11

Statistics and Probability

Activity Sheets
Quarter 4 – MELC 11
Identifying the Appropriate Rejection
Region for a Given Level of Significance

REGION VI – WESTERN VISAYAS

Statistics and Probability – Grade 11
Activity Sheet No. 11
First Edition, 2021

Published in the Philippines

By the Department of Education
Region 6 – Western Visayas

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

This Learning Activity Sheet is developed by DepEd Region 6 – Western

Visayas.
ALL RIGHTS RESERVED. No part of this learning resource may be
reproduced or transmitted in any form or by any means electronic or mechanical
without written permission from the DepEd Regional Office 6 – Western Visayas.

Development Team of Statistics and Probability Activity Sheet

Writer: Menchie L. Beltran

Illustrator: Menchie L. Beltran

Layout Artists: Menchie L. Beltran and Rutchel J. Ngipen

Schools Division Quality Assurance Team:

Ligaya H. Montelijao, EPS-Mathematics
Leila G. Valencia, EPS-LR
Jezereel Grace G. Tiron
Bernie P. Alcedo
Division of Iloilo City Management Team:
Ma. Luz M. De los Reyes, PhD, CESO V, SDS
Lilibeth T. Estoque, EdD, CESO VI, ASDS
Arlo L. Villalva, CID Chief
Jerry M. Lego, EdD, SGOD Chief
Leila G. Valencia, EPS-LR
Ligaya H. Montelijao, EPS-Mathematics
Regional Management Team
Ramir B. Uytico, EdD, CESO IV
Pedro T. Escobarte, Jr., PhD, CESO V
Elena P. Gonzaga, EdD
Donald T. Genine,
Adonis A. Mosquera

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Introductory Message
Welcome to Statistics and Probability for Senior High School!

The Learning Activity Sheet is a product of the collaborative efforts of the

Schools Division of Iloilo City and DepEd Regional Office VI - Western Visayas
through the Curriculum and Learning Management Division (CLMD). This is
developed to guide the learning facilitators (teachers, parents and responsible
adults) in helping the learners meet the standards set by the K to 12 Basic Education
Curriculum.

The Learning Activity Sheet is self-directed instructional materials aimed to

guide the learners in accomplishing activities at their own pace and time using the
contextualized resources in the community. This will also assist the learners in
acquiring the lifelong learning skills, knowledge and attitudes for productivity and
employment.

For learning facilitator:

The Statistics and Probability for Senior High School will help you
facilitate the teaching-learning activities specified in each Most Essential Learning
Competency (MELC) with minimal or no face-to-face encounter between you and
learner. This will be made available to the learners with the references/links to ease
the independent learning.

For the learner:

The Statistics and Probability for Senior High School is developed to help
you continue learning even if you are not in school. This learning material provides
you with meaningful and engaging activities for independent learning. Being an
active learner, carefully read and understand the instructions then perform the
activities and answer the assessments. This will be returned to your facilitator on the
agreed schedule.

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 Quarter 4, Week 6

Learning Activity Sheets (LAS) No. 11

Name of Learner: ___________________ Grade and Section: _________________

Date: _____________________________

STATISTICS AND PROBABILITY ACTIVITY SHEET

Identifying the Appropriate Rejection Region for a Given Level of Significance

I. Learning Competency with Code

Identifies the appropriate rejection region for a given level of significance when
central limit theorem is to be used. (M11/12SP-IVe-4)

II. Background Information for Learners

In the previous lesson of hypothesis testing, you learned to identify the

appropriate rejection region for a given level of significance involving population
mean. In this lesson, you will also use the same knowledge in identifying the
appropriate rejection region for a given level of significance when the Central
Limit theorem is used in solving problems involving population proportion. Let’s
have a short review of what you have learned.

The rejection region is the basis whether a researcher will reject or accept
the null hypothesis after computing the test statistic value such as z-value or
t-value. This value is then compared to the critical values of the rejection
region. Critical values are points on the test that differentiates the rejection
region and acceptance region and serves as the point of comparison in
rejecting a null hypothesis. (e.g.±𝟏. 𝟗𝟔).

The Rejection Region Approach:

1. Determine if it is one-tailed or two-tailed test.
 Consider the direction of alternative hypothesis.

2. Choose a value for 𝜶, the significance level of the test.

 Significance level (𝜶) is the probability of rejecting the null hypothesis if
it is true (type I error).
 𝛼 is usually chosen to be a small value, such as 0.05 and 0.01 but people
often choose 𝛼 = 0.05 in research.
 A value of 𝛼 = 0.05 means that the null hypothesis is rejected 5% of the
time when it is in fact true.

3. Find the appropriate rejection region using the critical values.

 Reject the null hypothesis if the test statistic falls in the rejection region.

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 Three Types of Test:
One-Tailed Test Two-Tailed Test One-Tailed Test
(Left Tail) (Right Tail)
𝐻𝑜 ∶ 𝜇𝑥 = 𝜇0 𝐻𝑜 ∶ 𝜇𝑥 = 𝜇0 𝐻𝑜 ∶ 𝜇𝑥 = 𝜇0
𝐻1 ∶ 𝜇𝑥 < 𝜇0 𝐻1 ∶ 𝜇𝑥 ≠ 𝜇0 𝐻1 ∶ 𝜇𝑥 > 𝜇0

Table of Critical Values (Z-score)

Test Type 𝜶 = 𝟎. 𝟎𝟏 𝜶 = 𝟎. 𝟎𝟓
Left-tailed test -2.33 -1.645
Right-tailed test 2.33 1.645
Two-tailed test ±𝟐. 𝟓𝟖 ±𝟏. 𝟗𝟔

Example 1. Suppose 𝐻𝑜 ∶ 𝜇𝑥 = 𝜇0 , 𝐻1 ∶ 𝜇𝑥 ≠ 𝜇0 , 𝛼 = 0.05

a. Is the hypothesis test left, right or two-tailed?

b. What is the level of significance?
c. What is/are the critical values?
d. What is the rejection region?
e. Given 𝑧 = 1.05, should you reject the null hypothesis? Why or why not?

Answers:
a. This is a two-tailed test because the of the symbol ≠.
b. 𝛼 = 0.05
c. ±1.96
d. 𝑧 < −1.96 𝑜𝑟 𝑧 > 1.96
e. Do not reject the null hypothesis because it is within the acceptance region.

𝑧 = −1.96 𝑧 = 1.96

𝑧 = 1.05

Example 2. Suppose 𝐻𝑜 ∶ 𝜇𝑥 = 𝜇0 , 𝐻1 ∶ 𝜇𝑥 < 𝜇0 , 𝛼 = 0.01

a. Is the hypothesis test left, right or two-tailed?
b. What is the level of significance?
c. What is/are the critical values?
d. What is the rejection region?
e. Given 𝑧 = −2.35, should you reject the null hypothesis? Why or why not?

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Answers:
a. This is a left-tailed test because the of the symbol <.
b. 𝛼 = 0.01
c. −2.33
d. 𝑧 < −2.33
e. Reject the null hypothesis because it is found in the rejection region.

Example 3. Suppose 𝐻𝑜 ∶ 𝜇𝑥 = 𝜇0 , 𝐻1 ∶ 𝜇𝑥 > 𝜇0 , 𝛼 = 0.05

a. What is the level of significance?
b. Is the hypothesis test left, right or two-tailed?
c. What is/are the critical values?
d. What is the rejection region?
e. Given 𝑧 = −1.5, should you reject the null hypothesis? Why or why not?

Answers:
a. 𝛼 = 0.05
b. This is a right-tailed test because the of the symbol >.
c. 1.645
d. 𝑧 > 1.645
e. Do not reject the null hypothesis because it is falls under the acceptance
region.

𝑧 = −1.5

Example 4. Mr. Beltran asserts that fewer than 5% of the phones that he sells
are defective. Suppose 300 phones are randomly selected, each are tested and
10 defective phones are found. Determine the rejection region given that 𝛼 =
0.01.

Solution: 𝑛 = 300 , CLT applies

Hypotheses: 𝐻𝑜 ∶ 𝑝 = 0.05 , 𝐻1 ∶ 𝑝 < 0.05
Tailedness: Left-tailed test
Significance level: 𝛼 = 0.01
Rejection Region: 𝑧 < −1.645

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 Example 5. It is believed that in the coming election, 65% of the voters in the
city of Iloilo will vote for the administration candidate for governor. Suppose 713
out of the 1150 randomly selected voters indicate that they would vote for the
administration candidate. Illustrate the rejection region using 𝛼 = 0.05.

Solution: 𝑛 = 713 , CLT applies

Hypotheses: 𝐻𝑜 ∶ 𝑝 = 0.65 , 𝐻1 ∶ 𝑝 ≠ 0.65
Tailedness: Two-tailed test
Significance level: 𝛼 = 0.05
Rejection Region: 𝑧 < −1.96 𝑜𝑟 𝑧 > 1.96

𝑧 = −1.96 𝑧 = 1.96

III. Accompanying DepEd Textbook and Education Sites

Belecina, R. R.et.al. (2016). Statistics and Probability. First Edition. Rex Book
Store, Inc.
CHED. Statistics and Probability. Pasig City: Department of Education - Bureau
of Learning Resources, 2016, pp 108-1116

Mercado, J. & Orines, F. (2016). NCM Statistics and Probability. Phoenix

Publishing House, Inc.

IV. Activity Proper

General Directions: In answering the exercises in the Learning Activity Sheet

(LAS), please be reminded not to write anything here. All answers must be
written in a separate sheet of paper. Read each problem carefully and answer
it systematically. If a solution is required, encircle your final answer.

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 Exercise I: Find the critical z values and sketch its graph showing the rejection
region.

1. Left-tailed test with 𝛼 = 0.05

2. Right-tailed test with 𝛼 = 0.01
3. Two-tailed test with 𝛼 = 0.01
4. Two-tailed test with 𝛼 = 0.05
5. Right-tailed test with 𝛼 = 0.05

Exercise II: Identify the appropriate rejection region for the given level of
significance and illustrate.

1. A construction agency claims that the monthly sale of all hardwares in Iloilo
has increased 12% last year. A random sample of 50 hardwares taken recently
recorded a 13.6% growth in monthly sales. At 1% significance level, are there
any changes in the monthly sales of all hardwares in Iloilo?

2. The owner of Zoe Corporation claims that more than 32% of their cosmetic
products last for six months. To test this claim, a researcher randomly selected
1200 cosmetics and found out that 402 of them lasted for six months. Test this
claim at 1% level of significance.

V. Reflection

Instruction. Reflect on the following questions and write your response in your
journal.

Bag: What are your takeaways from the lesson?

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 6

Exercise I:

1. -1.645
2. 2.33
3. ±2.58
4. ±1.96
5. 1.645

Exercise II:

a. Rejection region: 𝑧 < −2.58 𝑜𝑟 𝑧 > 2.58

b. Rejection region: 𝑧 > 2.33

ANSWER KEY