Forms of Test Statistic For The Population Mean

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Grade 11 • Unit 13: Test Statistic and Rejection Region for the Population Mean
LESSON 13.2
Forms of Test Statistic for the Population Mean
Table of Contents
Learning Competency 1
Learning Objectives 1
Essential Questions 2
Prerequisite Skills and Topics 2
Lesson Proper 3
A. Introduction to the Lesson 3
B. Discussion 6
C. Practice & Feedback 10
Performance Assessment 14
Worksheet Answer Key 15
Synthesis 17
Bibliography 17
Unit 13 | Test Statistic and Rejection Region for the

Population Mean
Lesson 2: Forms of Test Statistic for the

Population Mean
Learning Competency
At the end of the lesson, the learners should be able to identify the appropriate
form of the test-statistic when: (a) the population variance is assumed to be
known, (b) the population variance is assumed to be unknown, and (c) the Central
Limit Theorem is to be used (M11/12SP-IVb-2).
Learning Objectives
At the end of the lesson, the learners should be able to do the following:
● Correctly determine the appropriate form of test statistic to be used in

hypothesis testing.
● Correctly use the Central Limit Theorem to determine the appropriate

form of test statistic in hypothesis testing when the population distribution
is unknown or not normal.
1
Essential Questions
At the end of this lesson, the student should be able to answer the following questions:
● How will you relate the 𝑧-statistic and 𝑡-statistic?
● How does sample size affect the shape of a 𝑡-distribution?
Prerequisite Skills and Topics

Skills:
● Defining a 𝑡-distribution
● Formulating null and alternative hypotheses
Topics:
● Statistics and Probability Unit 12: Basic Concepts in Hypothesis Testing | Lesson 1:
The Null and Alternative Hypotheses
● Statistics and Probability Unit 13: Test Statistic and Rejection Region for the
Population Mean | Lesson 1: The Null and Alternative Hypotheses on a Population
Mean
2
Lesson Proper
A. Introduction to the Lesson

Suggested Warm-up Activities
Choose from any of the following warm-up activities. These warm-up activities should
either stimulate recall of the previous lesson or introduce the lesson and not already
used in the study guide.
Activity 1: Spot the Difference

This activity will challenge the students to identify the advantages and disadvantages
of small and large samples in estimating a population parameter.
Duration: 10 minutes
Materials Needed: board, chalk/marker, pen, paper
Methodology:
1. This activity will be done individually and then as a class.
2. Ask the students to list the advantages and disadvantages of using small and
large samples in estimating a population parameter.
3. Copy the following table on the board.
Small Sample
Advantages Disadvantages
3
Large Sample
Advantages Disadvantages
4. Ask some students to write one advantage or disadvantage on the board. Do

this until all ideas of the students are written on the board.
5. Discuss the results.
Expected Results:
The students should be able to give correct ideas regarding using small and large
samples in estimating a population parameter.
Guide Questions:
1. In what situations is a small sample enough to make a decent estimate of a
population parameter?
2. In what situations is a large sample necessary to make a decent estimate of a
Activity 2: Advantages vs Disadvantages

This activity will challenge the students to identify the advantages and disadvantages
of small and large samples in estimating a population parameter.
Duration: 10 minutes
Materials Needed: pen, paper
4
Methodology:
1. Divide the class into two groups.
2. On the board, ask one group to write a list of advantages of using a small
sample and disadvantages of using a large sample in estimating a population
parameter. In contrast, ask the other group to write a list of advantages of
using a large sample and disadvantages of using a small sample. The two
groups should start at the same time. Let them do this for five minutes.
3. At the end of the time limit, check the group’s answers and then erase wrong
or repeated answers.
4. The group with more correct answers wins the game.
Expected Results:
The students should be able to give correct ideas regarding using small and large
samples in estimating a population parameter.
Guide Questions:
1. In what situations is a small sample enough to make a decent estimate of a
2. In what situations is a large sample necessary to make a decent estimate of a
Teacher’s Notes
To help better gauge students’ readiness for this lesson, you may assign the short test
given in the Test Your Prerequisite Skills section of the corresponding study guide.
5
B. Discussion
1. Define and Discover
Teacher’s Notes
You may use the Learn about It! slides in the presentation file to discuss the following
key concepts and examples. Make sure to address student questions before jumping
from one concept to another.
● Test Statistic - a random variable that is used in a hypothesis test
Example:
The test statistic used in a 𝑧-test is the 𝑧-statistic.
● 𝒛-statistic - the test statistic used in a hypothesis test for the population mean
when the population standard deviation is known and (a) the population is
normal or (b) the sample size is sufficiently large, usually greater than or equal
to 30
Due to the Central Limit Theorem, we can still use the 𝑧-statistic even when
the population distribution is unknown or not normal.
The 𝑧-statistic is given by
𝑥−𝜇
𝑧= 𝜎 ,
√𝑛
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where 𝑥 is the sample mean, 𝜇 is the hypothesized population mean, 𝜎 is the

population standard deviation, and 𝑛 is the sample size. The 𝑧-statistic is
used in the 𝑧-test for the population mean.
Example:
A head teacher claims that the mean IQ of students in their school is above
average. The mean population IQ is 150, with a standard deviation of 13. A
random sample of 30 of their students has an average IQ of 151. Is there
enough evidence to support the head teacher's claim?
In this case, the 𝑧-statistic should be used since the population standard
deviation is known and the sample size is sufficiently large.
● 𝒕-statistic - the test statistic used in a hypothesis test for the population mean
when the population standard deviation is unknown and when the sample size
is small, usually less than 30
The 𝑡-statistic is given by
𝑥−𝜇
𝑡= 𝑠 ,
√𝑛
where 𝑥 is the sample mean, 𝜇 is the hypothesized population mean, 𝑠 is the

sample standard deviation, and 𝑛 is the sample size. The 𝑡-statistic is used in
the 𝑡-test for the population mean.
7
Example:
A head teacher claims that the mean IQ of students in their school is above
average. The mean population IQ is normally distributed with a mean of 150.
A random sample of 10 of their students has an average IQ of 151. Is there
enough evidence to support the head teacher's claim?
In this case, the 𝑡-statistic should be used since the population standard
deviation is unknown and the sample size is less than 30.
2. Develop and Demonstrate
Example 1
The owner of a car rental agency claims that the mileage of their cars is normally
distributed with a mean of 8 000. A sample of seven of their cars has an average
mileage of 6 490. What test statistic should be used in this case?
Solution:
Since the sample size 𝑛 = 7 is less than 30 and the population standard deviation is
unknown, the appropriate form of test statistic is the 𝒕-statistic.
Example 2
A car manufacturer claims that the gas consumption of their new model is 25 km/L
with a standard deviation of 5 km/L. A simple random sample of 64 cars of this model
is chosen and found to have a mean gas consumption of 27.5 km/L. What test statistic
should be used in this case?
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Solution:
The sample size 𝑛 = 64 is greater than 30, and the population standard deviation is
known. Thus, the appropriate form of test statistic is the 𝒛-statistic.
Example 3
A machine is designed to fill cans with 12 ounces of coffee, but a consumer doubts
that the machine is filling the cans. A sample of 10 cans has a mean of 11.5 ounces
and a standard deviation of 0.3 ounces. What are the hypotheses and test statistic to
be used in this case? Assume that the amount of coffee in each can is normally
distributed.
Solution:
1. Identify the hypotheses.
The consumer implies that the machine is not filling the cans with enough
coffee. Thus, the alternative hypothesis should state that the mean amount of
coffee in each can is below 12 ounces. Then, we have the following
hypotheses.
𝑯𝟎 : 𝝁 ≥ 𝟏𝟐
𝑯𝒂 : 𝝁 < 𝟏𝟐
2. Identify the appropriate form of test statistic.
Since the sample size, 𝑛 = 10 is less than 30, and the population standard
deviation is unknown, the appropriate form of test statistic to be used is the 𝒕-
statistic.
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C. Practice & Feedback

For Individual Practice
1. Ask the students to answer the following problem items individually using pen
and paper.
2. Give students enough time to answer the problem items.
3. Call a random student to show his or her work on the board afterward.
4. Let the student share how he or she comes up with his or her solution.
5. Inform the student the accuracy of his answer and solution, and in the case
when there is some sort of misconception, lead the student to the right
direction to find the correct answer.
Problem 1
A steel wire claims to have a breaking strength of 850 pounds. A researcher selects
25 steel wires as a sample and finds out that the average breaking strength is 823.4
pounds with a standard deviation of 15 pounds. What test statistic should be used in
this case? Assume that the breaking strength of the steel wires is normally distributed.
Solution:
Since the sample size, 𝑛 = 25 is less than 30, and the population standard deviation
is unknown, the appropriate form of test statistic is the 𝒕-statistic.
Problem 2
A telecommunications company claims that households receive an average of 35
telephone calls per month. To test the claim, a researcher surveyed 31 households
and found that the average number of calls was 32.8. The standard deviation of the
sample was seven calls. What test statistic should be used in this case?
10
Solution:
The sample size 𝑛 = 31 is more than 30, and the population standard deviation is
unknown, so the appropriate form of test statistic is the 𝒛-statistic.
Problem 3
In a certain population, it is claimed that the mean number of years of education is
13.2, while the standard deviation is 2.95 years. A random sample of 60 people is
drawn from this population, and the sample mean is 13.87 years. What are the
hypotheses and test statistic to be used in this case?
Solution:
The null hypothesis should state that the existing claim is correct. Hence, we
have the following hypotheses.
𝑯𝟎 : 𝝁 = 𝟏𝟑. 𝟐
𝑯𝒂 : 𝝁 ≠ 𝟏𝟑. 𝟐
Since the sample size, 𝑛 = 60 is more than 30, and the population standard
deviation is known, the appropriate form of test statistic to use is the
𝒛-statistic.
For Group Practice

1. Ask the students to form a minimum of two groups to a maximum of five groups.
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2. Each group will answer problem items 4 and 5. These questions are meant to test
students’ higher-order thinking skills by working collaboratively with their peers.
3. Give students enough time to analyze the problem and work on their solution.
4. Ask each group to assign a representative to show their solution on the board and
discuss as a group how they come up with their solution.
5. Inform the student the accuracy of his answer and solution, and in the case when
there is some sort of misconception, give the student opportunity to work with
his/her peers to re-analyze the problem, and then lead them to the right direction
to find the correct answer.
Problem 4
The label on a can of mango slices states that the mean carbohydrate content per
serving of the canned mango is at least 65 grams. It may be assumed that the
standard deviation of the carbohydrate content is 5 grams. A random sample of 55
servings has a mean carbohydrate content of 53.1 grams. What are the hypotheses
and test statistic to be used in this case?
Solution:
The null hypothesis should state that the claim on the can label is correct.
Hence, we have the following hypotheses.
𝑯𝟎 : 𝝁 ≥ 𝟔𝟓
𝑯𝒂 : 𝝁 < 𝟔𝟓
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Since the sample size 𝑛 = 55 is greater than 30 and the population standard
deviation is known, it is appropriate to use the 𝒛-statistic.
Problem 5
A cold medicine bears a label indicating the presence of 600 mg of acetaminophen
per fluid ounce. A researcher claims that each fluid ounce of the medicine contains
less than 600 mg. He randomly selected 65 1-oz samples and found that the mean
acetaminophen content was 589 mg, while the standard deviation was 21 mg. What
are the hypotheses and test statistic to be used in this case?
Solution:
The alternative hypothesis should state the claim of the researcher. Hence,
we have the following hypotheses.
𝑯𝟎 : 𝝁 ≥ 𝟔𝟎𝟎
𝑯𝒂 : 𝝁 < 𝟔𝟎𝟎
The sample size 𝑛 = 65 is greater than 30, and the population standard
deviation is unknown, so the appropriate test statistic is the 𝒛-statistic.
13
Performance Assessment
This performance assessment serves as a formative assessment, divided into three sets
based on the student's level of learning. Click on the link provided on the lesson page to
access each worksheet.
● Worksheet I (for beginners)

● Worksheet II (for average learners)
● Worksheet III (for advanced learners)
Teacher’s Notes
For a standard performance assessment regardless of the student’s level of learning,
you may give the problem items provided in the Check Your Understanding section of
the study guide.
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Worksheet Answer Key
Worksheet I
1. a. 𝐻0 : 𝜇 = 45 𝐻𝑎 : 𝜇 ≠ 45
b. 𝑧-statistic
2. a. 𝐻0 : 𝜇 = 58.3 𝐻𝑎 : 𝜇 ≠ 58.3
b. 𝑡-statistic
3. a. 𝐻0 : 𝜇 = 150 𝐻𝑎 : 𝜇 ≠ 150
b. 𝑧-statistic
4. a. 𝐻0 : 𝜇 ≥ 5 𝐻𝑎 : 𝜇 < 5
b. 𝑡-statistic
5. a. 𝐻0 : 𝜇 ≥ 6 𝐻𝑎 : 𝜇 < 6
b. 𝑡-statistic
Worksheet II
1. a. 𝐻0 : 𝜇 = 7 𝐻𝑎 : 𝜇 ≠ 7
b. 𝑧-statistic
2. a. 𝐻0 : 𝜇 = 5 𝐻𝑎 : 𝜇 ≠ 5
b. 𝑡-statistic
3. a. 𝐻0 : 𝜇 = 18 750 𝐻𝑎 : 𝜇 ≠ 18 750
b. 𝑧-statistic
4. a. 𝐻0 : 𝜇 = 1 500 𝐻𝑎 : 𝜇 ≠ 1 500
b. 𝑧-statistic
5. a. 𝐻0 : 𝜇 ≤ 4 000 𝐻𝑎 : 𝜇 > 4 000
b. 𝑧-statistic
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Worksheet III
1. a. 𝐻0 : 𝜇 ≤ 35 𝐻𝑎 : 𝜇 > 35
b. 𝑡-statistic
2. a. 𝐻0 : 𝜇 ≤ 6 𝐻𝑎 : 𝜇 > 6
b. 𝑧-statistic
3. a. 𝐻0 : 𝜇 = 8 𝐻𝑎 : 𝜇 ≠ 8
b. 𝑧-statistic
4. a. 𝐻0 : 𝜇 ≥ 75 000 𝐻𝑎 : 𝜇 < 75 000
b. 𝑧-statistic
5. a. 𝐻0 : 𝜇 ≥ 17 𝐻𝑎 : 𝜇 < 17
b. 𝑧-statistic
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Synthesis
Wrap-up To summarize the lesson, ask students the following questions:

1. When do we use the 𝑧-statistic?
2. When do we use the 𝑡-statistic?
Application and To integrate values and build connection to the real world, ask
Values Integration students the following questions:
1. In what real-life situations is the standard deviation of a
population known?
2. How does sample size affect your acceptance of a poll
survey result?
Bridge to the Next To spark interest for the next lesson, ask students the following
Topic questions:
1. When should you reject a null hypothesis?
2. How does the test statistic affect the rejection of the null
hypothesis?
Bibliography
Sullivan, Michael III. Fundamentals of Statistics Fourth Edition: Informed Decisions Using Data.
New York: Pearson Education Inc., 2014.
Surbhi S. “Difference Between T-test and Z-test.” Key Differences. Accessed August 25, 2019.
https://bit.ly/2Rb19s4.
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Unit 13 | Test Statistic and Rejection Region for the

Lesson 2: Forms of Test Statistic for the

● Correctly determine the appropriate form of test statistic to be used in

● Correctly use the Central Limit Theorem to determine the appropriate

Prerequisite Skills and Topics

A. Introduction to the Lesson

Activity 1: Spot the Difference

Materials Needed: board, chalk/marker, pen, paper

4. Ask some students to write one advantage or disadvantage on the board. Do

Activity 2: Advantages vs Disadvantages

Materials Needed: pen, paper

1. Define and Discover

● Test Statistic - a random variable that is used in a hypothesis test

The 𝑧-statistic is given by

where 𝑥 is the sample mean, 𝜇 is the hypothesized population mean, 𝜎 is the

The 𝑡-statistic is given by

where 𝑥 is the sample mean, 𝜇 is the hypothesized population mean, 𝑠 is the

2. Develop and Demonstrate

2. Identify the appropriate form of test statistic.

C. Practice & Feedback

2. Identify the appropriate form of test statistic.

For Group Practice

2. Identify the appropriate form of test statistic.

2. Identify the appropriate form of test statistic.

● Worksheet I (for beginners)

Worksheet Answer Key

Wrap-up To summarize the lesson, ask students the following questions:

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