CAUAYAN CITY NATIONAL HIGH

School SCHOOL- Grade 11-TVL

CABARUAN EXTENSION
Learning STATISTICS &
Teacher DIETHER B. BUHANGIN
Area PROBABILITY
DAILY LESSON PLAN Teaching
IN STATISTICS & Date and APRIL 24, 2023 9:30-10:30 Quarter 4
PROBABILITY Time
I. I. OBJECTIVES MONDAY
The learner demonstrates understanding of key concepts of tests of hypotheses on
A. Content
the population mean and population proportion.
Standard
The learner is able to perform appropriate tests hypotheses involving the population
B. Performance mean and population proportion to make inferences in real-life problems in different
Standard disciplines.

C. Learning At the end of the period, the students are expected to:
Competencies/ 1. illustrate null hypothesis, alternative hypothesis, level of significance,
Objectives rejection region and types of errors;
2. calculate the probabilities of committing a Type I and Type II error; and
3. relate test of hypothesis in real-life situations.
II. II. CONTENT TEST OF HYPOTHESIS
III. LEARNING
RESOURCES
A. References SLM/LMs
B. Other Learning Next Century Mathematics (Statistics & Probability 11)
Resources
III. IV. PROCEDURES TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. Reviewing Preliminaries (5 minutes)
previous lesson a. Prayer
or presenting the
new lesson Good morning, class! Good morning, Sir!
B. Establishing a
purpose for the Please remain standing as we feel the presence
lesson of our Almighty God. Mikaela, please lead us to
C. Presenting a short prayer. Dear Lord and father of all.
examples/instan Thank you for today. Thank you for
ces of the lesson your ways in which you provide for
us all. For your protection and love,
we thank you. Help us focus our
hearts and minds now on what we
are about to learn. Inspire us by
your Holy spirit as you listen and
write. Guide us by your eternal light
as we discover more about the
world around us.
We ask all this in the name of
Jesus. Amen.

b. Greetings

Once again, good morning class!

c. Setting of standard or agreement & Checking

of Attendance
 Before you take your seat, please arrange your
chairs properly and pick up the pieces of paper
under your chairs.

For the checking of attendance, please say

‘’present’’ as I call your name.

Motivation

We shall now proceed to our lesson. Before we

proceed to our lesson, I want you to get a ¼
sheet of paper, write your name and a
statement about yourself or your personality
that may be true or not and everyone is not
familiar or aware of. At the end of the
statement, indicate if it was true or false. Do
you understand?
Yes, Sir.
Okay, you are given 2 minutes to do it.

Are you done?

Now, put it inside the box.
I will pick randomly from these papers and read
what’s written on it. I want you to guess if the (The student will do what is said)
statement is true or not based on how well you
know the person I pick. Is it clear? Yes, Sir.
(The students will put the papers
Then, let’s start with Marianne. According to inside the box)
her, she hates noisy people around. Is it true or
false? Does anyone know? Yes, Alexis?
It is false, Sir.
Let us confirm it with her. Marianne, is it really
not true? It is true Sir. I hate noisy people
around especially when I am
Okay, therefore it is a fact. studying.
Now, let us have another one, it is from Marlon.
Marlon wrote here that he is prohibited from
using his phone during class hours. Is it true or False, Sir.
false?

Let’s hear it from Marlon. Is it true or false? False, Sir.

Therefore, it is not a fact.

So based on that activity, what do you think is

our lesson today? Anyone? Yes, Zaina? I think we will be dealing with
hypotheses Ma’am.
Okay, that was good guess.
D. Discussing new This morning, we will be dealing with the test of
concepts and hypothesis. Are you familiar with term Sort of Sir. Hypothesis is proposed
Practicing new hypothesis. Yes, Marianne? explanation for an observed
skill #1 phenomenon.
E. Discussing new Good idea! In scientific research, hypotheses
concepts and are tested using statistical methods to
Practicing new determine if they are supported by the data.
skill #2
Let us now proceed first with the Statistical
Hypothesis or the two types of hypotheses used
in hypothesis testing: the null hypothesis and
alternative hypothesis.

The first one is, the null hypothesis. What is a

null hypothesis? Do you have any idea what a The hypothesis saying that there is
null hypothesis is? Yes, Janin? no significant difference between
two populations or variables.
Okay, very good!
So, when we say null hypothesis, it is usually
denoted by 𝐻𝑂 , it is saying that there is no
significant difference between population and
the value that are being claimed. Remember
class that a null hypothesis is the hypothesis to
be tested.

Do you understand?
Yes, Sir.
The second type is alternative hypothesis.
Anyine who has an idea with this term? Yes,
Joshua? The hypothesis saying that there is
significant difference between two
populations or variables.
Great!
Alternative hypothesis denoted by 𝐻𝑎 , it is
saying that there is a significant difference
between population and the value that are
being claimed. Alternative hypothesis is the
hypothesis to be rejected.
Is that clear, class?
Yes, Sir.
To further understand let’s look of this
example.

Example 1:

The Head of P.E Department of a certain high

school claims that the mean height of Grade 7
students is 163 cm. The mean height of 45
randomly selected Grade 7 is 161 cm. using
0.01 significance level, can it be concluded that
the mean height of Grade 7 students is 163 cm
as claimed by the Head P.E Department

Now, what do you think is the null hypothesis

in this statement? Anyone? Yes, Alexis? The mean height of Grade 7
students is 163, Sir.
Okay, very good. Therefore, the null hypothesis
is,
𝐻𝑂 : 𝜇 = 163

What about the alternative hypothesis? Yes,

Zeny? The mean height of Grade 7
students is 161, Sir.
Good! So the alternative hypothesis is,
𝐻𝑎 : 𝜇 = 161

Did you get it, class?

Yes, Sir.
Let’s have another example.

Example 2:

Last year the mean number of ladies’ bags

produced by GB Company was 2,500 each day.
This year, the manager claims that there is an
increase in the number of bags produced. A
researcher who wants to find out whether this
is true counted the number of bags produced
each day for a period of one month. His
computation resulted to a mean of 2,515 ladies’
bags. At 0.05 significance level, is there enough
evidence to conclude that the mean number of
ladies’ bags produced by GB Company is
greater than 2,500?

What is the null hypothesis in this example?

Yes, Jaylord? The mean number of ladies’ bags
equals to 2,500.
Okay, very good!
The null hypothesis is,
𝐻𝑂 : 𝜇 = 2,500

What about the alternative hypothesis? Yes, The mean number of ladies’ bags is
Jerimy? greater than 2,500.
Nice answer, so, the alternative hypothesis is,
𝐻𝑎 : 𝜇 > 2,500

Can you follow? Yes, Sir.

Now, let us proceed with Rejection region,

Critical Value and Level of Significance.

The researcher needs to convert the sample

mean to a value called test statistics, which is
the basis to make a decision and draw a
conclusion. A rejection region should be
established. In the figure below, the rejection
region and the non-rejection region are
indicated.

Separating two regions is a point called the

critical value, which is derived from the level of
significance. If the test statistic or computed
value falls in the rejection regio, that is, it falls
beyond the critical point, then the null
hypothesis is rejected.

The level of significance, alpha 𝛼, corresponds

to the rejection region and difference of one and
the alpha (1 − 𝛼) corresponds to the area of the
curve occupied by the non-rejection region.
The most commonly used values for alpha are
0.01, 0.05, and 0.10.

For example, if the level of significance used in

example 2 is 5% or 0.05, then there is a 5%
chance of 5 chances in 100 that the null
hypothesis would be rejected when it should be
accepted. That is whenever the null hypothesis
is true, the researcher is 95% confident that
he/she would make the correct decision.
Example 2:
Last year the mean number of
ladies’ bags produced by GB
Company was 2,500 each day.
This year, the manager claims that
there is an increase in the number
of bags produced. A researcher
who wants to find out whether this
is true counted the number of bags
produced each day for a period of
one month. His computation
resulted to a mean of 2,515 ladies’

The level of significance is the probability that
the test statistic would fall in the rejection
region when in fact the null hypothesis is
actually true.
bags. At 0.05 significance level, is
there enough evidence to conclude
that the mean number of ladies’
bags produced by GB Company is
greater than 2,500?

Is that clear class?

Yes, Sir.
This time, we will be dealing with the Type of
Errors.
Have you already heard these terms? Yes, No, Sir.
Kristina?

What about the others? (The student will nod their heads)

Okay, so there are two types of errors, we have

the Type I error and Type II error.
1. Type I Error- a Type I error is
committed when the researcher rejects a
null hypothesis when in fact it is true.
The probability of committing Type I
error is also called the level of
significance.
For a 90% confidence level, the level of
significance or the value of alpha is 0.1.
This means that there is a 10%
probability that the researcher will reject
a true null hypothesis. But if the
researcher rejects null hypothesis that
is false, then he has a correct decision.
Alpha 𝛼 is used to represent the
probability of a Type I Error.
Is that clear, class?
Yes, Sir.
Next we have the second type which is,
2. Type II Error—is committed when the
researcher fails to reject a null
hypothesis that is false. But if the
researcher fails to reject a true
hypothesis, then, there is no error
committed. Beta 𝛽 is used to represent
the probability of a Type II Error.

Understood, class? Yes, Sir.

F. Developing Now, to test your understanding on the things
Mastery (Leads we have discussed, let us have this example.
to Formative
Assessment 3) EXPRESS ME!
 Express the null hypothesis 𝐻𝑂 and the
alternative hypothesis 𝐻𝛼 in notation form in
the following scenarios.

1. The principal of the school claims that 𝐻𝑂 : 𝜇 = 245

the mean age of the teachers is 45 𝐻𝑎 : 𝜇 = 42
years. The mean average of the
randomly selected 35 teachers is 42
years, which is not equal to what is
claimed by the principal. 𝐻𝑂 : 𝜇 = 110
𝐻𝑎 : 𝜇 = 112
2. The mathematics teacher claims that
the mean IQ of Statistics students is
110. The mean IQ of the 32 randomly
selected Statistics students is 112 which
is more than what the mathematics
teacher claims. 𝐻𝑂 : 𝜇 > 100,000
𝐻𝑎 : 𝜇 < 100,000
3. The mean annual income of workers
who are college graduates is greater
than 100,000 a year. H0 : The drug reduces cholesterol
by 25%. p = 0.25
4. A medical trial is conducted to test Ha : The drug does not reduce
whether or not a new medicine reduces cholesterol by 25%. p ≠ 0.25
cholesterol by 25%. State the null and
alternative hypotheses

5. We want to test whether the mean H0 : μ = 66

height of eighth graders is 66 inches. Ha : μ ≠ 66
State the null and alternative
hypotheses. Fill in the correct symbol (=,
≠, ≥, <, ≤, >) for the null and alternative
hypotheses. H0: μ __ 66 Ha:μ __ 66
G. Finding Practical In statistical hypothesis testing, the null
Applications of hypothesis is a statement that there is no
Concepts and significant difference between two population or
Skills in Daily variables, the alternative hypothesis , on the
Living other hand, is a statement that there is a
significant difference between the two variables.
Based on that definition, what do you think is
the importance of knowing these terms? Yes, It can be useful in a real-life
Janin? situations’ ma’am.

Can you cite an example? Yes, Joshua?
Okay, that is a good example. Anyone? Can you
give another example, Cyndy?
Great! Let us have one last example. What
about you, Kathleen?
In education, the null hypothesis
would be that there is no
significant difference between the
two teaching methods, while the
alternative hypothesis would be
that one method is more effective
than the other.
In Medical trials ma’am. In a
medical trials, the null hypothesis
would be that a new drug has no
effect on a patient’s health
condition, while the alternative
hypothesis would be that the drugs
does have an effect.
In market research ma’am. The
null hypothesis would be that a
new product will not have a
significant impact on sales, while
the alternative hypothesis would
 be that the new product will
Amazing, class! That was a good observation. increase sales.

Therefore, the goal of hypothesis testing is to

determine whether the there is enough evidence
to reject the null hypothesis in favor of the
alternative hypothesis.
H. Making To sum it up.
Generalizations
and Abstractions Again, what is a hypothesis?
about the lesson Hypothesis is proposed
Thank you! explanation for an observed
phenomenon.

What are the two types of hypotheses? Yes, The null and alternative hypothesis
Karen? Sir.

Very good. What is the definition of a null

hypothesis? Yes, Ervin? The hypothesis saying that there is
no significant difference between
Okay, nice answer. two populations or variables.

And, what about the alternative hypothesis?

Yes, Jefferson? The hypothesis saying that there is
significant difference between two
populations or variables.
Thank you. How many types of error do we
have? Yes, Khirby? Two, Sir.

These are the, what? Yes, Joven? Type I Error and Type II Error Sir.

Okay, very good class. It seems that you (The student will clap)
already understood our lesson today.
Give yourselves a warm round of applause.

I. Evaluating To assess your level of understanding, you will

Learning be given an activity entitled as WHAT AM I?

For this activity, you will be given 15 minutes to

answer the problem.
Express the null hypothesis 𝐻𝑂 and the
alternative hypothesis 𝐻𝛼 in notation form in
the following scenarios.
1. A manufacturer claims that their product Null Hypothesis: 𝐻𝑂 : μ ≥ 10
lasts at least 10 years on average. You Alternative Hypothesis: 𝐻𝑎 : μ < 10
want to test this claim.

2. A psychologist wants to test whether a Null Hypothesis: 𝐻𝑂 : μd = 0

new therapy is effective at reducing anxiety Alternative Hypothesis: 𝐻𝑎 : μd < 0
levels.
(Note: μd represents the population
mean difference)

3. A researcher wants to test whether there is Null Hypothesis: 𝐻𝑂 : μ1 = μ2

a difference in the mean scores of two Alternative Hypothesis: 𝐻𝑎 : μ1 ≠ μ2
groups.
(Note: μ1 represents the population
mean of group 1, and μ2 represents
the population mean of group 2)
4. The percentage of women who watches
sports on TV is not 40% as claimed by the
researcher. Null Hypothesis: 𝐻𝑂 : μ ≠ 40%
Alternative Hypothesis: 𝐻𝑎 : μ =40%
5. It is claimed that the percentage of viewers
tuned to Channel 7’s new sitcom is 30%.
 Out of the 250 viewers randomly selected,
only 29% are tuned to channel 7’s new Null Hypothesis: 𝐻𝑂 : μ = 30%
sitcom. Can it be concluded that the Alternative Hypothesis: 𝐻𝑎 : μ< 30%
percentage of the viewers tuned to Channel
7’s new sitcom is less than 30%?

HOMEWORK
J. Additional
activities for For your homework, please copy what is shown
application or on the screen.
remediation
1. The number of defective batteries
produced by the company is not equal
to 12 batteries a day as claimed by the
manager of the company.

2. It is claimed that 15% of the adult

Filipinos are in favour of death penalty.
Of the 1,000 adult Filipinos asked, only
14% are in favor of death penalty. Does
this mean that the percentage of adult
Filipinos who are in favor of death
penalty is less that 15%?

3. A random sample of 60 working sudents

was taken in order to determine whether
the average age of working students is
different from 19 years.

4. About 10% of the human population is

left-handed. Suppose a researcher at
Penn State speculates that students in
the College of Arts and Architecture are
more likely to be left-handed than
people found in the general population.
We only have one sample since we will
be comparing a population proportion
based on a sample value to a known
population value.

5. A generic brand of the anti-histamine

Diphenhydramine markets a capsule
with a 50 milligram dose. The
manufacturer is worried that the
machine that fills the capsules has come
out of calibration and is no longer
creating capsules with the appropriate
dosage.

That would be all for today, goodbye class! Goodbye, Sir.

IV. REMARKS
V. REFLECTION

A. No. of learners who earned 80% in the

evaluation.
B. No. of learners who require additional
activities for remediation.
C. Did the remedial lesson work?
No. of learners who have caught up with the
new lesson.
 D. No. of learners who continue to require
remediation.

E. Which of my teaching strategies worked well?

Why did this work?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G. What innovation or localized materials did I

use/discover which I wish to share with
other teachers?

Prepared and Submitted by:

DIETHER B. BUHANGIN
Pre-Service Teacher

Checked: Noted:

CATHRINE R. MOLINA FREDERICK A. GAMIDO

Teacher III/Resource Teacher Head Teacher I