Republic of the Philippines

Department of Education
REGION XI
SCHOOLS DIVISION OF DAVAO DEL NORTE
ANIBONGAN NATIONAL HIGH SCHOOL
Anibongan, Carmen, Davao del Norte

LESSON PLAN IN MATHEMATICS 11 (STATISTICS & PROBABILITIES)

Section: Sinulog Date: April 18, 2024
Time: 1:30-2:30 pm

Content Standards: 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 Competency: formulates the appropriate null and alternative hypotheses
on a population mean.
Code: (M11/12SP-IVb-1)
I. Learning Objectives
At the end of the period, the students are expected to:
a. define and explain the null hypothesis ( H o ) and alternative hypothesis (
H 1) in the context of hypothesis testing for population mean;
b. learn how to properly articulate null and alternative hypotheses for
different research questions involving population mean; and
c. enhance problem-solving skills through hands-on hypothesis testing
exercises.
II. Subject Matter:
Topic: The Null and Alternative Hypothesis on a Population
Mean
Materials: ICT tools, tennis balls, cups, and learning materials.
.
Reference:
Mendenhall III, WIliam, Robert J. Beaver, and Barabara
M.
Beaver. Introduction to Probability and Statistics.
United States of America: Brooks/Cole Cengage
Learning, 2013.
 Stattrek. “Rejection Region for the Population Mean.”
Accessed October 19, 2018.
https://stattrek.com/statistics/dictionary.aspx?
definitio
n=region_of_rejection

III. Preliminary Activities

Teacher’s Activity Student’s Activity
 Prayer
Please all rise for the (The students stand up)
prayer.

(AVP PRAYER)

 Greetings Good afternoon teachers! Good

Good afternoon class! afternoon classmates!

 Class Structuring
Before taking your seats
kindly pick up some pieces (The students do the teacher said)
of garbage around you and
arrange your chairs
properly.

 Checking of Attendance
Okay, who is absent
today? (Student response)

Okay, thank you.

For our rule we have 3

main rule in this class.
Rule 1: Treat others with
respect at all times.
Rule 2: Listen to the
teacher when he/she
speaks.
Rule 3: Raise your hand if
you want to speak or want
to go to the cr.

Are we clear class? Students: Yes, ma’am

 Review
The teacher will recall
about the topic yesterday.

What is our last topic

yesterday?

(pick in a random stick)

Okay #___
#: About Basic Concepts of
Thank you #___ Hypothesis Testing po maam.

Since we discussed it
yesterday, what is
Hypothesis Testing?

(pick in a random stick)

Okay #___

#: Hypothesis testing is a method of

using sample data to decide between
two competing claims (hypotheses)
about a population. It concerns itself
with the decision-making rules for
choosing alternatives while controlling
Thank you #___ and minimizing the risks of wrong
decisions
There are 2 types of
hypothesis, first is the null
hypothesis, based on our
discussion yesterday, what
is null hypothesis?

(pick in a random stick)

Okay #___

#: The null hypothesis, denoted by

𝐻𝑂, is the hypothesis to be tested. It
Thank you #___ has a statement of equality, such as
≥, ≤, or =.

Now, how about the

alternative hypothesis?

(pick in a random stick)

Okay #___

#alternative hypothesis, denoted by

𝐻𝐴, is the hypothesis that has no
Thank you #___ statement of equality, such as >.

Thank you everyone for

your answers. Since you all
know now about the Basic
Concept of Hypothesis
 Testing, we will now
proceed to our next topic
today, but before we start
our topic let’s have first a
short activity.

 Motivation
“Mini Basketball”

Materials needed: tennis

balls, cups, and questions
that will be presented in the
screen.

Instructions:
 The teacher will divide the
class into 4 groups.
 Each group must provide 1
representative to shoot the
ball into the cup.
 The player will be different
for each question.
 The group that can shoot
the ball first will have a
chance to answer the
question.
 If the first group to shoot
the ball gives the wrong
answer, the second group
that shot the ball can steal
and answer the question.
 The first word that the
group says will be the
recognized answer.
 There are 10 questions in
this game. The group with
the most correct answers
will be automatically
recognized as the winner.
(the teacher will demo how to
shoot the ball in the cup)
Are we clear class?
Students: Yes, ma’am.
Now choose your representative
to shoot the ball and come in
front. (each group chose their
representative)
Are you ready?
Students: Yes, ma’am
Ready, get set, go!
(the students start to shoot the ball)
Questions:
1. Is there a significant
difference in test scores
between two groups?
Answer: Alternative
hypothesis
2. Does a new drug reduce
blood pressure in patients?
Answer: Alternative
hypothesis
3. Is there no relationship
between smoking and lung
cancer risk?
Answer: Null hypothesis
4. Does a particular teaching
method improve student
performance on exams?
Answer: Alternative
hypothesis
5. Is the mean waiting time for
a bus less than 10
minutes?
Answer: Alternative
hypothesis
6. Is there no effect of a new
fertilizer on plant growth?
Answer: Null hypothesis
7. Does a certain diet plan
lead to weight loss in
participants?
Answer: Alternative
hypothesis
8. Is the average income of
residents in City A the
same as in City B?
Answer: Null hypothesis
9. Does the presence of
music during studying
affect memory retention?
Answer: Alternative
hypothesis
10. ___ is denoted by H a
Answer: Alternative
hypothesis

(The first activity

 concluded)

Based on our activity, what

do you think would be our
topic? Students: About Null and Alternative
Hypothesis po ma’am.
Okay, your answer is
somewhat related to our
topic today.

Now, our topic for today is

all about Null and
Alternative Hypothesis on a
Population Mean.

Before anything else let us

know first our learning
objectives.

 Presentation of the Lesson

(the teacher show in the

board the objectives of
today’s lesson)
____ kindly read our
objectives in today’s
lesson.

Student: At the end of the lesson, the

students are expected to:
a. define and explain the
null hypothesis ( H o ) and
alternative hypothesis (
H 1) in the context of
hypothesis testing for
population mean;
b. learn how to properly
articulate null and
alternative hypotheses
for different research
questions involving
population mean; and
c. enhance problem-
solving skills through
hands-on hypothesis
testing exercises.
Okay, thank you ____ so
today, we will be
discussing about Null and
Alternative Hypothesis on a
Population Mean we start
 our lesson let’s have first
another activity.

IV. Lesson Proper

Teacher’s Activity Students’
Activity
A. Activity
Let’s have an activity called “Contradicting Statements!”

Materials needed: pen and paper

Instructions:
1. This activity will be done by pairs, labeled as persons A
and B.
2. You are to think of statements with numerical figures.
The statement will then be contradicted by your partner by
using the same number.

Example:
Person A: “You should brush your teeth at least three times
a day.”
Person B: “You should brush your teeth less than three
times a day.”

3. You and your partner will reverse roles this time. Person
B will be the one to create a statement which will be
contradicted by Person A.
4. Your teacher will select 5 pairs to share their statements
in class.

A. Analysis

1. What was your strategy for contradicting your

partner's statement during the activity?

Pick in a random stick

Okay, # ___
( # response)
2. How did you feel when your partner contradicted
your statement? Did it make you reconsider your
original perspective?
Pick in a random stick ( # response)
Okay, # ___

3. Can you give an example of a statement you found

particularly challenging to contradict? Why was it
challenging?
 Pick in a random stick
Okay, # ___ ( # response)

4. Did you notice any patterns or common themes in

the statements created by you and your partner?

Pick in a random stick

( # response)
Okay, # ___

5. How do you think this activity relates to real-life

situations where people may have different
perspectives on numerical information?

Pick in a random stick

Okay, # ___ ( # response)

B. Abstraction

In most scientific works, certain statements are formulated

and accepted to be true without the necessity of proof.
They act as springboard or starting point of study. These
statements are called assumptions. On the other hand,
some statements are formulated based on these
assumptions, but these have to be proven before they are
recognized as true. These statements are known as
hypotheses and are verified through statistical testing. A
statistical test of hypotheses consists of five parts
enumerated as follows:

1. Null hypothesis H o
2. Alternative hypothesis H a
3. Test statistic and its -value
4. Rejection region
5. Conclusion

This lesson will focus on null and alternative hypotheses.

The test statistic and rejection region will be discussed in
the next lessons, while making decisions and conclusions
and the complete procedure of statistical testing will be
discussed in the next unit.

As specified above, there are two types of hypotheses,

namely, the null hypothesis denoted by H o and the
alternative hypothesis denoted by H a . These two
“compete” during a statistical testing. That is, only one of
them will be accepted as true and the other will be rejected.
This is somehow similar to your contradicting statements in
Activity!
The null hypothesis shows that there is no difference or
relationship between quantities involved. Therefore, the
relationship is no directional. The alternative hypothesis
is basically the contradiction of the null hypothesis.

Now, are we clear class about the difference of null and Students: Yes,
alternative hypothesis? ma’am.

It specifies an existence of a difference or relationship

between the quantities being considered. This means that
in the alternative hypothesis, the quantity representing one
of the group’s scores or standing is better or larger in value
than the other, and thus, the relationship is directional.

It is easier to formulate hypotheses by considering that, in

general, the alternative hypothesis is the hypothesis that
the researcher wishes to support, and the null hypothesis is
just the opposite of the alternative hypothesis, that is, it
states the exact opposite of what the researcher expects or
predicts. To show support for the alternative hypothesis,
the researcher starts by verifying whether the null
hypothesis is correct or incorrect. Hence, in hypothesis
testing, the researcher assumes that the null hypothesis is
true and then applies test-statistic to verify the assumption.
The conclusions after which is either the null hypothesis is
rejected, thus accepting the alternative hypothesis, or the
null hypothesis is accepted as true.

Example 1: Suppose a pizza advertises that their mean

delivery time is less than 30 minutes. You doubt about their
advertisement. Construct the null and alternative
hypotheses.

Solution: First, the claim “the mean delivery time is less

than 30 minutes” can be written in a mathematical
statement as μ<30 . Since you doubt this claim according to
the problem, this should be your null hypothesis.

Next, to formulate the alternative hypothesis, we write the

claim that you want to show or express. Hence, we need to
get the complement of μ<30 minutes, which is μ ≥ 30
minutes.

Therefore, the hypotheses for the test are as follows:

 H o : μ<30 minutes
 H a : μ ≥ 30minutes

Now, let’s try another example so that you will really

understand.

Example 2: A school principal claims that the mean starting

age of preschool children in Metro Manila is at least 3 years
old. You want to show that the claim is not true; that is,
children start schooling before they reach the age of 3.
Write the null and alternative hypotheses for this situation.

Solution: The claim “the mean starting age of preschool

children in Metro Manila is at least 3 years old” can be
written as μ ≥ 3 . Since this is the opposite of what you want
to show, this should be your null hypothesis. Hereafter, the
complement of μ ≥ 30 which is μ<3 is the alternative
hypothesis.

Hence, the hypotheses are as follows:

 H o : μ ≥ 3years old
 H a : μ<3 years old

Still confuse class? Students: Yes,

ma’am.
Let’s have another example.

Example 3: Standards set by medical agencies indicate

that children should not exceed an average daily intake of a
certain medicine of 500 mg. To find out whether children
are exceeding this limit, a sample of 50 children is selected
and the mean of their daily medicine intake is recorded.
What are the corresponding null and alternative hypotheses
for this investigation?

Solution: In this example, the researcher is interested in

determining whether the children exceed the recommended
500 mg dosage of the medicine. Hence, this is the
alternative hypothesis. That is, H a is μ ¿ 500 mg.
H
Consequently, the null hypothesis o is μ ≤500 mg.

Are we now clear class? Students: Yes;

ma’am.
Try to answer this and I will call someone to share his/her
answer.

Example 4: In a manufacturing company, the quality control

manager would like to make sure that the average amount
of ground beef per package is 1 kg. In order to do this, a
random sample of 40 packages are selected and weighed.
What should be the hypotheses for this test?

Done answering? Students: Yes,

ma’am.
Who wants to answer?

Yes, _____.
____: Solution:
If the intent of
the investigator
 cannot be
easily
determined or
is too
confusing,
recall the
definition of the
null and
alternative
hypotheses.
The null
hypothesis
states that
there is no
difference
between the
quantities
involved, which
are the target
and the actual
weight of the
package.
Hence, the null
hypothesis
must assume
that the
average weight
of the
packages is
indeed 1 kg.
Hence, H o is
μ=1 kg.
Consequently,
H a is μ ≠1 kg.

Okay, that’s correct. Very good ____.

That concludes our lesson for today. Let's have a group

activity to see if you really understand our topic.

C. Application

For this activity it called “Empty the box”

Materials needed: tennis balls, box, and questions that will

be presented in the screen.

Instructions:
• In your group earlier, you will choose one representative
to do the activity first.
• The representative will tie the box with balls to their waist
and wiggle until the box is empty.
• The first to empty their box will be the one to answer the
first question.
• You have 2 minutes to answer the question.
• If the first group gets the wrong answer, the second group
that empties their box can steal and answer the question.
(the teacher will demo how to play the empty the box)
Students: Yes,
Are we now clear class?
ma’am.

1. Suppose you want to show that

the average daily income of the
employees of a certain
manufacturing company does
not meet the minimum wage of
₱500. Write the null and
alternative hypotheses for this
given situation.
Answer: H o : μ ≥500
H a : μ<¿ 500
2. A school claims that the
average number of their
students who are admitted to
big universities does not go
below 100 per year. However, a
student going to the said school
is unsure of this claim,
considering his observation for
the past 3 years. If the student
will make statistical test
regarding this claim, what
should be his hypotheses?
Answer: H o : μ ≥100
H a : μ<¿ 100

3. Medical agencies claim that 18-

year old students should have a
total of 8 hours of sleep per day.
To find out whether 18-year old
students meet this sleeping
hours, a sample of 50 children is
selected and the mean of the
number of hours they sleep per
day was recorded. What is the
corresponding null and
alternative hypotheses for this
 investigation?
Answer: H o : μ ≥ 8
H a : μ<¿ 8

4. A company whose employees

are afforded with a flextime
schedule determined that a
worker needs a minimum of 6
hours per day in order to work
effectively and efficiently. To
test whether the employees
spend at least 6 hours every
day, they are required to send
their work schedule per week.
What are the corresponding null
and alternative hypotheses for
this test?
Answer: H o : μ ≥ 6
H a : μ<¿ 6

Thank you everyone for your participation, I hope you

learned something on today’s discussion.

V. Assessment
Teacher’s Activity Student’s Activity
In a ½ crosswise kindly answer this
following questions.

1. Determine whether each of the

following statements is true or false.
a. The null hypothesis claims that
there is no significant difference
between the quantities involved.
b. The alternative hypothesis always
contains the ¿symbol.
c. The null hypothesis is the
complement of the alternative
hypothesis.
d. The null hypothesis is what the (The students are answering while
researcher expects or predicts. e. the teachers are roaming around to
The null and alternative hypothesis see if the students are answering)
can be correct at the same time.

2. Determine the null and alternative

hypotheses for the following set of
situations.
a. The average number of years of
work experience of 25-year old
adults is claimed to be 3 years. You
would like to show that this is
 incorrect.
b. An energy drink company claims
that their product has 350 mL
content. To test this, you measure
the content of 50 energy drinks
produced by the company.
c. A school system claims that their
average number of enrollees is at
least 500 per year. You validate this
claim by looking at enrollment rates
of three of the schools in the
system.

Pass now all your papers in front (the students starting to pass their
without standing. papers)

VI. Assignment
Teacher’s Activity Student’s Activity
Now, for your assignment.
Direction: kindly answer this in ½ sheet
of paper and pass it tomorrow.

Suppose you want to show that the (the students start writing the
average daily income of the assignment)
employees of a certain manufacturing
company does not meet the minimum
wage of ₱500. Write the null and
alternative hypotheses for this given
situation.

Any clarifications about the Students: none po ma’am.

assignment class?

How about the topic? Students: none then po ma’am.

If none, let’s go back to our

objectives let’s see if we hit our
goal today.
(Presenting the objectives)
At the end of the lesson, the students
are expected to:
a. define and explain the
null hypothesis ( H o ) and
alternative hypothesis (
H 1) in the context of
hypothesis testing for
population mean;

Yes, in our lesson proper

earlier, we define first
what is null and
 alternative hypothesis in
the context of hypothesis
testing for population
mean.

b. learn how to properly

articulate null and
alternative hypotheses
for different research
questions involving
population mean; and

In the examples part in

our lesson, you learn
more how to articulate
null and alternative
hypothesis for different
research questions
involving the population
mean.

c. enhance problem-solving
skills through hands-on
hypothesis testing
exercises.

Yes, we do this on our

activities earlier.

Do you have any clarifications class? Students: None po maam.

If none, please all rise for our closing

prayer. Kindly lead the closing prayer
_____. (The students stand up)

___: In the name of the Father,

the Son, and the Holy Spirit…
Amen.

Good bye class! See you next Students: Goodbye and thank
meeting. you maam.

Prepare by:
MARY GRACE F. CAÑEDA
Pre-service teacher

Checked by:
 RODELIO JR. D. BAIN
Teacher II

Comments/ Suggestions: