School: PINTO NATIONAL HIGH SCHOOL Grade Level: 11

GRADES 1 to 12 STATISTICS AND

DAILY LESSON LOG Teacher: ARCELIE D. ELARDO Learning Area: PROBABILITY
MELC BASED Teaching Dates: February 24-28, 2025 Quarter: FOURTH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

(Content Standards) The learner demonstrates understanding of key concepts of tests of hypotheses on the population mean and population proportion.

(Performance Standards) 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) Formulates the appropriate null Identifies the appropriate form Identifies the appropriate form Identifies the appropriate
and alternative hypotheses on a of the test-statistic when: (a) the of the test-statistic when: (a) the rejection region for a given level
population mean (M11/12SP – population variance is assumed population variance is assumed of significance when: (a) the
IVb – 1) to be known; (b) the population to be known; (b) the population population variance is assumed
variance is assumed to be variance is assumed to be to be known (b) the population
unknown; (c) the Central Limit is unknown; (c) the Central Limit is variance is assumed to be
to be used (M11/12SP – IVb – 2) to be used (M11/12SP – IVb – 2) unknown; and (c) the Central
Limit Theorem is to be used.
(M11/12SP-IVc-1)
Lesson Objective
1 Recall the symbols for
1. Recall the symbols for
population variance/standard
population variance/standard
deviation and sample 1. Recall the concept of
deviation and sample
1. Recall null and alternative variance/standard deviation; formulating null and alternative
variance/standard deviation;
hypothesis; 2. Identify the appropriate form hypotheses
2. Identify the appropriate form
2. Formulate null and alternative of the test-statistic when: (a) the 2. Find the rejection regions
of the test-statistic when: (a) the
hypotheses on a population population variance is assumed when the population variance is
population variance is assumed
mean; and to be known; (b) the population known and the Central Limit
to be known; (b) the population
3. Demonstrate appreciation of variance is assumed to be Theorem is to be used
variance is assumed to be
finding out whether certain unknown; (c) the Central Limit is 3. Display appreciation on the
unknown; (c) the Central Limit is
claims are true or not to be use; and systematic process on testing
to be use; and
3. Demonstrate appreciation of hypothesis
. 3. Demonstrate appreciation of
finding out whether certain
finding out whether certain
claims are true or not
claims are true or not

(Subject Matter) REVIEW OF LESSON/

RECORDING OF Hypothesis Testing
Hypothesis Testing Hypothesis Testing Test of Hypothesis
OUTPUTS/PREPARATION OF
INSTRUCTIONAL MATERIALS
(Learning Resources) - Chalk and board - Chalk and board
- Chalk and board - Chalk and board
-PowerPoint Presentation -PowerPoint Presentation
-PowerPoint Presentation -PowerPoint Presentation
- Handouts with practice - Handouts with practice
- Handouts with practice - Handouts with practice
problems problems
problems problems
- Writing materials (notebooks, - Writing materials (notebooks,
- Writing materials (notebooks, - Writing materials (notebooks,
pens) pens)
pens) pens)
(Procedure)
a. Reviewing Previous Identify what test statistic are
Lesson or Presenting the you going to use to test for
New Lesson means.
1. A school conducted a study on
the number of hours students
claim to study per week. The The teacher reviews the
school’s student president said it previous lesson by letting the
Ask students to write the null is 28 hours per week. If 80 learners identify the appropriate
and alternative hypothesis of students in the school were test-statistic to be used in the
the given situations below. surveyed and their average is situation below:
27.3 hours per week with a
1. A fitness club claims that standard deviation of 4.1 hours, “Cherry Mobile has developed
their routines can elevate is there sufficient evidence to a new cellphone model. The
heart rates of up to 200 bpm reject the student governor’s engineering department claims
Provide a short oral test to on the average. A critic says claim at the α = 0.05 level of that its battery lasts for 4 days.
strengthen retention of the that this is an overestimate significance? In order to test this claim, the
following terms: null of the actual average. 2. A manufacturer claims that company selects a random
hypotheses, alternative 2. A certain group claims that their car batteries have a mean sample of 100 new cellphones
hypotheses, level of significance, the allowance of grade 11 life expectancy of 6 years with a so that this sample has a mean
rejection region, Type 1 error, students is Php 25.00 in population standard deviation of battery life of 2.5 days with a
Type 2 error. average. Teachers believe 1.75 years. In order to test its standard deviation of 1 day.
that this is not true. own claim, a random sample of Test the engineering
20 batteries were tested (under department’s claim that the
normal use) and it was found out new cellphone’s battery life
Answer Key that their mean life span is 5.5 runs with an average of 4 days.
1. H0: μ = 200 and H 1: μ years. Is there evidence a the Use a 0.01 level of
<200 0.01 level of significance that the significance.”
H0: μ = 25 and H1: μ ≠ 25 batteries become exhausted in
less than 6 years? Expected Response: Z-test
AnswerKey

1. z - test
2. t – test
b. Establishing purpose for Say, “This lesson will help one The teacher lets the learners
the lesson The teacher lets the students decide what test statistic to use realize that identifying the
Say, “This lesson will help one
realize that we formulate to test the claim/hypothesis.” regions of rejection for a given
decide what test statistic to use
hypothesis in real-life to level of significance is an
to test the claim/hypothesis.”
estimate values. important step in testing a
hypothesis.
c. Presenting The teacher lets the learners
example/instances of work in pairs. With the same
the new lesson The teacher presents this problem given previously, the
example teacher lets the learners
formulate the null and
A random sample of 12 babies alternative hypothesis and the
born in Eversly Hospital was level of significance used.
taken their weights (in kg)
recorded as follows. “Cherry Mobile has developed
Say, “In this chapter, we will
a new cellphone model. The
learn how to test a claim about
2.3 2.4 2.4 2.5 engineering department claims
a parameter. This claim is a
2.6 2.5 2.8 that its battery lasts for 4 days.
hypothesis which we test using
2.4 2.7 In order to test this claim, the
a sample data. For example, I
2.3 2.2 3.0 company selects a random
found out that the average
sample of 100 new cellphones
Grade 11 Math Final
Assuming that this sample came so that this sample has a mean
Examination score of one
from a normal population, battery life of 2.5 days with a
section is 78.6. I believe that this
investigate the claim that the standard deviation of 1 day.
score is below the actual
mean weight is greater than 2.5 Test the engineering
average of all grade 11
kg. The population standard department’s claim that the
students. Am I right about my
deviation is 0.2 kg. Use the level new cellphone’s battery life
hypothesis?”
of significance α = 0.05 runs with an average of 4 days.
Ask the students the test Use a 0.01 level of
statistic that they are going to significance.”
use.
Then teacher asks, “What do we
Correct Answer do next? What is the next step
z-test in the Hypothesis-testing
process?”

Answers from learners may vary

d. Discussing new concepts The teacher discusses how to The teacher discusses how to The teacher lets the learners
formulate the appropriate null identify what test statistic to use explain their formulated
and alternative hypotheses on a to test the claim. hypotheses. The teacher then
population mean. The teacher discussion the definitions of a
must illustrate the two kinds of critical value, critical region (or
possible alternative hypothesis - rejection region).
the one-tailed test and two-
 tailed test too.
e. Continuation of the The teacher discusses
discussion of new corresponding critical values
concepts from the z table using the
common levels of significance.
f. Developing Mastery With the same partner, the
Using the list they created teacher lets the learners state
yesterday, choose one mean that the null and alternative
they would like to test. Make a hypotheses, identify the level of
simple survey. Make sure to significance, and identify the
Provide examples on
compute for the mean and critical value of the problem and
formulating null and alternative
standard deviation. Then, make where the region of rejection is.
hypothesis on a population
hypothesis and decide what
mean.
statistic are they going to use. “Cherry Mobile has developed
a new cellphone model. The
1. A school reports an average
Possible Answer engineering department claims
grade of 84 among its currently
 average time students spend that its battery lasts for 4 days.
enrolled grade 11 students.
Ask students to create a flow on Facebook in a day In order to test this claim, the
Some parents believe that
chart that shows the process of Based on 10 samples, the company selects a random
students’ average is greater
choosing the right statistic to average hours that students sample of 100 new cellphones
than 84.
use. spend on Facebook is 6 so that this sample has a mean
2. An electric company says that
Sample hours with a sample battery life of 2.5 days with a
the average consumption of
standard deviation of 2.0. standard deviation of 1 day.
residents in Labogon is 150kWh
H0: μ = 2 and H1: μ ≠ 2 Test the engineering
per month. But the barangay
department’s claim that the
captain says their barangay Test Statistic: t-test new cellphone’s battery life
consume less.
runs with an average of 4 days.
3. A health magazine claims that
Use a 0.01 level of
the average coffee
significance.”
consumptions of adults in a
certain region is 5 cups a day.
Expected Response:
However, some believe that it is
1. H0: μ = 4 and H1: μ ≠ 4
not true.
2. Level of significance: α = 0.01
Answers
3. Since the alternative
1. H0: μ = 84 and H1: μ >
hypothesis is ≠, we perform the
84
two-tailed test. For the level of
2. H0: μ = 150kWh and H 1:
significance α = 0.01, we obtain
μ < 150kWh
two critical values of zα = ±2.575
H0: μ = 5 and H1: μ ≠ 5

g. Finding practical Think-Pair-Share. Ask the students the importance

 applications of concepts In pairs, ask the students to list of learning how to test
and skills in daily living down 5 possible means in real hypothesis.
life that they would like to test.

Possible Answers
1. average grades of student
athletes
2. average no. of students who
graduated senior high school
who got employed
3. average no. drop outs
4. average time students spend
on Facebook in a day
5. students’ average hours of
sleep
h. Making generalizations The teacher summarizes how to The teacher summarizes how to The teacher summarizes the
and abstractions about formulate null hypotheses on a identify what test statistic they how to identify the critical
the lesson population mean using the are going to use to test for values and the appropriate
following guide questions: means using the following critical region for a given level
1. How are null hypotheses questions: of significance when the
formulated? population variance is assumed
2. How about the alternative to be known by expounding the
hypotheses? 1. What test statistic are you table below:
going to use when the
Answers a. population standard
1. Consider the parameter deviation is known
population mean μ. Given a b. population standard
particular value, say K, we deviation is unknown
can write our null but large samples,
hypothesis as follows: n≥30
H 0: μ = K c. small samples, n<30
The equation simply tells us that
the parameter μ and the
number K has no difference in
value.
2. On the other hand, we have
several options to state our
alternative hypotheses, say the
μ and K have a difference.A test
of any statistical hypothesis,
where the alternative is one
sided such as the following are
called one-tailed test.
 H 0: μ = K
H 1: μ > K
or

H 0: μ = K
H 1: μ < K
A test of any statistical
hypothesis where the
alternative is two-sided such as
the following is called a two-
tailed test.
H 0: μ = K

H 1: μ ≠ K
i. Evaluating learning Write the null and alternative Identify what appropriate form Ask the students to answer the The teacher lets the learners
hypotheses for the following of statistic should be used in the following: identify the critical value and
situations. following situations. region of rejection of the
1. The ABC Company has Determine what test statistic are problem, individually.
1. A barangay official claim developed a new cellphone you going to use in the following
that the mean family model. The engineering situations. “A random sample of 12 babies
income of his constituents department claims that its 1. A school conducted a study born in a charity ward of
is Php 20,000 but some battery lasts for 4 days. In order on the weight of students. Eversley Hospital was taken
group of residents believe to test this claim, the company The school conducted a their weights (in kg) recorded as
that this is not true. selects a random sample of 100 survey of 50 students and it follows.
2. A public-school claim that new cellphones so that this was found out that their
the mean weight of grade 7 sample has a mean battery life average weight is 40 kg with a 2.3 2.4 2.4 2.5
is 30.5 kg. But that is not of 2.5 days with a standard standard deviation of 0.2. 2.6 2.5 2.8
what the division doctor deviation of 1 day. 2. The company’s production 2.4 2.7
believes. 2. A sports trainer wants to manager did a survey about 2.3 2.2 3.0
3. A local clinic claims that the know whether the true average the average no. of content of
mean weight of the time of his athletes who do 100- their beverage product. They Assuming that this sample came
children aged 10 – 12 in meter sprint is 98 seconds. He conducted a survey with 10 from a normal population,
their area is 48 kg. A small recorder 18 trials of his team samples and found out that investigate the claim that the
survey was done and it and found that the average time the mean is 4.8 ml with a mean weight is greater than 2.5
gives a result of 52 kg. is 98.2 seconds with a standard standard deviation of 0.5. kg. The population standard
deviation of 0.4 second. 3. A certain airfare company deviation is 0.2 kg. Use the level
3. The high school sports would like to check their of significance α = 0.05.”
Answer Key coordinator is asked if soccer travel time of flight Cebu-
1. H0: μ = 20 000 and H1: μ ≠ 2 players are doing as well Manila. They recorded 10
000 academically as the other different flights’ actual travel Answer:
2. H0: μ = 2.5 and H1: μ ≠ 2.5 student athletes. From the time. The mean is 1.3 hours 1. H0: μ = 2.5 and H1: μ >2.5
3. H0: μ = 48 and H1: μ ≠ 48 previous study, the GPA for with a standard deviation of 2. Level of significance α = 0.05
student athletes is 3.10. After 0.8 hours. 3. Since the alternative
the intervention to help improve hypothesis is of type >, we
 GPA of student athletes, the Answer Key
sports coordinator randomly 1. z – test
samples 20 soccer players and 2. t – test perform the right tailed test. For
finds that the average GPA of 3. t – test the level of significance, the
the sample is 3.18 with a sample critical value is zα =+2.33
standard deviation of 0.54.

Answer key:
1. z – test
2. t - test
3. t - test

REMARKS

REFLECTION

Prepared by: Checked by:

ARCELIE D. ELARDO DAVID B. DUPYAWON JR.

Teacher III Head Teacher III