Daily School SIBUTAD NHS Grade Level Grade 11

Lesson Writer NELGYN T. OBEJERO Learning Area Mathematics

Plan Teaching Quarter FOURTH
Dates Week/Day Week 1/Day 1

I. Objectives
A. Content Standards The learner demonstrates understanding of key concepts of tests of
hypotheses on the population mean and population proportion.
B. Performance The learner is able to perform appropriate tests of hypotheses involving
Standards the population mean and population proportion to make inferences in
real-life problems in different disciplines.
C. Learning The learner illustrates (a) null hypothesis (b) alternative hypothesis (c)
Competencies/ Objectives level of significance (d) rejection region (e) types of errors in hypothesis
(Write the LC code for each) testing (M11/12SP-IVa-1)
At the end of the lesson the students should be able to:
a. define and illustrate the null and alternative hypotheses, level of
significance, rejection region, and type of errors in hypothesis
testing;
II. Content Test of Hypothesis
III. Learning Resources
A. Reference
1. Teacher’s Guide pages Curriculum Guide for Mathematics Grade 11
2. Learner’s Guide pages Mathematics Learners Module 11
Pages 4 - 14
3. Textbook pages LM Mathematics 11
4. Additional Materials
from Learning Resources
(LR) Portal
B. Other Learning Visual aids, PowerPoint Presentation, Worksheets
Resources
IV. Learning Procedures
● Prayer
ELICIT ● Greetings
● Checking of Attendance
● Classroom Management

Activity 1. Drill! (Where am I Now?)

Directions: Identify the region where each of the given values falls.

1. t = 1.95
2. t = 0.15
3. t = – 1.45
4. t = – 2.4
5. t = 2.73
 Guide Questions:
1. What is the name of that curve?
2. In what type of distribution is this kind of curve used?
3. How were you able to locate in which region the given values fall?

ANSWER KEY:
1. Region C 2. Region B 3. Region B 4. Region A 5. Region C
Activity 2: Urban Pictionary
ENGAGE
The students will be divided into four groups. Each group will be
given a color. A color will be drawn and the group whose color is drawn
will get to answer the first mystery word in 10 seconds. If the members
got the correct answer, they will be awarded 5 points. If they don’t, then
any group can guess the mystery word by whichever group raises the
flag first after the teacher gives the “GO” signal. If the mystery word is
guessed correctly, then they will get the 5 points.
1. HYPOTHESIS

- ALLERGENIC +
2. SIGNIFICANCE

+ IFIC + -D
3. REJECTION

-D+ - IN
4. CRITICAL

-B+ + -L
Guide Questions:
1. How do you find the activity?
2. What makes the activity difficult?
3. What did you learn from the activity?
Activity 3. Scavenger Hunt
EXPLORE  With the same group provide each group with a set of real-world
scenarios related to various fields (e.g., medicine, psychology,
climate change, technology).
 Instruct each group to identify the null and alternative
hypotheses for each scenario and determine the appropriate
hypothesis test to use. (Worksheet provided)
 The cards are hidden around the classroom ensuring they are
easily accessible but not immediately visible.
 Groups then search for relevant data or information to conduct
hypothesis tests and draw conclusions.
 The first group to successfully complete all scenarios wins the
 scavenger hunt.

EXPLAIN Hypothesis testing is a statistical method applied in making

decisions using experimental data. Hypothesis testing is basically
testing an assumption that we make about a population.

A hypothesis is a proposed explanation, assertion, or assumption

about a population parameter or about the distribution of a random
variable.
Here are some examples of questions you can answer with a
hypothesis test:
 Does the mean height of Grade 12 students differ from 66
inches?
 Do male and female Grade 7 and Grade 12 students differ in
height on average?
 Is the proportion of senior male students’ height significantly
higher than that of senior female students?

Key Terms and Concepts Used in Test Hypothesis

The Null and Alternative Hypothesis

The null hypothesis is an initial claim based on previous
analyses, which the researcher tries to disprove, reject, or nullify. It
shows no significant difference between two parameters. It is
denoted by 𝐻𝑜.
The alternative hypothesis is contrary to the null hypothesis,
which shows that observations are the result of a real effect. It is
denoted by 𝐻𝑎.

Example:
The school record claims that the mean score in Math of the
incoming Grade 11 students is 81. The teacher wishes to find out if
the claim is true. She tests if there is a significant difference between
the batch mean score and the mean score of students in her class.

Solution:
Let 𝜇 be the population mean score and 𝑥̅ be the mean score of
students in her class.

Option 1:
𝐻𝑜: The mean score of the incoming Grade 11 students is 81 or
𝜇 = 81.
𝐻𝑎: The mean score of the incoming Grade 11 students is not 81 or
𝜇 ≠ 81.

Option 2:
𝐻𝑜: The mean score of the incoming Grade 11 students has no
significant difference with the mean score of her students or
𝜇 = 𝑥̅.
𝐻𝑎: The mean score of the incoming Grade 11 students has a
significant difference with the mean score of her students or
𝜇 ≠ 𝑥̅.
 Level of Significance
 The level of significance denoted by alpha or 𝛂 refers to the
degree of significance in which we accept or reject the null
hypothesis.
 100% accuracy is not possible in accepting or rejecting a
hypothesis.
 The significance level 𝛂 is also the probability of making the
wrong decision when the null hypothesis is true.
 The most common levels of significance used are 1%, 5%, or
10%.

Example.
Maria uses 5% level of significance in proving that there is no
significant change in the average number of enrollees in the 10
sections for the last two years. It means that the chance that the null
hypothesis (𝐻𝑜) would be rejected when it is true is 5%.

Two-Tailed Test vs One-Tailed Test

 When the alternative hypothesis is two-sided like 𝐻𝑎: 𝜇 ≠ 𝜇0,
it is called two-tailed test.
 When the given statistics hypothesis assumes a less than
or greater than value, it is called one-tailed test. Use the
right-tailed test when 𝐻𝑎 contains the symbol >. Use the left-
tailed when 𝐻𝑎 contains the symbol <.

Illustration of the Rejection Region

 The rejection region (or critical region) is the set of all
values of the test statistic that causes us to reject the null
hypothesis.
 The non-rejection region (or acceptance region) is the set of
all values of the test statistic that causes us to fail to reject
the null hypothesis.
 The critical value is a point (boundary) on the test
distribution that is compared to the test statistic to determine
 if the null hypothesis would be rejected.

Type I and Type II Errors

 Rejecting the null hypothesis when it is true is called a Type
I error with probability denoted by alpha (𝜶). In hypothesis
testing, the normal curve that shows the critical region is
called the alpha region.
 Accepting the null hypothesis when it is false is called a
Type II error with probability denoted by beta (𝛃). In
hypothesis testing, the normal curve that shows the
acceptance region is called the beta region.
 The larger the value of alpha, the smaller is the value of
beta.

Null Hypothesis Fail to Reject 𝑯o Reject 𝑯o

Correct Decision Type I Error
True - Failed to reject - Rejected 𝑯o
𝑯o when it is true when it is true
Type II Error Correct Decision
False - Failed to reject - Rejected 𝑯o
𝑯o when it is false when it is false

ELABORATE Activity 3. Hypothesis Testing Olympics

Divide the class into several teams, ensuring each team has an equal
number of members.
1. Introduce the Hypothesis Testing Olympics to the class, explaining
that teams will compete in a series of challenges to test their
knowledge and skills in hypothesis testing.
2. Explain the rules of the competition, including how points will be
awarded for each challenge and how the winning team will be
determined.
3. Once a team completes the challenge, they signal the facilitator, who
will evaluate their response and award points accordingly.
4. Conclude the Hypothesis Testing Olympics with a closing ceremony,
where the winning team is announced and awarded a prize (if
applicable).

Directions: Choose and write the letter of the best answer to the given
EVALUATION questions or statements.
1. It is also the probability of committing an incorrect decision about the
 null hypothesis.
A. Level of error C. Level of acceptance
B. Level of hypothesis D. Level of significance

2. When is a Type I error committed?

2. A. We reject a null hypothesis that is true.
3. B. We reject a null hypothesis that is false.
4. C. We fail to reject a null hypothesis that is true.
D. We fail to reject a null hypothesis that is false.
3. When is a Type II error committed?
A. We reject a null hypothesis that is true.
B. We reject a null hypothesis that is false.
C. We fail to reject a null hypothesis that is true.
D. We fail to reject a null hypothesis that is false.
4. If the computed z-value is 1.286 and the critical value is 1.383, which
of the following statements could be true?
5. A. It lies in the rejection region, 𝐻𝑜 must be rejected.
6. B. It lies in the rejection region, hence we fail to reject 𝐻𝑜.
7. C. It lies in the non-rejection region, 𝐻𝑜 must be rejected.
8. D. It lies in the non-rejection region, hence we fail to reject 𝐻𝑜.
5. Which of the following describes an alternative hypothesis using
two-tailed test?
A. 𝐻𝑎: 𝜇 < 50 𝑦𝑒𝑎𝑟𝑠 𝑜𝑙𝑑 C. 𝐻𝑎: 𝜇 ≠ 50 𝑦𝑒𝑎𝑟𝑠 𝑜𝑙𝑑
B. 𝐻𝑎: 𝜇 > 50 𝑦𝑒𝑎𝑟𝑠 𝑜𝑙𝑑 D. 𝐻𝑎: 𝜇 = 50 𝑦𝑒𝑎𝑟𝑠 𝑜𝑙𝑑

ANSWER KEY: 1. D 2. A 3. D 4. D 5. C
Assignment:
EXTEND Challenge students to formulate testable hypotheses related to
climate change. Let them collect, analyze relevant data, and draw
evidence-based conclusions from their investigations.
Remarks
Reflection

Prepared by:

NELGYN T. OBEJERO
Mathematics Teacher