Republic of the Philippines

Department of Education
REGION XI
SCHOOLS DIVISION OF DAVAO DEL NORTE
ANIBONGAN NATIONAL HIGH SCHOOL
Anibongan, Carmen, Davao del Norte

LESSON PLAN IN MATHEMATICS 11 (STATISTICS & PROBABILITY)

Date: April 2, 2024

Most Essential Learning Competency: illustrates: (a) null hypothesis; (b) alternative
hypothesis; (c) level of significance; (d) rejection region; and (e) types of errors in
hypothesis testing. (M11/12SP-IVa-1)

I. Objectives

At the end of this lesson, the learner should be able to

 develop clear and testable null and alternative hypotheses to enhance critical
thinking skills in hypothesis formulation and testing;
 foster a positive attitude towards uncertainty and learning from failure in
hypothesis testing processes; and
 develop proficiency in hypothesis testing techniques through hands-on
practice and application of statistical tools.
II. Subject Matter

Topic: Null and Alternative Hypotheses

Reference:
Acelajado, Maxima J., Rene R. Belecina, and Basilia E. Blay. Mathematics for the
New Millennium. Makati: Diwa Scholastic Press, Inc. 1999.
Bluman, Allan G. Elementary Statistics: A Step By Step Approach. New York: The
McGraw-Hill Companies, Inc., 2000.
Harleen C., & Harmandeep K. Statistics & Probabilities
Runyon, Richard P., Kay A. Coleman, and David J. Pittenger. Fundamentals of
Behavioral Statistics. USA: The McGraw-Hill Companies, Inc., 2000.
Sagepub. “Introduction to Hypothesis Testing.” Accessed October 6, 2018.
https://www.sagepub.com/sites/default/files/upm-binaries/40007_Chapter8.pdf

III. Learning Procedures

Preliminary Activities
a. Prayer (AVP)
b. Energizer
c. Greetings
d. Checking of classroom’s cleanliness and orderliness
e. Checking of attendance
A. Activity
Time to Face Your Book?

Facebook, Twitter, and Instagram are just some of the popular

social media platforms nowadays. As they continue to grow
and evolve, the number of people using social media is
constantly increasing. Even more, the amount of time spent on
these platforms is trending upward. In the Philippines alone, it
is believed that the daily average time spent on social media is
4 hours a day—the highest in the world.

Suppose you want to test whether this claim is true. Gather the necessary data by
using the entire class as the sample. Consider the following two possible outcomes:
(a) The daily average time spent by Filipinos on social media is 4 hours a day.
(b) The daily average time spent by Filipinos on social media is more or less than 4
hours a day.

Materials Needed: pen and paper

Instructions:
1. This activity will be done individually.
2. Survey at least 15 students in your class about the number of hours they spend in
using social media in one day.
3. Compute for the sample mean of the gathered data.
4. Compare the sample mean to the mean stated in the article. Which of the two
possible outcomes stated above is supported by your result?

B. Analysis
1. How did you collect data for this activity?
2. What method did you use to compute the sample mean?
3. Did your calculated sample mean support the claim about the daily average time
spent on social media in the Philippines?
4. How would you describe the null and alternative hypotheses for this investigation?
5. What are the potential implications of your findings for individuals, society, or
businesses?

C. Abstraction
Null Hypothesis
 Null Hypotheses simply means “NO DIFFERENCE”
 The hypotheses say that OBSERVED DIFFERENCE IS ENTIRELY DUE TO
SAMPLING ERROR i.e. it occurred purely by chance.
 It is denoted by H 0
AIM
In the test of significance, null hypotheses are postulated to establish the
basis for calculating the probability that the difference occurred purely of chance.
GENERAL PROCEDURE FOR TESTING A HYPOTHESES
i. A NULL HYPOTHESES, suitable to problem is set up.
ii. An alternative hypothesis is defined, if necessary.
iii. A suitable statistical test, using a relevant formula is calculated.
iv. The DEGREE OF FREEDOM is determined.
v. Then the probability value (p value) is found out, corresponding to the
calculated value of test and its degree of freedom.
vi. If ‘p value’ is less than 0.05-test is NOT SIGNIFICANT
vii. If ‘p value’ is more than 0.05-test is SIGNIFICANT
EVALUATION
TEST OF SIGNIFICANCE:
 When the difference is significant-Null hypotheses is
REJECTED.
 When the difference is not significant- Null hypotheses is NOT
REJECTED i.e. approved.
 The null hypotheses is never proved to be completely right or
wrong, or true or false.
 But it is only REJECTED or NOT REJECTED at the probability
level of significance concerned.
GOALS
 Technical null hypothesis are used to verify statistical assumptions.
 Scientific null assumptions are used to directly advance a theory i.e. to
approve it.
 Null hypotheses of homogeneity are used to verify that multiple experiments
are producing consistent result.
 It asserts the equality of effect of two or more alternative treatments, for
example, a drug and a placebo, are used to reduce scientific claims based on
statistical noise. This is the most popular null hypothesis; It is so popular that
many statements about significant testing assume such null hypotheses.
ALTERNATIVE HYPOTHESIS
 It is defined as the prediction that there is a measurable interaction between
variables
 It is also called as “MANTAINED HYPOTHESIS” or “RESEARCH
HYPOTHESIS”
 It is denoted by H a
 Null Hypothesis is opposed by alternative hypothesis
 When null hypothesis is rejected, ALTERNATIVE HYPOTHESIS is not
rejected and vice versa.
NORMAL DISTRIBUTION CURVE
 Normal distribution is an arrangement of a data set in which most values
cluster in the middle of the range and the rest taper off symmetrically toward
either extreme.
 Area under the curve can be represented in terms of relationship between and
the standard deviation. The relationship is expressed as follows:
a) Mean + or -1SD includes 68.3 % of all observations.
b) Mean + or -2SD includes 94.4% of all observations.
c) Mean + or -3SD includes 99.7% of all observations.
CHARACTERISTICS
i. NDC has a peak in the center with two tails on either side.
ii. The mean, median and mode of the distribution coincide and
correspond to the peak of the distribution.
iii. The curve is bell shaped and bilaterally symmetrical around the mean
of the distribution.
iv. The proportion of frequencies lying on either side of mean follows a
specific type of pattern.
v. The area under normal curve is unity or one.
vi. Standard deviation is one.
SKEWED DISTRIBUTION
 When the frequency distribution or a frequency curve is not symmetrical about
the peak, it is said to be SKEWED DISTRIBUTION.
 In this one tail of the curve will be longer then the other.
 This skewness can be either to the left or to the right of the peak.

PROBABILITY
The average relative frequency with which an event is expected to occur in
the given population or universe.
 It is denoted by “P”
SCALE OF PROBABILITY MEASUREMENT
 It ranges from 0 to 1.
 Zero is the minimum value- it represent absolute impossibility of occurrence of
an event.
 One is the maximum value- It represents absolute certainty of occurrence all
the times.
FORMULA
 It can be calculated as
P=n(p)/N
Where,
n(p) = no. of times the event occurred.
N= total no. of trials
 Eg: probability of getting kings in a set of playing cards- 4/52 = 1/13

To find out probabilities in complex situation where the same event is happening in
more than one ways and events concerned or independent, 2 rules are present.
i. ADDITION RULE
ii. MULTIPLICATION RULE

ADDITION RULE
 If an event is occurring in mutually exclusive way in trial then the total
probability of occurrence of that event in any way of trial is the sum of
probabilities of the occurrence of that event in individual trial.
 Mutual exclusive events-events that cannot occur simultaneously or present
at same time. They follow this rule.

FORMULA:
P (A or B)=P (A) + P(B)

Where A and B are mutually exclusive

 Eg: what is the probability of getting red or green color balls from a set of 20
balls?
 5 balls of each color- red, green, blue, and yellow respectively.
 Probability of getting red balled- 5/20=1/4
 Probability of getting green balls-5/20=1/4
 Then total probability=sum of individual probabilities= ¼ + ¼= 2/4 = ½

MULTIPLICATION RULE
 Independent events follow the multiplication rule of probability.
 INDEPENDENT EVENTS: Two events are said to be independent, if the
absence or presence of one does not alter the chances of other being
present, or if the occurrence of one does not alter the chance of occurrence
of other.
FORMULA
MULTIPLICATION RULE:
P(A & B)=P(A) X P(B)

If A and B are independent events.

 Eg: what will be the probability of child being male and Rh negative?
 Probability of a child born being male= P(1)= ½
 Probability of child born being Rh negative= P(2)= 1/10 { 10% children at birth
may be Rh negative}
 Probability of child being male and Rh negative
= P(1) x P(2)
=1/2 x 1/10
=1/20
=0.05
D. Application
In a ½ crosswise answer the following questions:

1. A researcher wants to know if there is a significant difference in the driving speed

of male and female drivers. State the null and alternative hypotheses.
2. If a null hypothesis states that, “The mathematics ability test scores of the control
group do not differ from those of the experimental group,” what is the alternative
hypothesis?
3. A Statistics instructor believes that student participation in review classes leads to
higher examination scores. The mean score of students is 77. State the null and
alternative hypotheses.

IV. Assessment
In a ½ crosswise answer this following questions:

1. A gasoline station’s study is designed to test whether the mean number of

liters of unleaded gasoline sold is the same in two adjacent stations 𝑋 and 𝑌.
State the null and alternative hypotheses.
2. A mathematics teacher wants to prove that male students outperform female
students in mathematics in terms of mean final grade. State the null and
alternative hypotheses

V. Agreement

Bring your notebook, calculator, paper, and pencils.

Prepared by:

MARY GRACE F. CAÑEDA

Pre-Service Teacher

Checked by:

RODELIO JR. D. BAIN

Teacher II