Solving Problems Involving Sampling Distribution of The Sample Proportion

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Grade 11 • Unit 8: Sampling Distribution and the Sample Mean
LESSON 8.4
Solving Problems Involving Sampling Distribution of
the Sample Proportion
Table of Contents
Learning Competency 1
Learning Objective 1
Essential Questions 2
Prerequisite Skills and Topics 2
Lesson Proper 3
A. Introduction to the Lesson 3
B. Discussion 6
C. Practice & Feedback 13
Performance Assessment 25
Worksheet Answer Key 26
Synthesis 28
Bibliography 28
Unit 8 | Sampling Distribution and the Sample Mean
Lesson 4: Solving Problems Involving

Sampling Distribution of the Sample
Proportion
Learning Competency
This serves as an enrichment for the DepEd competency in solving problems
involving sampling distributions of the sample mean (M11/12SP-IIIe-f-1).
Learning Objective
At the end of the lesson, you should be able to correctly solve word problems
involving sampling distribution of the sample proportion.
1
Essential Questions
At the end of this lesson, the student should be able to answer the following questions:
● How can we solve word problems involving sampling distribution of the sample
proportion?
● How can the concept of binomial random variable help you in solving problems
involving sampling distribution of the sample proportion?
Prerequisite Skills and Topics

Skills:
● Constructing a normal curve
● Solving probabilities for the sample mean using central limit theorem
● Solving probabilities for the sample proportion
Topics:
● Statistics and Probability Unit 8: More on Sampling Distributions | Lesson 1:
Calculating Probabilities for the Sample Mean
● Statistics and Probability Unit 8: More on Sampling Distributions | Lesson 3: The
Binomial Random Variable
2
Lesson Proper
A. Introduction to the Lesson

Suggested Warm-up Activities
Choose from any of the following warm-up activities. These warm-up activities
should either stimulate recall of the previous lesson or introduce the lesson and not
already used in the study guide.
Activity 1: The Hidden Coin

This activity is designed to prompt the idea of the students about the possible
outcomes when there is a fixed number of n independent trials of the experiment
with only two outcomes.
Duration: 10 minutes
Materials Needed: coin
Methodology:
1. This activity will be done individually then by pairs.
2. Ask the students to get a piece of coin.
3. Ask the students to partner with their seatmate.
4. Instruct the students that each one of them will switch back the coin back
and forth between hands behind their back, then bring their hands out for
their partner to guess which one it is in. Do the same process ten times.
5. The student with the greatest number of guesses will win the game.
3
Expected Results:
The student will recall the concept of binomial random variable by having the same
probability of success for each trial of the game.
Guide Questions:
1. How can you tell if a given experiment is a binomial experiment?
2. Is there any way you can do to increase the chance of having a correct
guess for each round? Why?
3. What will happen to the probability of having correct guess if you will
have more trials of guessing?
Activity 2: Getting to Know Time

This activity will enable the students to grasp the difference between sample
proportion and sample mean.
Duration: 10 minutes
Materials Needed: cartolina, paper, pen
Methodology:
1. Divide the class into two groups.
2. Ask the students the total number of hours they spend on browsing the
internet and write it in a sheet of paper.
3. Ask the students to organize and tabulate the data in cartolina.
4. Instruct the first group to use the given table below.
5. Then, instruct the second group to use the given table below.
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Number of More than 3 Less than 3

Hours hours hours
6. Solicit ideas from the students about the difference between the two tabular
data.
Number of Total number Average
students of hours number of
hours
Expected Results:
The students will be able to identify the differences and similarities of sample
mean and sample proportion in making inferences about the whole population.
Guide Questions:
1. How do you differentiate the sample mean from sample proportion?
2. What is the difference of the two samples in terms of result?
3. What is the difference of the two samples in terms of usage?
Teacher’s Notes
To help better gauge students’ readiness for this lesson, you may assign the short test
given in the Test Your Prerequisite Skills section of the corresponding study guide.
5
B. Discussion
1. Define and Discover
Teacher’s Notes
You may use the Learn about It! slides in the presentation file to discuss the following
key concepts and examples. Make sure to address student questions before jumping
from one concept to another.
● Sampling Distribution – a distribution of a piece of data obtained through a

large number of samples
● Sample Proportion – a proportion of data in a sample that shares a certain

characteristic
Example:
The number of students in a classroom who likes mathematics.
The number of times you get a head when flipping a coin 20 times.
● Calculating Probabilities of a Sample Proportion

Below are the steps in calculating probabilities for the sample proportion.
1. Find the values of 𝑛 and 𝑝.
2. Identify whether the normal approximation to the binomial distribution
is appropriate by checking if 𝑛𝑝 > 5 and 𝑛𝑞 > 5.
3. Express the event of interest in terms of 𝑝̂ and locate the appropriate
area on the normal curve.
𝑝̂−𝑝
4. Convert the necessary values of 𝑝̂ to 𝑧-values using the formula 𝑧 = 𝑝𝑞
.
√𝑛
6
2. Develop and Demonstrate
Example 1
A study reported that 6% of Filipino drivers admit to text while driving. If 300 drivers
are selected at random, what is the probability that the sample proportion is less
than 8%?
Solution:
1. Find the value of 𝑛 and 𝑝.
𝑛 = 300
𝑝 = 0.06
2. Check whether 𝑛𝑝 > 5 and 𝑛𝑞 > 5.
Note that 𝑞 = 1 − 𝑝. In this case, 𝑞 = 1 − 0.06 = 0.94.
𝑛𝑝 = (300)(0.06) = 18 > 5
𝑛𝑞 = (300)(0.94) = 282 > 5
3. Express the event of interest in terms of 𝑝̂ and locate the appropriate area on
the normal curve.
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4. Convert the necessary values of 𝑝̂ to 𝑧-values.
𝑝̂ − 𝑝
𝑧=
𝑝𝑞
√
𝑛
0.08 − 0.06
𝑧=
√(0.06)(0.94)
300
𝑧 ≈ 1.46
5. Use the normal distribution table to locate the probability of the 𝑧-score.
Thus, the probability that of observing a sample proportion of 8% when 300

samples are taken is 𝟎. 𝟗𝟐𝟕𝟗.
Example 2
Among the members of Senior Citizen Group, 10% are widowed. If 200 senior
citizens are selected at random, what is the probability that the sample proportion
of 0.05 or more is widowed?
Solution:
𝑛 = 200
𝑝 = 0.10
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the normal curve.
𝑝̂ − 𝑝
𝑧=
𝑝𝑞
√
𝑛
0.05 − 0.10
𝑧=
√(0.10)(0.90)
200
𝑧 ≈ −2.36
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However, the probability displayed on the table above is the left-tail

probability. Since we are looking for 𝑃(𝑝̂ > 0.05), we need to find the right-tail
probability instead.
Recall that 𝑃(𝑝̂ > 0.05) = 1 − 𝑃(𝑝̂ < 0.05).
𝑃(𝑝̂ > 0.05) = 1 − 𝑃(𝑝̂ < 0.05)

𝑃(𝑝̂ > 0.05) = 1 − 0.0091
𝑃(𝑝̂ > 0.05) = 0.9909
Thus, the probability of observing a sample proportion more than 0.05 when 200
samples are selected is 𝟎. 𝟗𝟗𝟎𝟗.
Example 3
Among all 5-year-old children, 56% are enrolled in school. If a sample of 400 such
children were randomly selected, what is the probability that the sample proportion
falls between 0.50 to 0.60?
Solution:
𝑛 = 400
𝑝 = 0.56
2. Check whether 𝑛𝑝 > 5 and 𝑛𝑞 > 5. Note that 𝑞 = 1 − 𝑝. In this case, 𝑞 = 1 −

0.56 = 0.44.
𝑛𝑝 = (400)(0.56) = 224 > 5

𝑛𝑞 = (400)(0.44) = 176 > 5
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the normal curve.
𝑝̂ − 𝑝
𝑧=
𝑝𝑞
√
𝑛
0.50 − 0.56
𝑧=
√(0.56)(0.44)
400
𝑧 ≈ −2.42
𝑝̂ − 𝑝
𝑧=
𝑝𝑞
√
𝑛
0.60 − 0.56
𝑧=
√(0.56)(0.44)
400
𝑧 ≈ 1.61
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For 𝑧 = −2.42, the left-tail probability is 0.0078
For 𝑧 = 1.61, the left-tail probability is 0.9463
Recall that to get the area under the curve that is between two critical values,
we must subtract their left-tail probabilities.
𝑃(0.5 < 𝑝̂ < 0.60) = 0.9463 − 0.0078

𝑃(0.5 < 𝑝̂ < 0.60) = 𝟎. 𝟗𝟑𝟖𝟓
Thus, the probability that the sample proportion falls between 0.5 and 0.6 is 𝟎. 𝟗𝟑𝟖𝟓.
12
C. Practice & Feedback

For Individual Practice
1. Ask the students to answer the following problem items individually using
pen and paper.
2. Give students enough time to answer the problem items.
3. Call a random student to show his or her work on the board afterward.
4. Let the student share how he or she comes up with his or her solution.
5. Inform the student the accuracy of his answer and solution, and in the case
when there is some sort of misconception, lead the student to the right
direction to find the correct answer.
Problem 1
Six out of ten students are gamers, and they started playing games by age of 10. If
400 of such students are randomly selected, what is the probability that less than
54% of the sample started playing games by age 10?
Solution:
𝑛 = 400
𝑝 = 0.60
𝑛𝑝 = (400)(0.60) = 240 > 5

𝑛𝑞 = (400)(0.40) = 160 > 5
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the normal curve.
𝑝̂ − 𝑝
𝑧=
𝑝𝑞
√
𝑛
0.54 − 0.60
𝑧=
√(0.60)(0.40)
400
𝑧 ≈ −2.45
Thus, the probability that of observing a sample proportion of 0.6 when 400
samples are taken is 𝟎. 𝟎𝟎𝟕𝟏.
14
Problem 2
The take-out delivery service of a fast-food restaurant has an 8% success rate. What
is the probability that the sample of 600 deliveries have more than 10% sales?
Solution:
𝑛 = 600
𝑝 = 0.08

0.08 = 0.92.
𝑛𝑝 = (600)(0.08) = 48 > 5
𝑛𝑞 = (600)(0.92) = 552 > 5
the normal curve.
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𝑝̂ − 𝑝
𝑧=
𝑝𝑞
√
𝑛
0.10 − 0.08
𝑧=
√(0.08)(0.92)
600
𝑧 ≈ 1.81
However, the probability displayed on the table above is the left-tail

probability. Since we are looking for 𝑃(𝑝̂ > 0.10), we need to find the right-tail
probability instead. Recall that 𝑃(𝑝̂ > 0.10) = 1 − 𝑃(𝑝̂ < 0.10).
𝑃(𝑝̂ > 0.10) = 1 − 𝑃(𝑝̂ < 0.10)

𝑃(𝑝̂ > 0.10) = 1 − 0.9649
𝑃(𝑝̂ > 0.10) = 0.0351
Thus, the probability of observing a sample proportion more than 0.10 when
600 samples are selected is 𝟎. 𝟎𝟑𝟓𝟏.
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Problem 3
In a recent survey, 60% of the families have laptops. If 180 families are randomly
selected, what is the probability that the sample proportion who owns a laptop falls
between 56% and 62%?
Solution:
𝑛 = 180
𝑝 = 0.60

0.60 = 0.40.
𝑛𝑝 = (180)(0.60) = 108 > 5

𝑛𝑞 = (180)(0.40) = 72 > 5
the normal curve.
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𝑝̂ − 𝑝
𝑧=
𝑝𝑞
√
𝑛
0.56 − 0.60
𝑧=
√(0.60)(0.40)
180
𝑧 ≈ −1.10
𝑝̂ − 𝑝
𝑧=
𝑝𝑞
√
𝑛
0.62 − 0.60
𝑧=
√(0.60)(0.40)
180
𝑧 ≈ 0.55
For 𝑧 = −1.10, the left-tail probability is 0.1357
18
For 𝑧 = 0.55, the left-tail probability is 0.7088
𝑃(0.56 < 𝑝̂ < 0.62) = 0.7088 − 0.1357

𝑃(0.56 < 𝑝̂ < 0.62) = 𝟎. 𝟓𝟕𝟑𝟏
Thus, the probability that the sample proportion falls between 56% and 62% is
𝟎. 𝟓𝟕𝟑𝟏.
For Group Practice

1. Ask the students to form a minimum of two groups to a maximum of five
groups.
2. Each group will answer problem items 4 and 5. These questions are meant to
test students’ higher-order thinking skills by working collaboratively with their
peers.
3. Give students enough time to analyze the problem and work on their solution.
4. Ask each group to assign a representative to show their solution on the board
and discuss as a group how they come up with their solution.
5. Inform the student the accuracy of his answer and solution, and in the case
when there is some sort of misconception, give the student opportunity to work
with his/her peers to re-analyze the problem, and then lead them to the right
direction to find the correct answer.
19
Problem 4
Among the total population of Filipino households, 17% receive retirement income.
If a random sample of 120 households are taken, what is the probability that the
sample size has a proportion between 0.15 to 0.23?
Solution:
𝑛 = 120
𝑝 = 0.17

0.17 = 0.83.
𝑛𝑝 = (120)(0.17) = 20.4 > 5

𝑛𝑞 = (120)(0.83) = 99.6 > 5
the normal curve.
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𝑝̂ − 𝑝
𝑧=
𝑝𝑞
√
𝑛
0.15 − 0.17
𝑧=
√(0.17)(0.83)
120
𝑧 ≈ −0.58
𝑝̂ − 𝑝
𝑧=
𝑝𝑞
√
𝑛
0.23 − 0.17
𝑧=
√(0.17)(0.83)
120
𝑧 ≈ 1.75
For 𝑧 = −0.58, the left-tail probability is 0.2810.
For 𝑧 = 1.75, the left-tail probability is 0.9599.
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𝑃(0.15 < 𝑝̂ < 0.23) = 0.9599 − 0.2810

𝑃(0.15 < 𝑝̂ < 0.23) = 𝟎. 𝟔𝟕𝟖𝟗
Thus, the probability that the sample proportion falls between 0.15 and 0.23 is
𝟎. 𝟔𝟕𝟖𝟗.
Problem 5
According to a survey, 5.3% of those employed are multiple-job holders. What is the
probability of observing a sample size of 150 having a proportion less than 0.04 or
greater than 0.055?
Solution:
𝑛 = 150
𝑝 = 0.053
𝑛𝑝 = (150)(0.053) = 7.95 > 5

𝑛𝑞 = (150)(0.947) = 142.05 > 5
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the normal curve.
𝑝̂ − 𝑝
𝑧=
𝑝𝑞
√
𝑛
0.04 − 0.053
𝑧=
√(0.053)(0.947)
150
𝑧 ≈ −0.71
𝑝̂ − 𝑝
𝑧=
𝑝𝑞
√
𝑛
0.055 − 0.053
𝑧=
√(0.053)(0.947)
150
𝑧 ≈ 0.11
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For 𝑧 = 0.11, the left-tail probability is 0.5438.
For 𝑧 = −0.71, the left-tail probability is 0.2389.
Recall that to get the area under the curve that is less than or greater than two
critical values, we must get the sum of their left-tail probabilities.
𝑃(𝑝̂ < 0.04) ∪ 𝑃(𝑝̂ > 0.055) = 𝑃(𝑝̂ < 0.04) + (1 − 𝑃(𝑝̂ < 0.055)
= 0.2389 + (1 − 0.5438)
= 0.2389 + 0.4562
= 0.6951
Thus, the probability that the sample proportion less than 0.04 or more than
0.055 is 𝟎. 𝟔𝟗𝟓𝟏.
24
Performance Assessment
This performance assessment serves as a formative assessment, divided into three sets
based on the student's level of learning. Click on the link provided on the lesson page to
access each worksheet.
● Worksheet I (for beginners)

● Worksheet II (for average learners)
● Worksheet III (for advanced learners)
Teacher’s Notes
For a standard performance assessment regardless of the student’s level of learning,
you may give the problem items provided in the Check Your Understanding section of
the study guide.
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Worksheet Answer Key
Worksheet I
1. 0.9896
2. 0.7753
3. a. 0.0485
b. 0.2266
c. 0.9762
4. a. 0.0207
b. 0.1539
c. 0.9782
Worksheet II
1. 0.9406
2. 0.2643
3. a. 0.1446
b. 0.0068
c. 0.7761
4. a. 0.3228
b. 0.2451
c. 0.8645
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Worksheet III
1. No (0.9798)
2. a. 0.3745
b. 0.0287
3. a. 0.9015
b. 0.0049
c. 0.8966
4. a. 0.0274
b. 0.0007
c. 0.6003
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Synthesis
Wrap-up To summarize the lesson, ask students the following questions:

1. How do you solve word problem involving sampling
distribution of the sample proportion?
2. What is a sample proportion?
Application and To integrate values and build connection to the real world, ask
Values Integration students the following questions:
1. How can you apply the concept of sample proportion in
your life as a student?
2. How can you apply the concept of sampling distribution in
real-life situations?
Bridge to the Next To spark interest for the next lesson, ask students the following
Topic questions:
1. How will you estimate the value of a population
proportion?
2. How will you estimate the value of a population mean?
Bibliography
Bluman, A.G. Elementary Statistics: A step by step approach Eight Edition. McGraw-Hill. USA.
2012.
Sullivan M. Fundamentals of Statistics: 4th edition. Pearson. USA. 2014.
28

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Grade 11 • Unit 8: Sampling Distribution and the Sample Mean

Unit 8 | Sampling Distribution and the Sample Mean

Lesson 4: Solving Problems Involving

Prerequisite Skills and Topics

A. Introduction to the Lesson

Activity 1: The Hidden Coin

Materials Needed: coin

Activity 2: Getting to Know Time

Materials Needed: cartolina, paper, pen

Number of More than 3 Less than 3

1. Define and Discover

● Sampling Distribution – a distribution of a piece of data obtained through a

● Sample Proportion – a proportion of data in a sample that shares a certain

● Calculating Probabilities of a Sample Proportion

2. Develop and Demonstrate

2. Check whether 𝑛𝑝 > 5 and 𝑛𝑞 > 5.

Note that 𝑞 = 1 − 𝑝. In this case, 𝑞 = 1 − 0.06 = 0.94.

4. Convert the necessary values of 𝑝̂ to 𝑧-values.

Thus, the probability that of observing a sample proportion of 8% when 300

2. Check whether 𝑛𝑝 > 5 and 𝑛𝑞 > 5.

Note that 𝑞 = 1 − 𝑝. In this case, 𝑞 = 1 − 0.10 = 0.90.

4. Convert the necessary values of 𝑝̂ to 𝑧-values.

However, the probability displayed on the table above is the left-tail

Recall that 𝑃(𝑝̂ > 0.05) = 1 − 𝑃(𝑝̂ < 0.05).

𝑃(𝑝̂ > 0.05) = 1 − 𝑃(𝑝̂ < 0.05)

2. Check whether 𝑛𝑝 > 5 and 𝑛𝑞 > 5. Note that 𝑞 = 1 − 𝑝. In this case, 𝑞 = 1 −

𝑛𝑝 = (400)(0.56) = 224 > 5

4. Convert the necessary values of 𝑝̂ to 𝑧-values.

For 𝑧 = −2.42, the left-tail probability is 0.0078

For 𝑧 = 1.61, the left-tail probability is 0.9463

𝑃(0.5 < 𝑝̂ < 0.60) = 0.9463 − 0.0078

C. Practice & Feedback

2. Check whether 𝑛𝑝 > 5 and 𝑛𝑞 > 5.

Note that 𝑞 = 1 − 𝑝. In this case, 𝑞 = 1 − 0.60 = 0.40.

𝑛𝑝 = (400)(0.60) = 240 > 5

4. Convert the necessary values of 𝑝̂ to 𝑧-values.

2. Check whether 𝑛𝑝 > 5 and 𝑛𝑞 > 5. Note that 𝑞 = 1 − 𝑝. In this case, 𝑞 = 1 −

4. Convert the necessary values of 𝑝̂ to 𝑧-values.

However, the probability displayed on the table above is the left-tail

𝑃(𝑝̂ > 0.10) = 1 − 𝑃(𝑝̂ < 0.10)

2. Check whether 𝑛𝑝 > 5 and 𝑛𝑞 > 5. Note that 𝑞 = 1 − 𝑝. In this case, 𝑞 = 1 −

𝑛𝑝 = (180)(0.60) = 108 > 5

4. Convert the necessary values of 𝑝̂ to 𝑧-values.

For 𝑧 = −1.10, the left-tail probability is 0.1357

For 𝑧 = 0.55, the left-tail probability is 0.7088

𝑃(0.56 < 𝑝̂ < 0.62) = 0.7088 − 0.1357

For Group Practice

2. Check whether 𝑛𝑝 > 5 and 𝑛𝑞 > 5. Note that 𝑞 = 1 − 𝑝. In this case, 𝑞 = 1 −

𝑛𝑝 = (120)(0.17) = 20.4 > 5

4. Convert the necessary values of 𝑝̂ to 𝑧-values.

For 𝑧 = −0.58, the left-tail probability is 0.2810.

For 𝑧 = 1.75, the left-tail probability is 0.9599.

𝑃(0.15 < 𝑝̂ < 0.23) = 0.9599 − 0.2810

2. Check whether 𝑛𝑝 > 5 and 𝑛𝑞 > 5.

Note that 𝑞 = 1 − 𝑝. In this case, 𝑞 = 1 − 0.053 = 0.947.

𝑛𝑝 = (150)(0.053) = 7.95 > 5

4. Convert the necessary values of 𝑝̂ to 𝑧-values.

For 𝑧 = 0.11, the left-tail probability is 0.5438.

For 𝑧 = −0.71, the left-tail probability is 0.2389.

● Worksheet I (for beginners)

Worksheet Answer Key

Wrap-up To summarize the lesson, ask students the following questions: