is more acceptable as
true or which hypothesis is more likely to be false.
Types of Hypothesis
• Null Hypothesis (Ho). This expresses the idea of no existence of
relationship or difference between the variable under study. This is
usually designated by a not or no term.
Example: There is no significant relationship between the attitude of
students towards their subjects and their performance rating at the end of
the semester.
• Alternative Hypothesis (Ha). This is the opposite of the null

hypothesis. It states the existence of relationship or difference.
Example: There is a significant relationship between the attitude of
students towards their subjects and their performance rating at the end of
the semester.
Day 20
Identifying the Appropriate
Test-Statistic and Describing the
Basic Steps of Testing of
• identify the appropriate test-statistic; and
• describe the basic steps in statistical hypothesis

testing.
What exactly is a test statistic?
A test statistic describes how closely the distribution of your data

matches the distribution predicted under the null hypothesis of
the statistical test you are using. The distribution of data is how
often each observation occurs, and can be described by its central
tendency and variation around that central tendency. Different
statistical tests predict different types of distributions, so it’s
important to choose the right statistical test for your hypothesis.
Directions. Determine the appropriate test statistics that will be
applied for each of the following problem: statements.
• Explanations:
1. You have to use z-test if the given sample is more than or equal to 30 and
since there are 70 observations, then you have to use z test.
2. You have to use t-test if the given sample is less than 30 and since there are
28 teachers, then you have to use t test.
3. You have to use F-test/ ANOVA if it deals with variation of 2 or more
groups.
Steps in Hypothesis Testing.
• State the null hypothesis and alternative hypothesis.
• Identify the level of significance and the appropriate test

statistic.
• Determine the critical region of the test statistic.
• Compute for the z-value or t-value.
• Decide whether to accept or reject null hypothesis.
• State the conclusion.

Questions?
Materials:
Lesson Title: Activity Sheet, E-learning
materials
Determining the Sample Size that Estimate the Population References:
Mean and Population Proportion Calinsangan, R. R. et al.,
Introduction to Probability and
Lesson Objectives: Given varied activities, I should be able Statistics, MRTTC 2003
to:
Walpole, R. E., Introduction to
1. compute the sample size that estimate the population Probability and Statistics Third
mean Edition, Pearson Education South
2. calculate the sample size that estimate the population Asia Pte Ltd. 2006
proportion
https://www.youtube.com/watch?
3. solve problems that involves sample size determination v=qVDVAZigXg0
1. Introduction
Good morning, students! Now, is our day 17-18! Get yourself ready as we start our today’s lesson.
Enjoy!
I. Directions: Answer the questions below. Encircle the correct answer.

1. A random sample of 400 observations from a binomial population produces . Find a 90%
b.
c.
d.
e. 0.4035< < 0.0565
2. Given and , find the best estimate of the population proportion.
a. b. 0.84 c. 0.45 d. 0.61
3. Find the standard error. Refer for number 2 question.
a. b. 0.0728 c. 0.0604 d. 0.0435
II. Directions: Please watch a video clip that is good for 3 minutes and after the video I will give you
seven minutes to answer the question below
Refer to the link to watch the video https://www.youtube.com/watch?v=qVDVAZigXg0

1. What is the topic in the video? ________________________________________________

2. Is there any computation that showed in the video? YES, or NO? ____________________
3. If YES, what are those computations all about?
________________________________________________________________________
4. Based from the illustration above, it shows that the sample is a portion of the population. What do
you think is the importance of determining an appropriate sample size in a particular area of
concern? Explain it in at least two (2) sentences.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

In this part, fill in the first column “What I Know” about the givens question below. Don’t worry
What I Know Questions What I Learned (Activity 4)

1. Do you have the
idea what sample
size for estimating
?
If yes, explain. If no,
support your answer.
2. Do you have the

idea what sample
size for estimating
?

Good job! You’ve shared your ideas about the given question.
B. MAIN LESSON
Today, you will learn to compute the sample size that estimate the population mean; calculate the
sample size that estimate the population proportion and solve problems that involves sample size
determination.
Question/s:
Summary:


your time to share ideas about the topic and answer the following questions. First item is provided
for you. And answer the following problem using the formula in sample size determination that
estimates population mean.
1. How large a sample should be taken to be 90% sure that the error of estimation does not
exceed 0.5 unit when standard deviation is 2?
Solution:
( )
( )
2. How large a sample is required to be 99% confident that our estimate of population mean is not
off by more than 0.05 if ?
II. Think-Pair-Share. Think with your pair to share and find the point and/or confidence interval
estimates of the given problems below. Round off your answer to the next whole number.
Directions: Solve the following problem using the formula in sample size determination that
estimate population proportion .
1. How large a sample should be taken to be 99% confident that our estimate of is within 0.02?

2. How large a sample is required to be 90% sure that our estimate of population proportion is not
off by more than 0.05?
III. Individually. Directions. Solve the following problems below.

A. Complete the table below. Give the required sample size that estimates population mean given
the following conditions.
Confidence Margin of Standard Required

Level Error Deviation ( ) Sample Size
90% 0.5 unit 12
95% 0.09 unit 1.4
95% 1 unit 7
99% 3 units 21
99% 0.5 unit 1.2
B. Complete the table below. Give the required sample size that estimates population proportion
given the following conditions.
Required
Confidence Margin of
Sample Size
Level Error
(n)
90% 0.08 unit
95% 0.09 unit
95% 0.1 unit
99% 0.03 units
99% 0.07 unit


notes.
I. Directions. Look at the picture. This is an illustration

of the relationship of Population, Sampling, Sample
and Inference.By understanding the picture, what can
you conclude about the relationship of such words in
Statistics. Explain your answer in at least 2 sentences.
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
____________________________________________________________________
____________________________________________________________________
strengths and weaknesses in learning sample size and in the 2nd dodecagon are the things you
need to do in order to strengthen your weaknesses
1st 2nd

C. LESSON WRAP-UP
Period 1 Period 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
KEY TO CORRECTIONS
LESSON PREVIEW/REVIEW
I.
1. A
2. A
3. C
ACTIVITY 3
I.
2. Answer:
II.
1.
2.
III.
A.
Standard Required Sample
Confidence Level Margin of Error
Deviation ( ) Size
90% 0.5 unit 12 1,559
95% 0.09 unit 1.4 930
95% 1 unit 7 188
99% 3 units 21 325

99% 0.5 unit 1.2 38
B.
Required Sample
Confidence Level Margin of Error
Size (n)
90% 0.08 unit 106
95% 0.09 unit 119
95% 0.1 unit 96
99% 0.03 units 1842
99% 0.07 unit 338

Materials:
Lesson Title: Board and pen, Module, E-
learning materials
Determining the Sample Size that Estimate the Population References:
Mean and Population Proportion Calinsangan, R. R. et al.,
Lesson Objectives: Given varied activities, the students Statistics, MRTTC 2003
should be able to:
1. compute the sample size that estimate the population Probability and Statistics Third
mean Edition, Pearson Education South
2. calculate the sample size that estimate the population Asia Pte Ltd. 2006
proportion
3. solve problems that involves sample size determination v=qVDVAZigXg0
Good morning, students! Now, is our day 17-18! Get yourself ready as we start our today’s lesson.
Enjoy!
1. A random sample of 400 observations from a binomial population produces . Find a 90%
b.
c.
d.
e. 0.4035< < 0.0565
2. Given and , find the best estimate of the population proportion.
a. b. 0.84 c. 0.45 d. 0.61
3. Find the standard error. Refer for number 2 question.
a. b. 0.0728 c. 0.0604 d. 0.0435
II. Directions: Please watch a video clip that is good for 3 minutes and after the video I will give you
seven minutes to answer the question below
Refer to the link to watch the video https://www.youtube.com/watch?v=qVDVAZigXg0

1. What is the topic in the video? ________________________________________________

________________________________________________________________________
4. Based from the illustration above, it shows that the sample is a portion of the population. What do
you think is the importance of determining an appropriate sample size in a particular area of
concern? Explain it in at least two (2) sentences.
____________________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
__________________________________________________________________________
_______________________________________________________________________________


1. Do you have the
idea what sample
size for estimating ?
2. Do you have the

idea what sample
size for estimating ?

B. MAIN LESSON
Today, you will learn to compute the sample size that estimate the population mean; calculate the
sample size that estimate the population proportion and solve problems that involves sample size
determination.

Sample Size for Estimating
If is used as an estimate of , we can be )100% that the error will not exceed a specified
amount (margin of error) when the sample size is
When solving for the sample size, , all fractional values are rounded up to the next
whole number. By adhering to this principle, we can be sure that our degree of confidence never
falls below .
Strictly speaking, the above formula is applicable only if we know the variance of the
population from which we are to select our sample.
Sample Size for Estimating
If is used as an estimate of , we can be at least )100% that the error will not exceed a
specified amount (margin of error) when the sample size is
.
Question/s:
Summary:


your time to share ideas about the topic and answer the following questions. First item is provided
for you. And answer the following problem using the formula in sample size determination that
estimates population mean.
1. How large a sample should be taken to be 90% sure that the error of estimation does not
exceed 0.5 unit when standard deviation is 2?
Solution:
2. How large a sample is required to be 99% confident that our estimate of population mean is not
off by more than 0.05 if ?
Answer:

II. Think-Pair-Share. Think with your pair to share and find the point and/or confidence interval
estimates of the given problems below. Round off your answer to the next whole number.
Directions: Solve the following problem using the formula in sample size determination that
estimate population proportion .
Solution:
2. How large a sample is required to be 90% sure that our estimate of population proportion is not
off by more than 0.05?
Answer:

III. Individually. Directions. Solve the following problems below.

A. Complete the table below. Give the required sample size that estimates population mean given
the following conditions.

Level Error Deviation () Sample Size
90% 0.5 unit 12 1,559
95% 0.09 unit 1.4 930
95% 1 unit 7 188
99% 3 units 21 325
99% 0.5 unit 1.2 38
B. Complete the table below. Give the required sample size that estimates population proportion
given the following conditions.
Required
Confidence Margin of
Sample Size
Level Error
(n)
90% 0.08 unit 106
95% 0.09 unit 119
95% 0.1 unit 96
99% 0.03 units 1842
99% 0.07 unit 338

notes.


I. Directions. Look at the picture. This is an illustration

of the relationship of Population, Sampling, Sample
and Inference.By understanding the picture, what can
you conclude about the relationship of such words in
Statistics. Explain your answer in at least 2 sentences.
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
____________________________________________________________________
____________________________________________________________________
strengths and weaknesses in learning sample size and in the 2nd dodecagon are the things you
need to do in order to strengthen your weaknesses
1st 2nd
C. LESSON WRAP-UP
Period 1 Period 2

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Student Activity Sheet #19
Materials:
materials
Illustrating Null and Alternative Hypothesis, Types of Error, References:
Rejection Region Calinsangan, R.R.M., et al.,
Lesson Objectives: Given varied activities, I should be able Statistics, Mateo Review Tutorial
to: and Training Center (MRTTC),
2003
1. illustrate null and alternative hypotheses; and
2. describe rejection region and type I and type II errors in Altares, P. S., et al., Elementary
hypothesis testing. Statistics with Computer
Applications,REX Book Store,
Inc., 2005
1. Introduction
Good morning, class! How are you today? Now, is our day 19! Get yourself ready as we start our
today’s lesson. Enjoy!

1. If ̂ is used as an estimate of , we can be at least )100% that the error will not exceed a
specified amount (margin of error)
a. Sample Size for Estimating
b. Sample Size for Estimating
c. Sample Size for Estimating
d. Sample Size for Estimating
2. How large a sample should be taken to be 90% sure that the error of estimation does not exceed
0.5 unit when standard deviation is 2?
a.
b.
c.
d. 51
3. How large a sample is required to be 90% sure that our estimate of population proportion is not off
by more than 0.05?
a.
b.
c.
d. 435
II. Directions: Look at the picture below and answer the question that follows.

In the Scientific Method, the third step is

formulating hypotheses. What do you think is the
significance of having hypotheses especially in
concluding results of an experiment or research?
Explain in two (2) sentences.
_____________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
____________________________________________________________________________________
_______________________________________________.


1. Do you have the
idea what hypothesis
testing is? If yes,
If no, explain.
2. Do you have the

idea what null and
alternative
hypotheses are?
B. MAIN LESSON
Today, you will learn to illustrate null and alternative hypotheses and describe rejection region and
type I and type II errors in hypothesis testing.

Question/s:
Summary:

Pre-printed Notes
Types of Error
The four possible outcomes of a Hypothesis Test
Fact
Decision Ho is true Ho is false
Do not reject Ho Correct decision Type II error (also known

as beta error)
Reject Ho Type I error (also known as Correct Decision

alpha error)
Type I error. Rejecting the null hypothesis when in fact the null hypothesis is true.
Type II error. Failure in rejecting the null hypothesis when in fact the null hypothesis is false.
The probability of committing a type I error is the probability of rejecting the true null hypothesis.
In other words, it is the probability that the test statistic will be in the rejection region if, in fact, the null
hypothesis is true. The probability of type I error is called level of significance of the hypothesis test and is
denoted by Greek letter (alpha).
One-tailed and Two-tailed Tests
One way of determining the type of test used in hypothesis testing is based on how the alternative
hypothesis is formulated. A one-tailed test is used when the alternative hypothesis is directional which
means that the value of the measures is either greater than (>) or less than (<) the other measure.
A one tailed test is a test hypothesis test for which the rejection region lies at only one tail of the
distribution. One tailed test is classified as a left-tailed test or right-tailed test. If the population mean
( ) is less than the specified value of , then it is left-tailed test for which the alternative hypothesis can
be expressed as . It is a right-tailed test if the population mean ( ) is greater than the specified
value of for which the alternative hypothesis can be expressed as .
A two-tailed test is used when the alternative hypothesis is non-directional which means that the
values of who measures of the same kind are not equal. A two-tailed tests has a not equal sign ( ) in the
alternative hypothesis. When the population mean ( ) is not equal to specified value of , then the
alternative hypothesis can be expressed as . A two-tailed test uses a hypothesis test for which the
rejection region lies on both end tails of distribution.

The following figures are the graphical representations of rejection regions for two-tailed, left-
tailed and right-tailed tests.
Three ways of stating the alternative hypothesis

(two –tailed test)
(one-tailed test)

I. Turn and Talk. Directions: Please turn to your buddy and identify the following statement as null
or alternative hypothesis. If the statement is a null hypothesis formulate the alternative hypothesis
and if it is an alternative hypothesis formulate the null hypothesis. Write your answer on the space
provided below.
1. There is a significant difference between the mean score of the students before and after the
review class.

2) There is a significant difference between the mean monthly allowance of all students of Araullo
University and students of University of Pangasinan.
3) TV viewing has no significant effect on the academic performance of freshmen business students in
the University of Iloilo.
4) There is a significant difference between the wages of construction workers and sales ladies in
Metro Manila.
II. Think-Pair-Share. Think with your pair to share and determine whether the hypothesis test to be
used from the following alternative statement is one-tailed or two-tailed test. Write your answer on
the space provided.
__________ 1. There is a significant difference between the average scores of the two samples.
__________ 2. The sample is significantly younger than the rest when they got married.
__________ 3. The proportion of young voters agreeing to the act of young military officers is higher than
the proportion of old voters.
__________ 4. There is a significant difference in the proportion of male and female students who
dropped their business mathematics subjects.
III. Independent. Directions. Solve the following problems individually.

You are going to formulate the null and alternative hypotheses for each of the following
problems. After formulating the two hypotheses, determine the hypothesis test (two-tailed, left-
tailed, right-tailed test) to be used based from the alternative hypothesis. The first one is done for
you.
1. The manufacturer of a certain brand of cigarettes claims that the average nicotine content does not
exceed 2.5 milligrams.
Ho: The average nicotine content of cigarettes is 2.5 milligrams. ( )
Ha: The average nicotine content of cigarettes is less than 2.5 milligrams. ( }
Hypothesis test: Left-tailed test
2. A farmer believes that using organic fertilizers on his plants will yield greater income. His average
income from the past was P200,000.00 per year.


Let’s continue. This time, kindly go back to the activity 1 What I Know, fill in the last column “What I
Learned” about the question regarding what you’ve read and studied. Don’t worry this will help you check
if you have already understood the lesson. There’s no need to look at your notes.
I. Directions. Look at the picture below and analyze the dialogue.
As a summary of what the lesson all about, give now the difference between Null and Alternative
hypothesis.
________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
II. Directions: Reflect about our lesson today. Please be honest. Write in the 1 st dodecagon your
strengths and weaknesses in learning Hypothesis testing and in the 2nd dodecagon are the things
you need to do in order to strengthen your weaknesses.
1st 2nd

C. LESSON WRAP-UP
Period 1 Period 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
KEY TO CORRECTIONS
1. A
2. A
3. B
ACTIVITY 3
I.
1. There is a significant difference between the mean score of the students before and after the review class.
Answer: Alternative Hypothesis
Ho: There is no significant difference between the mean score of the students before and after the review class.
2) There is a significant difference between the mean monthly allowance of all students of Araullo University and students of
University of Pangasinan.
Answer: Alternative hypothesis
Ho: There is no significant difference between the mean monthly allowance of all students of AU and students of UPang.
3) TV viewing has no significant effect on the academic performance of freshmen business students in the University of Iloilo.
Answer: Null Hypothesis
Ha: TV viewing has significant effect/s on the academic achievements of college freshmen business students in the
University of the Philippines
4) There is a significant difference between the wages of construction workers and sales ladies in Metro Manila.
Ho: There is no significant difference between the wages of construction workers and sales ladies in Metro Manila.
II.
Two-tailed _1. There is a significant difference between the average scores of the two samples.
One-tailed__2. The sample is significantly younger than the rest when they got married.
One-tailed__3. The proportion of young voters agreeing to the act of young military officers is higher than the proportion of old
voters.
Two-tailed _4. There is a significant difference in the proportion of male and female students who dropped their business
mathematics subjects.

III.
2. A farmer believes that using organic fertilizers on his plants will yield greater income. His average income from the past was
P200,000.00 per year.
Ho: The average income of organic fertilizers is P200,000.00. ( )
Ha: The average income of organic fertilizers is greater than P200,000.00 )

Teacher’s Guide Module #19
Materials:
learning materials
Illustrating Null and Alternative Hypothesis, Types of Error, References:
Rejection Region Calinsangan, R.R.M., et al.,
Lesson Objectives: Given varied activities, the students Statistics, Mateo Review Tutorial
should be able to: and Training Center (MRTTC),
2003
1. illustrate null and alternative hypotheses; and
2. describe rejection region and type I and type II errors in Altares, P. S., et al., Elementary
hypothesis testing. Statistics with Computer
Inc., 2005
Good morning, class! How are you today? Now, is our day 19! Get yourself ready as we start our
1. If is used as an estimate of , we can be at least )100% that the error will not exceed a specified
amount (margin of error)
a. Sample Size for Estimating
b. Sample Size for Estimating
c. Sample Size for Estimating
d. Sample Size for Estimating
a.
b.
c.
d. 51
3. How large a sample is required to be 90% sure that our estimate of population proportion is not off
by more than 0.05?
a.
b.
c.

d. 435
II. Directions: Look at the picture below and answer the question that follows.
In the Scientific Method, the third step is

formulating hypotheses. What do you think is the
significance of having hypotheses especially in
concluding results of an experiment or research?
Explain in two (2) sentences.
________________________________________________________________________________
_________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
_______________________________.


1. Do you have the
idea what hypothesis
testing is? If yes,
If no, explain.
2. Do you have the

idea what null and
alternative
hypotheses are?


B. MAIN LESSON
Today, you will learn to illustrate null and alternative hypotheses and describe rejection region and
type I and type II errors in hypothesis testing.
Hypothesis Testing
Hypothesis is simply a statement that something is true. It is a tentative explanation, a claim, or

an assertion about people, objects or events.
Statistical Hypothesis is any assumption or assertion made on the distribution of a population,
which is either true or false.
Hypothesis testing is a statistical procedure in determining which hypothesis is more acceptable
as true or which hypothesis is more likely to be false.
Types of Hypothesis
1. Null Hypothesis (Ho). This expresses the idea of no existence of relationship or difference
between the variable under study. This is usually designated by a not or no term.
Example:
There is no significant relationship between the attitude of students towards their subjects
and their performance rating at the end of the semester.
2. Alternative Hypothesis (Ha). This is the opposite of the null hypothesis. It states the
existence of relationship or difference.
Example:
There is a significant relationship between the attitude of students towards their subjects and their
performance rating at the end of the semester.
Question/s:
Summary:

Pre-printed Notes
Types of Error
The four possible outcomes of a Hypothesis Test

Fact
Decision Ho is true Ho is false
Do not reject Ho Correct decision Type II error (also known

as beta error)
Reject Ho Type I error (also known as Correct Decision

alpha error)
Type I error. Rejecting the null hypothesis when in fact the null hypothesis is true.
Type II error. Failure in rejecting the null hypothesis when in fact the null hypothesis is false.
The probability of committing a type I error is the probability of rejecting the true null hypothesis.
In other words, it is the probability that the test statistic will be in the rejection region if, in fact, the null
hypothesis is true. The probability of type I error is called level of significance of the hypothesis test and is
denoted by Greek letter (alpha).
One-tailed and Two-tailed Tests
One way of determining the type of test used in hypothesis testing is based on how the alternative
hypothesis is formulated. A one-tailed test is used when the alternative hypothesis is directional which
means that the value of the measures is either greater than (>) or less than (<) the other measure.
A one tailed test is a test hypothesis test for which the rejection region lies at only one tail of the
distribution. One tailed test is classified as a left-tailed test or right-tailed test. If the population mean
() is less than the specified value of , then it is left-tailed test for which the alternative hypothesis can be
expressed as . It is a right-tailed test if the population mean () is greater than the specified value of for

which the alternative hypothesis can be expressed as .
A two-tailed test is used when the alternative hypothesis is non-directional which means that the
values of who measures of the same kind are not equal. A two-tailed tests has a not equal sign () in the
alternative hypothesis. When the population mean () is not equal to specified value of , then the
alternative hypothesis can be expressed as . A two-tailed test uses a hypothesis test for which the
rejection region lies on both end tails of distribution.
The following figures are the graphical representations of rejection regions for two-tailed, left-
tailed and right-tailed tests.
Three ways of stating the alternative hypothesis

(two –tailed test)
(one-tailed test)


I. Turn and Talk. Directions: Please turn to your buddy and identify the following statement as null
or alternative hypothesis. If the statement is a null hypothesis formulate the alternative hypothesis
and if it is an alternative hypothesis formulate the null hypothesis. Write your answer on the space
provided below.
review class.
Answer: Alternative Hypothesis
Ho: There is no significant difference between the mean score of the students before and after the
review class.
2) There is a significant difference between the mean monthly allowance of all students of Araullo
University and students of University of Pangasinan.
Ho: There is no significant difference between the mean monthly allowance of all students of AU
and students of UPang.
3) TV viewing has no significant effect on the academic performance of freshmen business students in
the University of Iloilo.
Answer: Null Hypothesis
Ha: TV viewing has significant effect/s on the academic achievements of college freshmen business
students in the University of the Philippines
4) There is a significant difference between the wages of construction workers and sales ladies in
Metro Manila.
Ho: There is no significant difference between the wages of construction workers and sales ladies in
Metro Manila.

II. Think-Pair-Share. Think with your pair to share and determine whether the hypothesis test to be
used from the following alternative statement is one-tailed or two-tailed test. Write your answer on
the space provided.
Two-tailed _1. There is a significant difference between the average scores of the two samples.
One-tailed__2. The sample is significantly younger than the rest when they got married.
One-tailed__3. The proportion of young voters agreeing to the act of young military officers is higher than
the proportion of old voters.
Two-tailed _4. There is a significant difference in the proportion of male and female students who dropped
their business mathematics subjects.
(Facilitator: Independent Practice. Let the students answer the given activity.)
III. Independent. Directions. Solve the following problems individually.
You are going to formulate the null and alternative hypotheses for each of the following
problems. After formulating the two hypotheses, determine the hypothesis test (two-tailed, left-
tailed, right-tailed test) to be used based from the alternative hypothesis. The first one is done for
you.
1. The manufacturer of a certain brand of cigarettes claims that the average nicotine content does not
exceed 2.5 milligrams.
Ho: The average nicotine content of cigarettes is 2.5 milligrams. ( )

Ha: The average nicotine content of cigarettes is less than 2.5 milligrams. (}
2. A farmer believes that using organic fertilizers on his plants will yield greater income. His average
income from the past was P200,000.00 per year.
Ho: The average income of organic fertilizers is P200,000.00. ()
Ha: The average income of organic fertilizers is greater than P200,000.00 )

notes.
I. Directions. Look at the picture below and analyze the dialogue.

As a summary of what the lesson all about, give now the difference between Null and
Alternative hypothesis.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_______________________________________________________________________
II. Directions: Reflect about our lesson today. Please be honest. Write in the 1st dodecagon your

strengths and weaknesses in learning Hypothesis testing and in the 2nd dodecagon are the things
you need to do in order to strengthen your weaknesses.
1st 2nd
C. LESSON WRAP-UP
Period 1 Period 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________


SAS 19: Hypothesis test to be used in Alternative Hypothesis (Ha) can be:
One-tailed test- allow for the possibility of an effect in one direction, either to the left or to
the right tail, meaning directional. Please identify these keywords in the given:
To the left tail (showing or indicating less To the right tail (showing or indicating
than or less than) more than )
Less More /great
Less than More than/greater than
Small Big
Young Old
Decrease Increase
Short Tall
Low High
At most (less than or equal to) At least (more than or equal to)
Ex. Ex.
Ha: The average nicotine content of Ha: The average nicotine content of
cigarettes is less than 2.5 milligrams.(in cigarettes is more than 2.5 milligrams.)
English statements)
() (in Mathematical statements)
Two-tailed test- allow for the possibility of an effect in two directions, both left and right tail,
meaning non-directional. These are the commonly used keywords: a significant difference,
not equal.
For example: Ha: The average nicotine content of cigarettes is not equal to 2.5
milligrams.)
 How to write Null (Ho) or Alternative Hypothesis (Ha)?

-You may use English statements or mathematical statements.
Ho: The average nicotine Ha: The average nicotine

English Statement content of cigarettes is content of cigarettes is not
equal to 2.5 milligrams. equal to 2.5 milligrams
Mathematical statement
For example:
We want to test whether the average grade of STEM HEALTH students in GENMATH is less than 95.
Ho: The average grade of STEM HEALTH students in GENMATH is 95. (
Ho: The average grade of STEM HEALTH students in GENMATH is equal to 95.
Ha: The average grade of STEM HEALTH students in GENMATH is less than 95. ()
Note: You may use either of the two statements in formulating null or alternative
hypothesis unless it has been specified during exam on what to be used.
SAS 20
The Appropriate Test-Statistic
You have to use:
Z-TEST-if the given problem states that the number of samples being used is more
than or equal to 30;
T-TEST- if the given problem states that the number of samples being used is less
than 30; n<30
F-test is used to compare 2 or more populations’ variances.
SAS 22- Some examples in creating a null and alternative hypothesis given the
problem
Example 1:
Step 1: Null and Alternative Hypothesis

Null hypothesis will be based on what is accepted on the given problem.
Alternative hypothesis is what the researcher’s proposal to or might happen.
For example:
A random sample of 100 recorded deaths in the Philippines during the past
years showed an average life span of 71.8 years, with a standard deviation of
8.9 years. Does this seem to indicate that the average life span today is greater
than 70 years? Use a 0.05 level of significance.
(Null hypothesis: What is accepted base on the given problem?)

Null hypothesis: The average life span today is 70 years.
Alternative hypothesis: What is the researcher’s proposal that might

happen?
Based on the problem, the researcher asks this question, does this seem to
indicate that the average life span today is greater than 70 years, thus, he suggest
that maybe the average life span is higher than 70 years. Take note of the keyword
“higher”.
Alternative hypothesis: The average life span is higher than 70 years.
Example 2:
The average length of time for students to register for classes at a certain
college has been 50 minutes. A new registration procedure using modern
computing machines is being tried. If a random sample of 12 students had an
average registration time of 42 minutes with a standard deviation of 11.9 minutes
under the new system, test the hypothesis that the population mean is now less
than 50 using 0.01 level of significance. Assume the population of times to be
normal.

Null hypothesis: The average length of time for students to register for classes at
a certain college is 50 minutes

happen?
Based on the problem, the researcher suggests testing the hypothesis that the
population mean is now less than 50. Take note of the keyword “less than”.
Alternative hypothesis: The average length of time for students to register for
classes at a certain college is less than 50 minutes.
SAS 22- COMLPLETE EXAMPLES IN TESTING HYPOTHESIS

Null hypothesis will be based on what is accepted on the given problem.
Alternative hypothesis is what the researcher’s proposal to or might happen.
For example:

Null hypothesis: The average life span today is 70 years.

happen?
Based on the problem, the researcher asks this question, does this seem to
indicate that the average life span today is greater than 70 years, thus, he suggest
that maybe the average life span is higher than 70 years. Take note of the keyword
“higher”.
Alternative hypothesis: The average life span is higher than 70 years.
Step 2: Level of Significance and appropriate test statistic

(Identify the value of )
Level of Significance 0.05
Choose directional or non-directional. You will base your answer to the given
statement of your alternative hypothesis (Ha). If it indicates less than or
more than, it specifies one direction, thus, your answer will be directional
but if it indicates not equal to or if your Ha is not certain if it’s more or less,
then you have to use non-directional.
The given HA is , thus Ha is directional since it indicates greater than.
Hypothesis test can be one-tailed or two-tailed. You will base your answer on your
Ha.
If it is non-directional, then your answer will be two-tailed.
If it is directional, then your answer will be one-tailed.
Hypothesis test is one-tailed, since Ha is directional.
The appropriate test statistic can be z-test, t-test or F test.
Z-TEST-if the given problem states that the number of samples being used is more than or equal to 30;
T-TEST- if the given problem states that the number of samples being used is less than 30; n<30
F-test is used to compare 2 or more populations’ variances or groups.
Based on the problem, n is equal to 100 deaths and 100 is greater than 30. Thus, if
n≥30 you have to use Z-test.
Here are the complete answers of Step2:

Level of Significance 0.05
Ha is directional
Hypothesis test is one-tailed
The appropriate test statistic is z-test.
Step 3: Determine the Critical Region

1. In determining the critical region, identify first the appropriate test statistic,
then use the initials only in writing ,t, z or f; then identify also the value of a
2. Identify the alternative hypothesis (Ha)
3. Use the given pre-printed notes on your SAS found on Module 22 in
identifying the critical region.
4. Then, locate the critical region.
1. Base on the given problem, the appropriate test statistics is z-test,

thus you will use the initial z, then the value of a=0.05
2. Based on the given example Ha:
3. Using the guide found in your Module 22, it falls on case 1 with a
critical region of 1.96
4. Critical Region:
Step 4: Compute the z-value (We compute the z value since we are using
z-test, so if it’s t-test then you are going to compute for the t-value, please
use the formula on test statistic using the given pre-printed notes)
Computations: , ,
Step 5: Decide whether to accept or reject Ho.

Accept Ho if the given answer on STEP 4 will not fall on the critical
region.
Reject Ho if the given answer on STEP 4 will fall on the critical region.
First, go back to step 3:

Critical Region:
Your critical region is greater than 1.96 based on Step 3: .
Second, identify your answer on Step 4. The answer on Step 4 is z=2.02.

Since 2.02 is greater than 1.96, thus 2.02 can be found on the critical
region. Then you will now decide if you’re going to accept or reject Ho.
Decision: Reject Ho since the computed value of z is within the critical region
which is greater than 1.96.
Step 6: Conclusion
Follow your answer in step 5. After identifying if you are going to accept or
reject Ho. Use this guide below:
Accept Ho means you are going to follow and use the statement of Ho as your
conclusion.
Reject Ho means you are not going to follow Ho but instead you will be using
the statement of Ha or alternative hypothesis as your conclusion.
Thus based on step 5, the conclusion will be:

The average life span today is greater than 70 years.
Example 1 with complete solution for testing hypothesis

Solution:
Ho:
Ha:

Level of Significance , Ha is directional, hypothesis test is one-tailed. Since is
unknown but , then the appropriate test statistic is z-test.

Critical Region:
Step 4: Compute the z-value

Computations: , ,

Decision: Reject Ho since the computed value of z is within the critical region
which is greater than 1.96.
Step 6: Conclusion

Activity Sheet, E-learning
Identifying the Appropriate Test-Statistic and Describing materials
the Basin Steps of Testing of Hypothesis References:
Calinsangan, R.R.M., et al.,
Lesson Objectives: Given varied activities, I should be able Introduction to Probability and
to: Statistics, Mateo Review Tutorial
and Training Center (MRTTC),
1. identify the appropriate test-statistic when: (a) the
2003
population variance is assumed to be known; (b)
population variance is assumed to be unknown; and (c) Altares, P. S., et al., Elementary
the Central Limit Theorem is to be used; and Statistics with Computer
2. describe the basic steps in statistical hypothesis testing.
Inc., 2005
1. Introduction
Good morning, students! How are you feeling today? Now, is our day 20! Get yourself ready as we
start our today’s lesson. Enjoy!
1. This expresses the idea of no existence of relationship or difference between the variable under
study. This is usually designated by a not or no term.
a. Alternative hypothesis
b. Null hypothesis
c. Hypothesis testing
d. Hypothesis
2. It is a statistical procedure in determining which hypothesis is more acceptable as true or which
hypothesis is more likely to be false
b. Null hypothesis
d. Hypothesis
3. It states the existence of relationship or difference.
b. Null hypothesis
d. Hypothesis

II. Directions: Your family has a small canteen. One Saturday morning, your helper wasn’t able to go to
work since she’s sick. You decided to help your mother in cooking to ease the work. She let you cook
pork adobo however you can’t remember the order of steps she has told you before.
Below are the cooking procedures of Pinoy pork adobo. Arrange the steps into its chronological order.
Number each step from 1-6.
Cooking Procedures:
______ Remove meat from sauce.
______ In a saucepan, put pork, vinegar, 1 tbsp. garlic, bay leaf, soy sauce, salt and pepper.
______ Remove from heat and serve.
______ Add meat and fry until light brown. Add back the sauce.
______ In a pan or casserole, heat oil then sauté remaining garlic.
______ Bring to a boil then simmer uncovered until pork is tender. If it dries up then add water.
Question: In two sentences, explain how important it is to follow steps. You may cite more real life
examples besides from cooking.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

This time, fill in the first column “What I Know” about the given questions below. Don’t worry there are
no wrong answers in this part.

1. Do you have
the idea what
are the steps in
testing a
hypothesis? If
yes, support
your answer. If
no, explain.
2. Are the steps

in testing
hypothesis
important? Why
or why not?

B. MAIN LESSON
This morning, you will learn to identify the appropriate test-statistic when: (a) the population variance
is assumed to be known; (b) population variance is assumed to be unknown; and (c) the Central Limit
Theorem is to be used and describe the basic steps in statistical hypothesis testing.
Directions: Copy the concept notes in your activity sheets. You can highlight the ideas that you think can
help you understand the topic.
Question/s:
Summary:
Pre-printed Notes
Types of Test-Statistic
A z-test is used for testing the mean of a population versus a standard, or comparing the means of
two populations, with large samples whether you know the population standard deviation or not.
It is also used for testing the proportion of some characteristic versus a standard proportion, or comparing
the proportions of two populations.
Example: Comparing the average teaching salaries of men versus women.

A t-test is used for testing the mean of one population against a standard or comparing the means

of two populations if you do not know the populations’ standard deviation and when you have a limited
sample . If you know the populations’ standard deviation, you may use a z-test.
Example: Measuring the average salaries of professors from a certain university when you have a small
sample.
An F-test is used to compare 2 or more populations’ variances. The samples can be any size. It is
the basis of ANOVA. It is also used in comparing the means of two or more independent groups and in
looking at the interaction effect between the variables being analyzed.
Example: Comparing the variability of score from three sections of students.

Since you’re done with the content notes, let us see now how much you know the lesson. Here are the
activities below that you need to answer.
I. Turn and Talk. Directions: Please turn to your buddy and identify the following questions Use your
time to share ideas about the topic and answer the following questions,
What test statistic is appropriate to use when:
(a) the population variance is assumed to be known? ____________________
(b) the population variance is assumed to be unknown? ____________________
(c) the sample is greater than or equal to 30? ____________________
(d) the sample is less than 30? ____________________
II. Think-Pair-Share. Think with your pair to share and fill the words that will complete the steps in
hypothesis testing.
1. State the ____________________ and _____________________.

2. Identify the __________________ and the appropriate ______________.
3. Determine the ______________ of the test statistic.
4. Compute for the _______________.
5. Decide whether to ___________ or _______ null hypothesis.
6. State the ____________.
III. Independent. Directions. Answer the given activity below.

A. Directions. Determine the appropriate test statistics (z-test or t-test) that will be applied for each of
the following problem statements. Write your answer on the space provided.
_________1. A sample of 70 observations was selected from a normal population. The sample mean is
2.78 and the sample standard deviation is 0.83. Another sample of 58 observations was
selected from a normal population. The mean sample is 2.63 and the sample standard
deviation is 0.75

__________2. A district supervisor of a certain school surveyed 28 randomly selected teachers and found
that they work an average of 42.6 hours a week and the standard deviation was 3.75 hours.
__________3. A researcher randomly selected a sample of 550 residents and found that 495 of them do
have household pets.
__________4. An agronomist randomly selected 20 matured calamansi trees of one variety and have a
mean height of 10.8 feet with standard deviation of 1.25 feet, while 12 randomly selected
calamansi trees of another variety have a mean height of 9.6 feet with standard deviation of
1.45.
__________5. Determine who among the three salesmen will most likely be promoted based on their
monthly sales in pesos.
B. Directions: The following are the keywords of the steps in testing of statistical hypothesis. Number
each item according to the order of steps.
__________ Conclusion __________ Ho and Ha

__________ Critical Value __________ Reject or Don’t Reject Ho
__________ Z-value or T-value __________ Test Statistic and

Let’s continue. In this part, kindly go back to the activity 1 What I Know, fill in the last column “What I
Learned” about the question regarding what you’ve read and studied. Don’t worry this will help you
check if you have already understood the lesson. There’s no need to look at your notes.
Hurray! Almost done! Let’s check how much you’ve learned from our lesson today.
I. Directions. Fill out the 3-2-1 exit ticket by writing what is/are asked. Make sure to complete the
chart in order for you to finally conclude the lesson.
3-2-1 Exit Ticket

II. Directions: Reflect about our lesson today. Please be honest. Write in the 1 st notepad your strengths
and weaknesses in learning Test statistics and in the 2nd notepad are the things you need to do in order
to strengthen your weaknesses.
1st 2nd
C. LESSON WRAP-UP
Period 1 Period 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

KEY TO CORRECTIONS
I. II
1. B 4-1-6-2-5-3
2. C
3. A
ACTIVITY 3
I.
(a) the population variance is assumed to be known? Answer: z-test
(b) the population variance is assumed to be unknown? Answer: t-test
(c) the sample is greater than or equal to 30? Answer: z-test
(d) the sample is less than 30? Answer: t-test
II.
1. State the null hypothesis and alternative hypothesis.
2. Identify the level of significance and the appropriate test statistic.
3. Determine the critical region of the test statistic.
4. Compute for the z-value or t-value.
5. Decide whether to accept or reject null hypothesis.
6. State the conclusion.
III.
1. z-test
2. t-test
3. z-test
4. t-test
5. t-test
Let’s call it a day! I will see you again next meeting for more exciting and enjoyable Math activities.


Board and pen, Module, E-
Identifying the Appropriate Test-Statistic and Describing learning materials
the Basin Steps of Testing of Hypothesis References:
Calinsangan, R.R.M., et al.,
Lesson Objectives: Given varied activities, the students Introduction to Probability and
should be able to: Statistics, Mateo Review Tutorial
and Training Center (MRTTC),
1. identify the appropriate test-statistic when: (a) the
2003
population variance is assumed to be known; (b)
population variance is assumed to be unknown; and (c) Altares, P. S., et al., Elementary
the Central Limit Theorem is to be used; and Statistics with Computer
2. describe the basic steps in statistical hypothesis testing.
Inc., 2005
Good morning, students! How are you feeling today? Now, is our day 20! Get yourself ready as we
start our today’s lesson. Enjoy!
b. Null hypothesis
d. Hypothesis
b. Null hypothesis
d. Hypothesis
b. Null hypothesis

d. Hypothesis
II. Directions: Your family has a small canteen. One Saturday morning, your helper wasn’t able to go to
work since she’s sick. You decided to help your mother in cooking to ease the work. She let you cook
pork adobo however you can’t remember the order of steps she has told you before.
Below are the cooking procedures of Pinoy pork adobo. Arrange the steps into its chronological order.
Number each step from 1-6.
Cooking Procedures:
___4___ Remove meat from sauce.
___1___ In a saucepan, put pork, vinegar, 1 tbsp. garlic, bay leaf, soy sauce, salt and pepper.
___6___ Remove from heat and serve.
___2___ Add meat and fry until light brown. Add back the sauce.
___5___ In a pan or casserole, heat oil then sauté remaining garlic.
___3___ Bring to a boil then simmer uncovered until pork is tender. If it dries up then add water.
Question: In two sentences, explain how important it is to follow steps. You may cite more real life
examples besides from cooking.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________


1. Do you have
the idea what
are the steps in
testing a
hypothesis? If
yes, support
your answer. If
no, explain.
2. Are the steps

in testing
hypothesis
important? Why

or why not?
B. MAIN LESSON
This morning, you will learn to identify the appropriate test-statistic when: (a) the population variance
is assumed to be known; (b) population variance is assumed to be unknown; and (c) the Central Limit
Theorem is to be used and describe the basic steps in statistical hypothesis testing.
Directions: Copy the concept notes in your activity sheets. You can highlight the ideas that you think can
help you understand the topic.
STEPS IN TESTING A HYPOTHESIS
1. Formulate the null and alternative hypothesis.

3. Determine the critical value/tabular value for the test. Obtained the value from tables using the
value of for one-tailed test and for two tailed test.
4. Compute the z-value or t-value
5. Decide whether to accept or reject the null hypothesis.
The null hypothesis is accepted when the absolute value of the computed value of z or t is less
than the absolute value of the critical value, otherwise reject the null hypothesis.
Question/s:
Summary:
Pre-printed Notes
Types of Test-Statistic
A z-test is used for testing the mean of a population versus a standard, or comparing the means of
two populations, with large samples whether you know the population standard deviation or not. It is also
used for testing the proportion of some characteristic versus a standard proportion, or comparing the

proportions of two populations.
Example: Comparing the average teaching salaries of men versus women.

A t-test is used for testing the mean of one population against a standard or comparing the means
of two populations if you do not know the populations’ standard deviation and when you have a limited
sample . If you know the populations’ standard deviation, you may use a z-test.
Example: Measuring the average salaries of professors from a certain university when you have a small
sample.
An F-test is used to compare 2 or more populations’ variances. The samples can be any size. It is
the basis of ANOVA. It is also used in comparing the means of two or more independent groups and in
looking at the interaction effect between the variables being analyzed.
Example: Comparing the variability of score from three sections of students.

activities below that you need to answer.
I. Turn and Talk. Directions: Please turn to your buddy and identify the following questions Use your
time to share ideas about the topic and answer the following questions,
What test statistic is appropriate to use when:
(a) the population variance is assumed to be known? Answer: z-test
(b) the population variance is assumed to be unknown? Answer: t-test
(c) the sample is greater than or equal to 30? Answer: z-test
(d) the sample is less than 30? Answer: t-test

II. Think-Pair-Share. Think with your pair to share and fill the words that will complete the steps in
hypothesis testing.
1. State the null hypothesis and alternative hypothesis.

3. Determine the critical region of the test statistic.
4. Compute for the z-value or t-value.
5. Decide whether to accept or reject null hypothesis.

III. Independent. Directions. Answer the given activity below.
A. Directions. Determine the appropriate test statistics (z-test or t-test) that will be applied for each of
___z-test__1. A sample of 70 observations was selected from a normal population. The sample mean is
deviation is 0.75
___t-test__2. A district supervisor of a certain school surveyed 28 randomly selected teachers and found
___z-test__3. A researcher randomly selected a sample of 550 residents and found that 495 of them do
___t-test__4. An agronomist randomly selected 20 matured calamansi trees of one variety and have a
1.45.
___F-test__5. Determine who among the three salesmen will most likely be promoted based on their
B. Directions: The following are the keywords of the steps in testing of statistical hypothesis. Number
each item according to the order of steps.
_____6_____ Conclusion _____1_____ Ho and Ha

_____3_____ Critical Value _____5_____ Reject or Don’t Reject Ho
_____4_____ Z-value or T-value _____2_____ Test Statistic and

Let’s continue. In this part, kindly go back to the activity 1 What I Know, fill in the last column “What I
Learned” about the question regarding what you’ve read and studied. Don’t worry this will help you
check if you have already understood the lesson. There’s no need to look at your notes.
Hurray! Almost done! Let’s check how much you’ve learned from our lesson today.
I. Directions. Fill out the 3-2-1 exit ticket by writing what is/are asked. Make sure to complete the
chart in order for you to finally conclude the lesson.

3-2-1 Exit Ticket
II. Directions: Reflect about our lesson today. Please be honest. Write in the 1st notepad your strengths
and weaknesses in learning Test statistics and in the 2nd notepad are the things you need to do in order
to strengthen your weaknesses.
1st 2nd

C. LESSON WRAP-UP
Period 1 Period 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Section:_________________________Schedule: ______________________ Date: ____________________
THIRD PERFORMANCE TASK
Learning Objectives: Given varied activities, I should be Materials:

able to: Activity Sheet
1. complete the task honestly and correctly.
Directions: Answer all the items below. Make sure you work with your group mates. Use a sheet of paper
for your answers and solutions.
I. Using Venn Diagram, differentiate z-test and t-test.

II. Differentiate the Type 1 and Type 2 Error in doing Hypothesis Testing.
III. Find the sample size of each item.
IV. Find the confidence level for each item.
1. How much confidence does the estimation of has if the computed sample size is 10609 with
standard deviation of 12 with error margin of 0.3?
2. How much confidence does the estimation of has if the computed sample size is 271 with margin
of error of 0.04997?
V. Complete the table.

Level Error Deviation ( ) Sample Size
1 90% 0.5 unit 12
2 95% 0.09 unit 1.4
VI. Determine whether the hypothesis test to be used from the following alternative
statement is one-tailed or two-tailed test. Write your answer on the space provided.
1. There is a significant difference between the average grades of the two sections.
2. The sample is significantly younger than the rest when they got married.

3. There is a significant difference in the proportion of male and female students who passed the
Achievement Test.
VII. Identify the following statement as null or alternative hypothesis.
performance task.
2. The monthly allowance of the students in UPang has no significant difference with the monthly
allowance of the students in CDD.
VIII. Hypothesis Testing
The average length of time for students to enrol has been 50 minutes. If a random sample of 12
students incurred an average enrolment time of 42 minutes with a standard deviation of 11.9 minutes
under a new enrolment system, test the hypothesis that the population mean is now less than 50
using a 0.05 level of significance. Assume that the length of time of the population is normal.

Section: ____________
Group No. ___________
LEADER: ___________________________________
NOTE: Leader of each group must complete the table of assessment. The score of the leader will depend on the over-
all output while the score of the members will depend on the over-all output and to his/her score on the table of
assessment.
Participation Willingness to Behavior Total
Name of Member
and Effort Learn/Answer (10 pts) (40)
(20 pts) (10 pts)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.

20.

Materials:
materials
Hypothesis Testing for the Population Mean References:
Deauna, M. C., Applied Statistics
Lesson Objectives: Given varied activities, I should be able 1, C & E Publishing, Inc., 2011
to:
1. distinguish tests concerning comparison between the Probability and Statistics Third
population mean and sample mean; and Edition, Pearson Education South
2. solve problems that involves hypothesis testing for the Asia Pte Ltd. 2006
population mean.
v=pfrZYfcfJEA
1. Introduction
Good morning, students! How are you today? How were the previous activities? So now, is our day
22! Get yourself ready as we start our today’s lesson. Enjoy!

b. Null hypothesis
d. Hypothesis

b. Null hypothesis
d. Hypothesis

b. Null hypothesis
d. Hypothesis

II. Directions: Watch a video clip that is good for 6 minutes and after the video you are given four
minutes to answer the questions below.
Refer to the link to watch the video https://www.youtube.com/watch?v=pfrZYfcfJEA
This is the formula in computing for the z-statistic score.

Question: Name the four (4) representations/symbols in the left
part of the equation and express the whole formula in words .
III.
IV.
V.
VI.
VII.


1. Do you have the
idea on how to
distinguish tests
concerning
comparison between
the population mean
and sample mean? If
yes, support your
answer. If no,
explain.
2. Do you have the

idea on how to solve
problems involving
hypothesis testing
for the population
mean?
Great! You’ve shared your ideas about the given question.

B. MAIN LESSON
Today, you will learn to distinguish tests concerning comparison between the population mean and
sample mean and solve problems involving hypothesis testing for the population mean.
Question/s:
Summary:
Pre-printed Notes
The table below summarizes the formulas in computing the test statistic value for each case.
Alternative
Null Hypothesis
Hypothesis Test Statistic Rejection Region
Ho
Ha
Case 1: is known
√
| |

Case 2: is not known
√
| |
but
√
| |
Critical Value of Z
Level of Significance
Test Type 0.10 0.05 0.025 0.01
One-tailed 1.28 1.645 1.96 2.33
Two-tailed 1.645 1.96 2.33 2.575
***Note: For critical value of t, look at the table for t-distribution.

A random sample of 100 recorded deaths in the Philippines during the past years showed an
average life span of 71.8 years, with a standard deviation of 8.9 years. Does this seem to indicate
that the average life span today is greater than 70 years? Use a 0.05 level of significance.
Solution:
Ho:
Ha: ____________

Level of Significance , Ha is directional, hypothesis test is one-tailed. Since is unknown but
, then the appropriate test statistic is z-test.


Critical Region:

Computations: , ,

Decision:
_______________________________________________________________________________
Step 6: Conclusion
The average life span today is _______________________________.
II. Think-Pair-Share. Think with your pair to share and answer the given question.
The average length of time for students to register for classes at a certain college has been 50
minutes. A new registration procedure using modern computing machines is being tried. If a random
sample of 12 students had an average registration time of 42 minutes with a standard deviation of
11.9 minutes under the new system, test the hypothesis that the population mean is now less than 50
using 0.01 level of significance. Assume the population of times to be normal.

Ho:_______________
Ha: ______________

__________________________________________________________________________________
_______________________________________________________________________________

Critical Region:
______________
______________

Computations: , ,
_____________________________

__________________________________________________________________________________

Step 6: Conclusion
_______________________________________________________________________________
III. Independent. Directions. Solve the problem individually.
A manufacturer of sports equipment has developed a new synthetic fishing line that he claims has
a mean breaking strength of 8 kilograms with a standard deviation of 0.5 kilogram. Test the hypothesis
that kilograms against the alternative hypothesis kilograms if a random sample of 50 lines is
tested and found to have a mean breaking strength of 7.8 kilograms. Use a 0.01 level of significance.
This time, kindly go back to the activity 1 What I Know, fill in the last column “What I Learned”
about the question regarding what you’ve read and studied. Don’t worry this will help you check if
you have already understood the lesson. There’s no need to look at your notes.

I. Directions. Answer the questions below.
1. Based from our discussion, what does it mean of the shaded and not shaded portions of a curve?
2. Graphically and numerically speaking, how can we say that the Null hypothesis is to be rejected
or accepted?
II. Directions: Reflect about the lesson today. Please be honest. Write in the left part of the
normal curve your strengths and weaknesses in learning Hypothesis for population mean and in
the right part of the normal curve are the things you need to do in order to strengthen your
weaknesses.
C. LESSON WRAP-UP
Period 1 Period 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
KEY TO CORRECTIONS
1. B
2. C
3. A
ACTIVITY 3
I.
Ha:

Computations: , ,
√ √

Decision: Reject Ho since the computed value of z is within the critical region which is greater than 1.96.
Step 6: Conclusion
II.

Ho:
Ha:
Level of Significance , Ha is directional, hypothesis test is one-tailed. Since is unknown and , then the
appropriate test statistic is t-test.

Critical Region:

Computations: , ,
√ √
Decision: Accept Ho since the computed value of t is not within the critical region which is greater than .
Step 6: Conclusion

The average length of time of registration under the new system is less than 50 minutes.
III.
Ho:
Ha:
Level of Significance , Ha is non-=directional, hypothesis test is two-tailed. Since is known, then the appropriate test
statistic is z-test.
Critical Region: | |
| |
Computations: , ,
√ √

Decision: Reject Ho since the absolute value of computed value of z is within the critical region which is greater than 2.575.
Step 6: Conclusion
The average breaking strength is not equal to 8 but is, in fact, less than 8 kilograms.
Let’s call it a day! I will see you again next meeting for more exciting and enjoyable Math activities!

Materials:
learning materials
Hypothesis Testing for the Population Mean References:
Lesson Objectives: Given varied activities, the students 1, C & E Publishing, Inc., 2011
should be able to:
1. distinguish tests concerning comparison between the Probability and Statistics Third
population mean and sample mean; and Edition, Pearson Education South
2. solve problems that involves hypothesis testing for the Asia Pte Ltd. 2006
population mean. https://www.youtube.com/watch?
v=pfrZYfcfJEA
b. Null hypothesis
d. Hypothesis

b. Null hypothesis
d. Hypothesis

b. Null hypothesis

d. Hypothesis
II. Directions: Watch a video clip that is good for 6 minutes and after the video you are given four
Refer to the link to watch the video https://www.youtube.com/watch?v=pfrZYfcfJEA
This is the formula in computing for the z-statistic score.

Question: Name the four (4) representations/symbols in the left
part of the equation and express the whole formula in words.
III.
IV.
V.
VI.
VII.


1. Do you have the
idea on how to
distinguish tests
concerning
comparison between
the population mean
and sample mean? If
yes, support your
answer. If no,
explain.
2. Do you have the

problems involving
hypothesis testing
for the population
mean?


B. MAIN LESSON
Today, you will learn to distinguish tests concerning comparison between the population mean and
sample mean and solve problems involving hypothesis testing for the population mean.
Hypothesis Testing for the Population Mean
In dealing with hypothesis tests for population mean, three cases may arise: (1) the population
standard deviation is known; (2) the population standard deviation is not known; and (3) the
population standard deviation is not known but sample size exceeds 30.
Question/s:
Summary:
Pre-printed Notes
The table below summarizes the formulas in computing the test statistic value for each case.
Alternative
Null Hypothesis
Hypothesis Test Statistic Rejection Region
Ho
Ha
Case 1: is known

but
Critical Value of Z
Test Type 0.10 0.05 0.025 0.01
One-tailed 1.28 1.645 1.96 2.33
Two-tailed 1.645 1.96 2.33 2.575
***Note: For critical value of t, look at the table for t-distribution.

A random sample of 100 recorded deaths in the Philippines during the past years showed an
average life span of 71.8 years, with a standard deviation of 8.9 years. Does this seem to indicate
that the average life span today is greater than 70 years? Use a 0.05 level of significance.
Solution:
Ho:
Ha:

Level of Significance , Ha is directional, hypothesis test is one-tailed. Since is unknown but , then the
appropriate test statistic is z-test.


Critical Region:

Computations: , ,

Decision: Reject Ho since the computed value of z is within the critical region which is greater than
1.96.
Step 6: Conclusion

The average length of time for students to register for classes at a certain college has been 50
minutes. A new registration procedure using modern computing machines is being tried. If a random
sample of 12 students had an average registration time of 42 minutes with a standard deviation of
11.9 minutes under the new system, test the hypothesis that the population mean is now less than 50
using 0.01 level of significance. Assume the population of times to be normal.

Ho:
Ha:

Level of Significance , Ha is directional, hypothesis test is one-tailed. Since is unknown and , then the
appropriate test statistic is t-test.

Critical Region:

Computations: , ,


Decision: Accept Ho since the computed value of t is not within the critical region which is greater than
.
Step 6: Conclusion
The average length of time of registration under the new system is less than 50 minutes.
a mean breaking strength of 8 kilograms with a standard deviation of 0.5 kilogram. Test the hypothesis
that kilograms against the alternative hypothesis kilograms if a random sample of 50 lines is tested
and found to have a mean breaking strength of 7.8 kilograms. Use a 0.01 level of significance.

Ho:
Ha:

Level of Significance , Ha is non-=directional, hypothesis test is two-tailed. Since is known, then the
appropriate test statistic is z-test.

Critical Region:

Computations: , ,

Decision: Reject Ho since the absolute value of computed value of z is within the critical region which is
greater than 2.575.
Step 6: Conclusion
The average breaking strength is not equal to 8 but is, in fact, less than 8 kilograms.


1. Based from our discussion, what does it mean of the shaded and not shaded portions of a curve?
2. Graphically and numerically speaking, how can we say that the Null hypothesis is to be rejected
or accepted?
II. Directions: Reflect about the lesson today. Please be honest. Write in the left part of the
normal curve your strengths and weaknesses in learning Hypothesis for population mean and in
the right part of the normal curve are the things you need to do in order to strengthen your
weaknesses.

C. LESSON WRAP-UP
Period 1 Period 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Materials:
materials
Hypothesis Testing for Population Proportions References:
to:
1. distinguish test of hypotheses for population proportion; Probability and Statistics Third
and Edition, Pearson Education South
2. perform hypothesis testing for population proportion. Asia Pte Ltd. 2006
v=Pkyb05DZdZg
1. Introduction
Good morning, class! You’re done with the 2nd Achievement Test. So now, is our day 24! Get yourself
ready as we start our today’s lesson. Enjoy!
a mean breaking strength of 8 kilograms with a standard deviation of 0.5 kilogram. Test the
hypothesis that kilograms against the alternative hypothesis kilograms if a random sample
of 50 lines is tested and found to have a mean breaking strength of 7.8 kilograms. Use a 0.01 level of
significance.
1. What is the null hypothesis?

a. Ho:
b. Ho:
c. Ho:
d. Ho:
2. What is the alternative hypothesis?

a. Ha:
b. Ha:
c. Ha:
d. Ha:

3. Determine the critical value

a. 1.96
b. 1.645
c. 2.575
d. 1.546
II. Directions: Please watch a video clip that is good for 7 minutes and after the video you are given
three minutes to answer the question below.
Refer to this link to watch the video https://www.youtube.com/watch?v=Pkyb05DZdZg
Question: Look at the picture at the right.

It shows us the formula on how to compute for the
Confidence Intervals of sample proportion.
From what we have discussed last meeting how
important for us to know the values of Confidence
Intervals?
______________________________________
_________________________________________
__________________________________________
__________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

In this part, fill in the first column “What I Know” about the given questions below. Don’t worry

1. Do you have the
idea on how to
distinguish test of
hypotheses for
population
proportion? If yes,
If no, explain.

2. Do you have the

idea on how to
perform hypothesis
testing for population
proportion?
If yes, please share.
If no, support your
answer.

B. MAIN LESSON
This time, you will learn to distinguish test of hypotheses for population proportion and perform
hypothesis testing for population proportion.
Question/s:

Summary:

Directions: Analyze the given example on how the hypothesis test for population proportion was
being tested.
The president of a university is in need of an academic vice president and wants the approval of
more than 50% of the faculty for his candidate. He wants statistical significance and the
absolute value. Out of 120 randomly selected faculty members, 55 approved. Is this sufficient
to appoint the candidate? Use 0.05 level of significance.

Ho: p = 0.5
Ha: p > 0.5
Step 2: Level of Significance


The critical value at the 0.05 level of significance is 1.96

With ̂ = = 0.4583 and p0 = 0.5
̂
=
√ √

Decision: Accept Ho since the computed value is within the critical value.
Step 6: Conclusion
There is no sufficient evidence to conclude that p > 0.5. This means that more than 55
faculty members should approve the candidate.
Directions: Solve for the z-value of the given problem.
A barangay chairman claims that at least 85% of the residents in his barangay have
household pets. To test this claim, a researcher randomly selected a sample of 550 residents and
find that 495 of them do have household pets. At 0.05 level of significance what can you conclude?
Suppose the national unemployment rate is 3.5%. In a survey of n = 450 people in a rural
Wisconsin county, 22 people are found to be unemployed. County officials apply for state aid based on
the claim that the local unemployment rate is higher than the national average. Test this claim at the
.05 significance level.


Critical Region:

Computations:


______________________________________________________________________________
Step 6: Conclusion
_______________________________________________________________________________
_________________________________________________________________________________
A random sample of n = 750 people is selected, of whom 92 are left-handed. Use these sample
data to test the claim that 10% of the population is left handed.

Ho : _______
Ha:

_________________________

Critical Region:

Computations:

Decision: _________________________________________________________________
Step 6: Conclusion
__________________________________________________________________________________

In this part, kindly go back to the activity 1 What I Know, fill in the last column “What I Learned”


What do you think is the importance of choosing the appropriate test statistic in a particular
study?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.
II. Directions: Reflect about the lesson today. Please be honest. Write in the upper part your
strengths and weaknesses in learning Hypothesis testing for population proportions and in the
lower part are the things you need to do in order to strengthen your weaknesses.
C. LESSON WRAP-UP
Period 1 Period 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________


____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
KEY TO CORRECTIONS
1. A
2. B
3. C
ACTIVITY 3
I. Answer: z = 3.28
II.

Critical Region:

Computations:
With ̂ = = 0.0489 and p0 = 0.035
̂
=
√ √
= = 1.6
Decision: Accept Ho since the computed value of z is within the critical region.
Step 6: Conclusion
There is not enough evidence to support the claim that this particular county has an employment rate higher than
the national average.
III.

Ho : p=0.10
Ha:

Critical Region:

Computations:
With ̂ = = 0.12267 and p0 = 0.10
̂
z=
√
z=
z = 2.07

Decision: Reject Ho since the computed value of z is not within the critical region.
Step 6: Conclusion
The claim that 10% of the population is left handed satisfied at 0.05 significance level.

Materials:
materials
Illustrating Analysis of Variance (ANOVA) References:
to:
1. analyze and solve problems on determining differences Probability and Statistics Third
between two variances through ANOVA; and Edition, Pearson Education South
2. apply the one-way analysis of variance in testing Asia Pte Ltd. 2006
significance of more than two means.
v=ITf4vHhyGpc
1. Introduction
I. Directions: Read and answer each item below and encircle the letter of your choice.
1. The formula of population proportion of hypothesis testing is
̂
a.
√
̂
b.
√
̂
c.
√
d.
√
For items 2 to 3. The president of a university is in need of an academic vice president and wants the
approval of more than 50% of the faculty for his candidate. He wants statistical significance and
the absolute value. Out of 120 randomly selected faculty members, 55 approved. Is this
sufficient to appoint the candidate? Use 0.05 level of significance.
2. What is the null hypothesis?

a. Ha:
b. Ho:
c.
d. Ho:

3. What is the z-value?

a.
b.
c.
d.
II. Directions: Please watch a video clip that is good for 5 minutes and after the video, you are given
five minutes to answer the questions below.
Refer to the link to watch the video https://www.youtube.com/watch?v=ITf4vHhyGpc
Question: In the picture are three graphical curves.

Do you think they are different in the whole
scheme of things?
Why or why not?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________


1. Do you have the
problems on
determining
differences between
two variances
through ANOVA? If
yes, support your
answer. If no,
explain.
2. Do you have the

idea on how to apply
the one-way analysis
of variance in testing
significance of more
than two means?

Great job! You’ve shared your ideas about the given questions.
B. MAIN LESSON
Today, you will learn to analyze and solve problems on determining differences between two
variances through ANOVA and apply the one-way analysis of variance in testing significance of
more than two means.

Question/s:
Summary:

your time to share ideas about the topic and answer the following questions. This first activity is
done for you.
Consider the three groups of seven students, where each group is subjected to one of the three
strategies or methods of teaching. Group A was exposed to an exploratory approach, group B for
cooperative learning, group C for traditional method. The grades of students are presented below.
Test if there is a difference in the 3 methods or strategies of teaching at 5% level of significance.
Students Group A Group B Group C Group A Group B Group C
Exploratory Cooperative Traditional
Xa Xb Xc (Xa)2 (Xb)2 (Xc)2
1 85 86 100 7225 7396 10000
2 90 88 89 8100 7744 7921
3 92 89 88 8464 7921 7744
4 88 90 87 7744 8100 7569
5 91 87 83 8281 7569 6889
6 93 88 85 8649 7744 7225

7 89 91 80 7921 8281 6400
Solution:
1. Ho: There is no significant difference among the three methods of strategies of teaching.
Ha: There is a significant difference among the three methods of strategies of teaching.
2. Level of significance a= 0.05, test statistic to be use: ANOVA
3. From table of critical values of F column 2 row 18, the tabular value of F = 3.55
4. Compute for:
a. Total Sum of Squares (TSS)

∑
TSS =
TSS = 164,887 – (1859)2 / 21
Where ∑X2 = ∑(Xa)2 + ∑(Xb)2 + ∑(Xc)2

= 56384 + 54755 + 53748
= 164887
∑X = ∑(Xa) +∑(Xb) + ∑(Xc)
= 628 + 619 + 612
=1859
b. Sum of Squares Between-Column(SSb)

SSb = (1/# rows) ∑ (sum of each column)2 – (∑x)2/N
= (1/7) [(628)2 + (619)2 + (612)2] – (1859)2 / 21
= 18.38
c. Sum of Squares Within-Column(SSw)

SSw = TSS - SSb
= 321 – 18.38
= 302.86
d. Mean Sum of Squares Between(MSSb)

MSSb = SSb/dfb Where dfb = # of columns – 1
= 18.38 / 2 = 3-1 =2
= 9.19
e. Mean Sum of Squares Within (MSSw)

MSSw = SSw / dfw Where dfw = (row*column) – c
= 302.86 / 18 = (7*3) – 3 = 18
= 16.825
f. F- value = MSSb / MSSw

= 9.19 / 16. 83
= 0.546

5. Decision:
Accept Ho since the computed value of 0.546 is less than the tabular value of 3.55.
6. Conclusion:
Therefore, the three strategies of teaching are not significantly from each other at 5% level of
significance.
II. Think-Pair-Share. Think with your pair to share and answer the given problem.
Three brands of infant powdered milk (infant’s formula) were given to three groups of 8 infants
each and the results were monitored for a certain period of time. The results in terms of weight gains are
tabulated below: Test if there is a difference among the three brands of powdered milks at 1% level of
significance.
Respondent Brand A Brand B Brand C
1 4.5 3.2 3.0
2 4.1 3.0 2.8
3 3.0 3.8 3.2
4 5.3 3.9 3.6
5 4.8 4.2 3.5
6 2.7 3.1 3.5
7 4.3 4.0 3.9
8 3.8 3.3 3.6

Ho:
Ha:

________________________________________

_____________________________

Computations:

Decision: ______________________________________________________________________
Step 6: Conclusion
____________________________________________________________________________________
____________________________________________________________________________________
Determine who among the three salesmen will most likely be promoted based on their monthly
sales in peso? Use 5% level of significance.
A B C A2 B2 C2
12000 15500 12899 144000000 240250000 166384201
10000 12500 16000 100000000 156250000 256000000
10900 12000 15000 118810000 144000000 225000000
18000 13000 12700 324000000 169000000 161290000
16000 14000 15000 256000000 196000000 225000000
14400 15888 13000 207360000 252428544 169000000
14400 12300 12000 207360000 151290000 144000000
15500 15000 16000 240250000 225000000 256000000
18800 19000 16000 353440000 361000000 256000000
130000 129188 128599 1951220000 1895218544 1858674201

Ho: ______________________________________________________________________________
Ha: ______________________________________________________________________________


____________________________________________

Critical Region:

Computed value: ______________

Decision: ______________________________________________________________________
Step 6: Conclusion
____________________________________________________________________________________

This time, kindly go back to the activity 1 What I Know, fill in the last column “What I Learned” about
the question regarding what you’ve read and studied. Don’t worry this will help you check if you have
already understood the lesson. There’s no need to look at your notes.
Directions: Reflect about the lesson today. Please be honest with your answer. Write in the 1st apple
your strengths and weaknesses in learning ANOVA and in the 2nd apple are the things you need to do in
order to strengthen your weaknesses.
1st
2nd
C. LESSON WRAP-UP


Period 1 Period 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
KEY TO CORRECTIONS
I.
1. A
2. B
3. C
ACTIVITY 3
II.
Ho:
Ha:

Level of Significance , F anova

Critical Region: 5.78

Computations:
F value = 4.94

Decision: Accept Ho since the computed value of F is within the critical region.
Step 6: Conclusion
The mean growth of the 3 groups of infants given the three brands of infant powdered milk
(infant formula) has no significant difference at 1% level of significance.
III.

Ho: There is no significant difference in the mean sales of the three candidates for promotions.
Ha: There is a significant difference in the mean sales of the three candidates for promotions.


Critical Region:

Computed value: 0.00974

Decision: Accept Ho since the computed value of z is not within the critical region.
Step 6: Conclusion
There is no significant difference between the sales of salesmen A, B, C.

Materials:
materials
Calculating the Pearson’s Correlation Coefficient References:
to:
1. define correlation; and Probability and Statistics Third
2. calculate the Pearson’s correlation coefficient. Edition, Pearson Education South
Asia Pte Ltd. 2006
v=2B_UW-RweSE
1. Introduction
Good morning, students! How are you today? Now, is our day 26! Get yourself ready as we start our
I. Directions: Answer the following questions below. Encircle the letter of your choice.
1. Which of the following is not true about the assumptions that met in the use of ANOVA?
a. The various groups are assumed to be with normal populations.
b. The variance of the different groups is assumed to be equal.
c. The random samples in the groups should be independent.
d. The uses of single factor, fixed effects model to compare the effects of the factor on a
continuous dependent variable
2. It is a comparison test used to determine the significant difference among normal population
means.
a. Z test
b. ANOVA
c. T-test
d. L-test
3. It uses a single factor, fixed effects model to compare the effects of the factor (for example, brands
of coffee, types of retail stores) on a continuous dependent variable.
a. One-way classification
b. Two-way classification
c. Three-way classification
d. fourth-way classification

II. Directions: Watch a video clip that is good for 5 minutes and after the video, you are given five
Refer to the link to watch the video https://www.youtube.com/watch?v=2B_UW-RweSE
1. What is the topic in the video? _______________________________________________

______________________________________________________________________________
______________________________________________________________________
______________________________________________________________________________

In this part, fill in the first column “What I Know” about the given questions below. Don’t worry

1. Do you have the
idea what correlation
is? If yes, support
your answer. If no,
explain.
2. Do you have the

idea on how to
calculate the
Pearson’s correlation
coefficient?
If yes, please share.
If no, support your
answer.

B. MAIN LESSON
Today, you will learn to define correlation and calculate the Pearson’s correlation coefficient.

Question/s:
Summary:
Pre-printed Notes
Pearson’s r Formula
√[ ( ) ][ ( ) ]
Where,
= Pearson Product Moment Coefficient of Correlation
= sample size
= the summation of the product of x and y
= the product of the summation of x and the summation of y
= summation of the squares of x
= summation of the squares of y
The quantitative interpretation of the degree of linear relationship existing is shown in the following range
of values.
r Interpretation
Perfect positive (negative) correlation
Very high positive correlation

High positive (negative) correlation
Moderately positive (negative) correlation
Low positive (negative) correlation
Negligible positive (negative) correlation
No correlation

activities below that you need to answer. You can use the back portion of this SAS for your solutions.
I. Turn and Talk. Directions: Please turn to your buddy and discuss the following questions. Use your
time to share ideas about the topic and answer the following questions. This activity is done for you.
Read and understand.
Computing Pearson Correlation Coefficient (Pearson’s r)

Directions: Study on how the Pearson Correlation Coefficient was computed.
Below are the midterm (x) and final (y) examination grades. Compute for the Pearson
Correlation Coefficient.
X y
75 80
70 75
65 65
90 95
85 90
85 85
80 90
70 75
65 70
90 90
Solution:
In order to solve the Pearson’s r conveniently, we must add columns and rows to solve for the other
notations in the formula in solving Pearson’s correlation coefficient. That is

X y xy
75 80 5625 6400 6000
70 75 4900 5625 5250
65 65 4225 4225 4225
90 95 8100 9025 8550
85 90 7225 8100 7650
85 85 7225 7225 7225
80 90 6400 8100 7200
70 75 4900 5625 5250
65 70 4225 4900 4550
90 90 8100 8100 8100
∑x = 775 ∑y = 815 = 60, 925 =67, 325 ∑xy = 64, 000
Computation for r:
√[ ( ) ][ ( ) ]
( ) ( )
√[ ( ) ( ) ][ ( ) ( ) ]
Interpretation: There is a very high positive correlation between the midterm and final grades.
II. Think-Pair-Share. Think with your pair to share and solve for the Pearson Correlation Coefficient of
the following given data below. Also, include its interpretation.
x Y
45 23
54 45
65 34
46 65

III. Independent. Directions. Solve the problem individually. Calculate for the Pearson Correlation
Coefficient of the following data and interpret. Table for computation of other values is already arranged
for you.
Weight (x) Height (y) xy
38 135
38 140
38 137
44 141
44 147
51 145
32 132
51 149
77 164
32 130
∑x = ∑y = = = ∑xy =



Question: The picture above shows three graphical representations of correlation. Based on the graph,
how can you differentiate the three?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
II. Directions: Reflect about the lesson today. Please be honest with your answer. Write in the 1st pear
your strengths and weaknesses in learning Pearson’s correlation coefficient and in the 2 nd pear are the
things you need to do in order to strengthen your weaknesses.
1st 2nd

C. LESSON WRAP-UP
Period 1 Period 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
KEY TO CORRECTIONS
I.
1. D
2. B
3. A
ACTIVITY 3
II. Answer: (Negligible Negative Correlation)
III. Answer: (Very High Positive Correlation)

Section:_________________________Schedule: ______________________ Date: ____________________
FOURTH PERFORMANCE TASK Materials:

Activity Sheet
Learning Objectives: Given varied activities, I should be
able to: Score:
1. complete the task honestly and correctly.
Directions: Answer all the items below. Make sure you work with your group mates. Use a sheet of paper
for your answers and solutions.
I. What are the steps in HYPOTHESIS TESTING?

II. Determine the appropriate type of error (alpha error or beta error) that will be applied for each of
_________1. Rejecting the null hypothesis when in fact the null hypothesis is true. What type of error?
_________2. Failure in rejecting the null hypothesis when in fact the null hypothesis is false. What type of
error?
III. Determine the appropriate test statistics (z-test, t-test or f-test) that will be applied for each of the
following problem statements. Write your answer on the space provided.
_________1. A sample of 70 observations was selected from a normal population. The sample mean is
deviation is 0.75.
_________2. A district supervisor of a certain school surveyed 28 randomly selected teachers and found
_________3. A researcher randomly selected a sample of 550 residents and found that 495 of them do
_________4. An agronomist randomly selected 20 matured calamansi trees of one variety and have a
1.45.
_________5. Determine who among the three salesmen will most likely be promoted based on their

IV. Problem Solving
1. The average length of time for students to register for classes at a certain college has been 40 minutes.
A new registration procedure using modern computing machines is being tried. If a random sample of 11
students had an average registration time of 32 minutes with a standard deviation of 9.9 minutes under
the new system. Did the modern computing machine affect the average length of time for student’s
registration? Use 0.05 level of significance. Assume the population of times to be normal.
2. In a study of inter spousal aggression and its possible effect on child behavior, the Behavior Problem
Checklist (BPC) scores were recorded for 47 children and whose parents were classified as aggressive. The
sample mean and standard deviation were 7.92 and 3.45, respectively. For a sample of 38 children whose
parents were classified as non-aggressive, the mean and standard deviation of the BPC scores were 5.80
and 2.87, respectively. Do these observations substantiate the conjecture that the children of aggressive
families have higher mean BPC than those of non-aggressive families? Use a significance level of 0.05.
3. Ms Julia Palac is an instructor in Statistics. She gave an examination before and after he discussed the
topic “hypothesis testing” and gathered the following data:
Studen Score before Score after

t Discussion Discussion
1 81 85
2 87 90
3 70 75
4 89 93
5 85 88
At level of significance, is the learning effective?

Section: ____________
Group No. ___________
LEADER: ___________________________________
NOTE: Leader of each group must complete the table of assessment. The score of the leader will depend on the over-
all output while the score of the members will depend on the over-all output and to his/her score on the table of
assessment.
Participation Willingness to Behavior Total
Name of Member
and Effort Learn/Answer (10 pts) (40)
(20 pts) (10 pts)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.

20.

A percentage that tells you how much you can expect your survey results to reflect the
views of the overall population. *
standard error
margin error
point estimate
interval estimate
p hat means *
sample proportion of success in sample size n.
sample proportion of failures in sample size n.
sample proportion of success and failures in sample size n.
standard error of failures in sample size n.
A fraction of the population that has a certain characteristic. *

Population
Proportion
Population Proportion
Point Estimate
Which of the following statement/s is/are correct? I. If you want a smaller margin of
error, you must have a larger sample size given the same population. II.If you want a
bigger margin of error, you must have a smaller sample size given the same
population. *
Statement I only.
Statement II only.
Both statements are correct.
None of the statements are correct.
What does standard error tell us? *

The standard error tells you how accurate the meand and median of any given sample
from that population is likely to be compared to the true population mean.
The standard error tells you that it is greater than the mean of any given sample from that
population is likely to be compared to the true population mean.
The standard error tells you how accurate the mean of any given sample from that population is
likely to be compared to the true population mean.
The standard error tells you that it is less than the mean of any given sample from that population
is likely to be compared to the true population mean.
Given x=25 and n=50, find the best estimate of the population proportion. *
20%
30%
40%
50%
When solving for the sample size, n, all fractional values are rounded up to the next *
two decimal places
three decimal places
four decimal places
whole number
Which of the following statement/s is/are correct? I. The higher the sampling
confidence level you want to have, the smaller your sample size will need to be. II.If
you want a smaller margin of error, you must have a smaller sample size given the
same population. *
The first statement is correct but the second statement is incorrect.
The first statement is incorrect but the second statement is correct.
Both statements are correct.
None of the statements are correct.
q hat means *
sample proportion of success in sample size n.
sample proportion of failures in sample size n.
sample proportion of success and failures in sample size n.
standard error of failures in sample size n.
What is a sample size? *

Sample size is the total number of population.
Sample size is the number of missing responses in your survey receives.
Sample size is the total number of respondents in your survey.
Sample size is the number of responses that you didn't received in your survey.
How will you interpret margin of error? *

The smaller the margin of error, the closer you are to having the exact answer at a given
confidence level.
The bigger the margin of error, the closer you are to having the exact answer at a given
confidence level
The smaller the margin of error, the farther you are to having the exact answer at a given
confidence level
The bigger the margin of error, the farther you are to having the exact answer at a given
confidence level
It is a number that represents a property of the sample. *

Population
Estimates
Estimator
Statistic
Does having a statistically significant sample size matter? *

Yes, because the more statistically significant it is—meaning there’s more of a chance that your
results happened by coincidence.
Yes, because the more statistically significant it is—meaning there’s less of a chance that
your results happened by coincidence.
No, because significant sample size just happen by chance or coincidence.
No, because there is no such thing as significant sample size.
It refers to the probability (1-a) that the confidence interval actually does contain the
population parameter. *
Confidence Interval
Confidence Level
Point estimate
Statistic
Given x=25 and n=50, find the standard error. *

0.0604
0.0064
0.0707
0.0077
Section 3 of 3: Problem Solving

Read and analyze each problem. Round off your final answer into two decimal points. For your final answer,
always start writing with zero followed by a decimal point immediately, no need for any space for example 0.12
or 0.57<p<0.67 or 15387 no need to write the comma symbol . Again, please follow this format in answering.
A random sample of 500 observations from a binomial population produces x=250.

Find a 95% confidence interval for population proportion p. *
0.07<p<0.93
Compute the point estimate of population proportion and standard estimation.Among

2500 Filipino women included in a survey showed that 820 are conscious of their
figure and 985 exercise twice a week. Find the best estimate of the proportion of all
Filipino women who are conscious of their figure. *
0.33
A random sample of 500 observations from a binomial population produces x=250.

Find a 90% confidence interval for population proportion p. *
0.13<p<0.87
A random sample of n=500 observations from a binomial population produced x=350.

Estimate the population proportion. *
0.70
How large a sample should be taken to be 90% sure that the error of estimation does
not exceed 0.5 unit when standard deviation is 1? *
11
How large a sample is required to be 90% sure that our estimate of population
proportion is not off by more than 0.02? *
1691
How large a sample is required to be 90% confident that our estimate of population
mean is not off by more than 0.05 if SD=0.5? *
271
A random sample of n=500 observations from a binomial population produced x=350.

Solve for the standard error. *
0.02
Among 2500 Filipino women included in a survey showed that 810 are conscious of
their figure and 975 exercise twice a week. Find the best estimate of the proportion of
all Filipino women who exercise twice a week. *
0.39
Your answer
How large a sample should be taken to be 99% confident that our estimate of p is
within 0.01? *
16576
Section 2 of 4
9 of 10 points
A principal claims that the students in his school are above average intelligence. A
random sample of 30 IQ scores has a mean score of 112.5. Is there any sufficient
evidence to support the claim? The mean population IQ is 100 with a standard
deviation of 15. State the null hypothesis base on the given problem. *
1/1
The average IQ scores of students in his school is equal to 100.
The average IQ scores of students in his school is higher than 100.

The average IQ scores of students in his school is not equal to 100.
The average IQ scores of students in his school is less than 100.
deviation of 15. State the alternative hypothesis base on the given problem. *
1/1

deviation of 15. What is the value of alpha base on the given problem? *
1/1
0.01
0.05
0.10
deviation of 15. Based on your alternative hypothesis, HA is __________. *
1/1
directional
non-directional
deviation of 15. Based on this problem, hypothesis test is __________. *
1/1
one-tailed
two-tailed
deviation of 15. What is the appropriate test statistic that you are going to use? *
1/1
z-test
t-test
f-test
deviation of 15. Identify the critical region. *
1/1
z>2.576
z<-1.645
t>1.645
t<-1.645
z>1.96
z<-1.96
z>2.575
z<1.96
z>1.645
deviation of 15. Compute the z value or t value. (Round off your z or t value into two
decimal places.Please follow this format in answering for example z=2.12 or t=2.22) *
···/1
z=4.56
Feedback
z=4.56
deviation of 15. Based on step 4 and step 3, decide now for your Ho: *
1/1
ACCEPT HO
REJECT HO
deviation of 15. What is your conclusion? *
1/1
The average IQ scores of students in his school is higher than100.

Section 3 of 4
6 of 10 points
A principal claims that the students in his school have lower average intelligence. A
deviation of 15. State the null hypothesis base on the given problem. *
1/1

deviation of 15. State the alternative hypothesis base on the given problem. *
1/1
The average IQ scores of students in his school is lower than 100.
deviation of 15. What is the value of alpha base on the given problem? *
1/1
0.01
0.05
0.10
deviation of 15.Based on your alternative hypothesis, HA is __________. *
1/1
directional
non-directional
deviation of 15. Based on this problem, hypothesis test is __________. *
1/1
one-tailed
two-tailed
deviation of 15.What is the appropriate test statistic that you are going to use? *
1/1
z-test
t-test
f-test
deviation of 15.Identify the critical region. *
···/1
t<1.645
Feedback
t<-1.706
deviation of 15.Compute the z value or t value. (Round off your z or t value into two
decimal places.Please follow this format in answering for example z=2.12 or t=2.22) *
···/1
t=1.75
Feedback
t=4.33
deviation of 15. Based on step 4 and step 3, decide now for your Ho: *
0/1
ACCEPT HO
REJECT HO
Correct answer
ACCEPT HO
deviation of 15. What is your conclusion? *
0/1
The average IQ scores of students in his school is higher than100.
Correct answer
Section 4 of 4
7 of 10 points
Blood glucose levels for obese patients have a mean of 100 and a standard deviation
of 15. A researcher thinks that a diet high in raw corn starch will have a positive or
negative effect on blood glucose levels. A sample of 30 patients who have tried the
raw corn starch diet have a mean glucose level of 140. Test the hypothesis that the
raw corn starch has an effect. State the null hypothesis. *
1/1
Blood glucose levels for obese patients have a mean of 100.
Blood glucose levels for obese patients is higher than 100.

Blood glucose levels for obese patients is not equal to 100.
Blood glucose levels for obese patients is less than 100.
raw corn starch has an effect. State the alternative hypothesis. *
1/1
Blood glucose levels for obese patients is higher than 100.
raw corn starch has an effect. What is the value of alpha base on the given problem? *
1/1
0.01
0.05
0.10
raw corn starch has an effect.Based on your alternative hypothesis, HA is __________. *
1/1
directional
non-directional
raw corn starch has an effect. Based on this problem, hypothesis test is __________. *
1/1
one-tailed
two-tailed
raw corn starch has an effect.What is the appropriate test statistic that you are going
to use? *
1/1
z-test
t-test
f-test
raw corn starch has an effect. Identify the critical region. *
···/1
z=1.96
Feedback
z>1.96
raw corn starch has an effect.Compute the z value or t value. (Round off your z or t
value into two decimal places.Please follow this format in answering for example
z=2.12 or t=2.22) *
···/1
z=14.60
Feedback
z=14.61
raw corn starch has an effect. Based on step 4 and step 3, decide now for your Ho: *
1/1
ACCEPT HO
REJECT HO
raw corn starch has an effect.What is your conclusion? *
0/1
Blood glucose levels for obese patients is higher than100.

Correct answer

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COR 006/Statistics and Probability

Student Activity Sheet #15-16

Name: _________________________________________________________ Class number: ____________

Section:_____________________ ____Schedule: ______________________ Date: ____________________

Lesson Title: Materials:

This document is the property of PHINMA EDUCATION

d. 23.435< < 24.565

Activity1. What I Know

What I Know Question What I Learned (Activity 4)

2. Do you have the

3. Do you have the

This document is the property of PHINMA EDUCATION

This document is the property of PHINMA EDUCATION

Confidence Interval for Population Proportion

Lower limit Upper limit

where is the z value leaving an area of to the right.

Commonly Used Confidence Level

90% 0.10 1.645

95% 0.05 1.96

99% 0.01 2.575

2) Activity 3: Skill-building Activities My score: ________

Example 1: Point Estimate of Population Proportion and Standard Error

For standard error,

This document is the property of PHINMA EDUCATION

Example 2: Determining confidence interval estimate for population

Using the formula in your concept notes, the confidence interval is

Interpretation of Confidence Intervals:

This document is the property of PHINMA EDUCATION

⮚ DO THIS - A sample survey is designed to estimate the proportion of households in a certain

2. Compute the confidence interval of population proportion.

This document is the property of PHINMA EDUCATION

3) Activity 4: What I Learned

This document is the property of PHINMA EDUCATION

This document is the property of PHINMA EDUCATION

Name: _________________________________________________________ Class number: ____________

Section:_____________________ ____Schedule: ______________________ Date: ____________________

Lesson Title: Materials:

This document is the property of PHINMA EDUCATION

Activity1. What I Know (3 minutes)

What I Know Question What I Learned (Activity 4)

2. Do you have the

3. Do you have the

This document is the property of PHINMA EDUCATION

(Facilitator: Let the students copy the content notes.)

Population proportion is a part of a population with a particular attribute, expressed as a

The population proportion is a number representing a part of a population and is therefore

The sample proportion is calculated as,

While standard error is:

, where = sample proportion of failures in sample size n.

This document is the property of PHINMA EDUCATION

Confidence Interval for Population Proportion

Lower limit Upper limit

where is the z value leaving an area of to the right.

Commonly Used Confidence Level

90% 0.10 1.645

95% 0.05 1.96

99% 0.01 2.575

2) Activity 3: Skill-building Activities (30 minutes) My score: ________

Example 1: Point Estimate of Population Proportion and Standard Error

This document is the property of PHINMA EDUCATION

For standard error,

(Facilitator: Think-Pair-Share. Let the students answer the given activity.)

Example 2: Determining confidence interval estimate for population

Name: _____________________________________________ Class number:

Section:_ Schedule: Date: __

Name: _____________________________________________ Class number:

Section:_ Schedule: Date: __

Name: _____________________________________________ Class number:

Section:_ Schedule: Date: __

Name: _____________________________________________ Class number:

Section:_ Schedule: Date: __