Grade Level GRADE 11 Quarter 4TH QUARTER
Semester (SECOND) 2ND Region NCR
Learning Area STATISTICS & PROBABILITY Teaching Dates
I. OBJECTIVES
Content Standard The learner demonstrates understanding
of key concepts of tests of hypotheses on
the population mean and population
proportion.
Performance Standard The learner is able to perform appropriate
tests of hypotheses involving the
population mean and population
proportion to make inferences in real-life
problems in different disciplines.
Learning Competencies/ The learner
Objectives 1. formulates the appropriate null and alternative hypotheses on a population
proportion (M11/12SP-IVe-2);
2. computes for the test-statistic value (population proportion) (M11/12SP-IVf-1);
3. draws conclusion about the population proportion based on the test-statistic value
and the rejection region (M11/12SP-IVf-2) and,
6. solves problems involving test of hypothesis on the population proportion
(M11/12SP-IVf-g-1).
A. II. CONTENT
B. Content HYPOTHESIS TESTING ON POPULATION PROPORTION
C. III. LEARNING
RESOURCES
References
A. Teacher’s Guide Page
B. Learner’s Material
Pages
Textbook Pages 1. Conceptual Math and Beyond, pp. 146-158
2. Introduction to Statistics, pp. 175-180
Additional Material from
other learning resources
portal
Other learning resources https://www.sagepub.com/sites/default/files/upm-binaries/40007_Chapter8.pdf
https://www.pitt.edu/~super1/ResearchMethods/Arabic/HypothesisTestingpart1.pdf
https://online.stat.psu.edu/stat100/lesson/10/10.1
A. IV. PROCEDURES
1. Reviewing Let us have a short recap on the previous lesson by answering the activity below.
previous lesson FACT OR BLUFF! Write FACT on the blank if the statement is correct and BLUFF if
and activating it is incorrect.
prior knowledge ___ 1. For one-tailed test, 95% confidence level corresponds to 0.025 α level.
___ 2. t test and z test have the same formula.
___ 3. When 𝐻0 is rejected it means that a significant difference does not exist.
___ 4. When the evidence is not enough, reject the null hypothesis.
___ 5. When the evidence is sufficient to reject the null hypothesis, a significant difference
exists.
2. Establishing “Life shrinks or expands in proportion to one’s courage.”
purpose of the --- Anais Nin
lesson. When you are fearless, the possibilities in life seem endless and your life
automatically expands; on the other hand, once you become scared of failure or
rejections, you limit the number of possibilities and automatically, your life shrinks
drastically.
3. Presenting new REMEMBER ME!
lesson/ instance 1) Proportion – is a fraction expression with the number of favorable responses in
for a lesson the numerator and the total number or respondents in the denominator.
2) For a sample proportion, we shall use the following formulas:
Let us apply this formula to these examples:
1. In a random sampling of 500 nursing applicants, 60 of them were undergraduate.
Find the value of sample proportion.
2. Out of the 200 randomly selected people in the mall, 30 of them were
unemployed. Compute the sample proportion.
4. Discussing new
lessons and Z-TEST FOR PROPORTIONS
practicing new
skills #1
1. A researcher wants to test his assumption that 75% of the senior high school
students who enrolled in the academic track wanted to become a teacher. He
collected samples randomly and found out that 25 out of 130 are planning to
become a teacher. Compute for the value of z.
2. If 17% of the workers in the company has insomnia, what is the probability of
randomly selecting 70 workers and finding 14 of them having insomnia?
B. Discussing new 3. Calculate the confidence interval to estimate the population proportion, given
lesson and practicing the following data:
new skills #2
𝑛=700 𝑝 ̂=0.30 𝐶.𝐿=90%
𝑛=200 𝑝 ̂=0.23 𝐶.𝐿=95%
4. Construct the confidence interval
estimate of the population proportion using the following data:
a) n=650 x=275 𝐶.𝐿 =95%
b) n=81 x=45 𝐶.𝐿 =80%
Developing Mastery
HYPOTHESIS TESTS ON POPULATION PROPORTION
Example 1: Apply the 6 steps in traditional method of hypothesis testing to test the
claim on the given situation.
A researcher wants to test his assumption that 75% of the senior high school
students who enrolled in the academic track wanted to become a teacher. He
collected samples randomly and found out that 25 out of 130 are planning to
become a teacher. Test the validity of the assumption at 0.05 level of significance.
Example 2: Apply the 6 steps in traditional method of hypothesis testing to test the
claim on the given situation.
A teacher wants to test his assumption that less than 30% of the Senior High
School students like research class. After randomly collecting 150 samples, he
found out that only 65 students like research class. Is the teacher’s claim valid?
Test the hypothesis at 5% significance level.
A. Finding practical
application of concept The primary purpose in testing the probability is to determine the probability of a
and skills in daily difference between a sample proportion and the claimed value of the population
living proportion. Most of these tests are done in marketing and production as to have the
quality and quantity check of their products. This may also be use in surveys in
politics and lifestyle that are shown in the news.
B. Making
generalizations and To summarize our lesson, remember that …
abstractions about the ✓ Hypothesis testing is a decision-making process for evaluating claims
lesson about a population based on the characteristics of a sample.
✓ Proportion – is a fraction expression with the number of favorable responses in
the numerator and the total number or respondents in the denominator.
✓ To find the sample proportion, we use:
✓ The test statistic for population proportion is the z test.
✓ Steps in hypothesis testing on population proportion:
1. Formulate the null and alternative hypothesis in statement and symbol by
describing population parameter of interest- mean.
2. State the type of test, α level, critical value/s
3. Apply the appropriate Test statistic (z or t)
4. State the Decision Rule
5. State the decision on the null hypothesis.
6. Construct your conclusion
C. Evaluating learning
D. Assignment/
Additional activities for
application or
remediation
E. V. REMAKS Students Development Report
Nearing Beginning
Grade Level Mastery Action Line
Mastery Mastery
F. VI. REFLECTION
G. No. of learners earned ____ Lesson carried. Move on the next objective.
80% in evaluation. ____ Lesson not carried.
____ % of pupils got 80% mastery
H. No. of learners who ____ of learners require additional activities for remediation.
require additional
activities for
remediation.
I. Did the remedial ____ Yes ____ No
lesson work? No. of ____ of learners caught up the lesson.
learners who have
caught up with the
lesson.
J. No. of learners who ____ of learners continue to require remediation.
continue to require
remediation.
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
principal or supervisor
can help me solve?
A. What innovation or
localized materials did
I discover which I wish
to share with other
teachers?
B.
C.
D.
Submitted by: Submitted to:
Ana Marie B. Valenzuela Eleonora Concepcion C. Ocampo
Teacher I MT II Mathematics/SGH-STEM
Noted by: Approved by:
Frailene Perez Dr. Florito J. Gereña
Head Teache VI Principal IV
