STATISTICS AND PROBABILITY
Grade 11-ABM
May 19, 2022
The learner demonstrates understanding of key concepts of tests of hypotheses on
CONTENT STANDARD
the population mean and population proportion.
The learner is able to perform appropriate tests of hypotheses involving the
PERFORMANCE
STANDARD
population mean and population proportion to make inferences in real-life
problems in different disciplines.
The learners shall be able to formulates the appropriate null and alternative
MOST ESSENTIAL
hypotheses on a population mean.
LEARNING COMPETENCY
(M11/12SP-IVb-1)
At the end of the lesson, the students should be able to
OBJECTIVES 1. Formulate the appropriate null and alternative hypotheses on a population
mean
SUBJECT MATTER
TEST OF HYPOTHESIS
A. References
Statistics and Probability – Grade 11. SSLM
Laptop, internet or data, pen, paper, and mobile phone.
B. Materials
METHODOLOGY
I. PRELIMINARIES
Teacher ‘s Task Learners’ Task/Response
A. Prayer
Everyone let us all put ourselves in
God’s presence. Ms. Jona kindly lead A student leads the prayer
the prayer.
B. Greetings
Good morning, everyone.
“Kumusta kayo?” Good morning, Ma’am. Good morning classmates .
Kindly check if there are garbage
under your chairs.
Sit on your chairs at least 1 meter apart
from each other.
C. Checking of Attendance
What happened to the others class?
Why are they absent?
Some are sick ma’am. Others are on quarantine.
When they come back kindly allow
them to copy your notes and share to
Yes ma’am, we will let them copy our notes.
them what you learned about the
lessons that they missed.
D. Setting of House Rules
Bago tayo magsimula, Let me show
you from the slides these rules that
everyone must observe during our
class. The teacher explained the house
rules using Filipino.
The teacher also reminded the student
about COVID protocols.
E. Group Dynamics
Now I am going to divide you into
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learning groups with 3 members each.
Are you ready now?
G. Checking of Assignment
Be seated with your group. I remember
giving you an assignment that you will Yes ma’am, we are ready.
read at home. Let’s put it on hold, we
will tackle that one later. First, we must
review our previous lesson.
II. REVIEW
Teacher ‘s Task Learners’ Task/Response
Everyone, I will give a link then write The students will bring out their phones and will
your answers in the link provided? complete the given task.
menti.com
Code: 2472 8302
“ Give words that relate to our last
lesson”
The teacher will share her hotspot in
the class specially for those who don’t (Answers may vary but in case of mistakes,
have data and internet connection. corrections must be made at once.)
Who can give another one please?
The teacher encouraged learners to
actively participate in the class.
Thank you for answers everyone.
The teacher will call the attention of
students who are near sighted to
accommodate their needs and reassign
their seats.
III. PRESENTATION OF THE LESSON
Activity A. Motivational Activity:
Differentiate it!
The teacher will present this scenario to the class.
Reference: Statistics and Probability Module 5
Teacher ‘s Task Learners’ Task/Response
The teacher will let the students examine the
pictures. The student will be group into two
heterogenous grouping to let the fast learner Learners will take their seats and wait for
help those with learning difficulty and the teacher’s next instruction.
2
accommodate our IP students. The teacher
will give them 5 mins. to prepare.
In your group state the differences
between the two picture and also list Presentation of outputs.
down its effect.
They will then present their work in the
class.
The students must prepare a yell before
they will start.
Strategy:
The teacher will stimulate the learners’ ability to think critically by discussing with their
teammates the answers to the guide questions found in the activity sheet. They will share
the answers to the class.
Teacher ‘s Task Learners’ Task/Response
The teacher will process the activity and
discuss with the class the answers to the
guide questions.
Guide Questions:
1. What have you observed between the two
figures? The learners will take turns in answering
2. Do you think the fertilizer has an effect on the questions by giving responses.
Analysis the plant?
3. What do you think are the variables
shown in the pictures?
4. Is there any relationship among the
variables in Figure 1 and Figure 2?
5. How do these pictures relate to the
hypothesis?
As the learners take turns in answering the
questions, the teacher will acknowledge their
responses with positive feedbacks. The
teacher will also encourage learners to
participate in the class and to not be afraid to
answer questions because making mistakes
are part of the learning process.
Strategies:
The strategies adopted in this part of the lesson will be inquiry-based learning.
This strategy is particularly useful for initial student engagement, leading
students to move beyond basic knowledge to a deeper understanding of critical
thinking, evidence-based reasoning, and creative problem solving.
Teacher ‘s Task Learners’ Task/Response
Deepening of the content.
A statistical hypothesis is a statement about
Abstraction a parameter and deals with evaluating the
value of a parameter. In statistical
hypothesis testing, there are always two
hypotheses: the null and the alternative
hypotheses. Below is a comparison between
the two.
The teacher reminded the students not The learners will read the parts assigned.
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to be afraid to ask questions and
clarifications.
The teacher will ask the learners if their
understanding.
Students’ answers may vary.
Null Hypothesis
It states that there is no difference between
population parameters (such as mean,
standard deviation, and so on) and the
hypothesized value.
There is no observed effect.
Alternative Hypothesis
It states that the population parameter has
some statistical significance (smaller,
greater, or different than) with the
hypothesized value. The learners will read the parts assigned
There is an observed effect. and answer questions
( as cited in
https://opentextbc.ca/researchmethods/chapter/un
derstanding-null-hypothesis-testing/)
Example:
The average weight of all Grade 11 students
in Senior High School is 169cm. Is this claim
true?
H o : The average weight of all Grade 11
students is 169 cm. / H o : 𝝁 = 𝟏𝟔𝟗 (claim)
H a :: The average weight of all Grade 11
students is not 169 cm./ H a :: 𝝁 ≠ 𝟏𝟔𝟗
After letting the students read the
lesson, explain to them briefly.
Afterwards also give real life scenario
where you can integrate the lesson.
Allow the learner to ask questions during Students answers the difference between
the discussion. null and alternative hypothesis.
Some parts of the lesson will be
explained in Filipino if the students had a
hard time understanding certain parts.
Also allow the learner to differentiate null
and alternative hypothesis. Probe
questions to unluck HOTS.
Application Strategy:
The strategies used in this part of the lesson is differentiated tasks to produce a creative
performance output.
Teacher ‘s Task Learners’ Task/Response
Let the learners work in groups to
accomplished the activity through a creative
presentation. They will have 5 mins to
prepare and 2 mins to present
Differentiated Tasks:
The students will have to formulate null and
alternative hypothesis with different scenario
in each group. In each scenario they have to
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present the task given to them and formulate
the hypothesis.
The teacher will remind the students
to collaborate because this is a The outputs of students will vary.
group activity.
1. The teacher will give them a
video on IP community.
https://www.youtube.com/
watch?v=M1B1bFWHWbE
(do a role-play that you can
relate to your community-for IP
students)
2. The teacher will give them a
picture on the open pit mining.
(create a picture slogan for students
with special talents)
The teacher needs to remind the
students about their task and goal at
the end of the class.
****Specify the scoring rubrics that will be
the basis in determining the rating in the task
assigned to each group.
Wrap Up:
After the presentation of outputs, feedback will follow with reference to the scoring
rubrics. The teacher will also clarify the values and the moral lesson gained from the
lesson. In this task, the teacher will make use of moral-philosophical approach through
discussion about situation involving moral dilemma and suggesting positive ways of
coping it.
Values Integration: Deepen the learners understanding by giving examples of the
following key concepts. Let learners also share their own views.
From a practical point of view, hypothesis testing allows you to collect samples
and make decisions based on facts, not on how you feel or what you think is
right. To be able to prove your assumptions, you must state first the null and
alternative hypotheses.
Formulate Me!
Write the null hypothesis and alternative hypothesis in notations for each given
situation.
https://quizizz.com/join?gc=47829401 (For students the are absent today)
1. A car manufacturer claims that the mean selling price of all cars
manufactured is only ₱150,000. A consumer agency wants to test whether
Evaluation the mean selling price of all the cars manufactured exceeds ₱150, 000.
𝐻𝑜:
𝐻𝑎:
2. A bus company in Manila claims that the mean waiting time for a bus during
rush hour is less than 12 minutes. A random sample of 30 waiting times has
a mean of 15 minutes with a standard deviation of 4.8
𝐻𝑜:
𝐻𝑎:
Cite five (5) research questions used in real life and formulate your null and alternative
hypotheses. Example: Is it true that turmeric can prevent viruses?
𝐻𝑜: Drinking turmeric cannot prevent viruses.
Assignment 𝐻𝑎: Drinking turmeric can prevent viruses Send it in our Google Classroom
(https://classroom.google.com/c/NDQwMDE3NDQ3MjY2?cjc=qxq7yaj)
Prepared by:
5
PATRICIA MARIE V. MORALES
SST 1 Class Observed by:
JOHN G. MAHUSAY
Master Teacher II
