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Stat 11 Q4 Week 4-SSLM

This document is a lesson plan on testing hypotheses involving population proportions. It provides objectives on formulating hypotheses, identifying appropriate test statistics, and identifying rejection regions. It defines key terms like population proportion, null and alternative hypotheses, and significance levels. It also provides an example of testing whether the proportion of students preferring printed modules is greater than 67% using a z-test and 95% confidence level.

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199 views

Stat 11 Q4 Week 4-SSLM

This document is a lesson plan on testing hypotheses involving population proportions. It provides objectives on formulating hypotheses, identifying appropriate test statistics, and identifying rejection regions. It defines key terms like population proportion, null and alternative hypotheses, and significance levels. It also provides an example of testing whether the proportion of students preferring printed modules is greater than 67% using a z-test and 95% confidence level.

Uploaded by

wiggleypuff
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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STATISTICS AND PROBABILITY 11

Name: ______________________________________ Date: ____________________

Grade: ______________________________________ Section: ___________________

Quarter: 4 Week: 4 MELCs: 1. Formulates the appropriate null and alternative hypotheses
on a population proportion (M11/12SP-IVe-2); 2. Identifies the appropriate form of the test-
statistic when the Central Limit Theorem is to be used (M11/12SP-IVe-3); and 3. Identifies the
appropriate rejection region for a given level of significance when the Central Limit Theorem
is to be used (M11/12SP-IVe-4).

⮚ Title of Textbook/LM to Study: Statistics and Probability


⮚ Chapter: _5_ Pages: 268-270 Topic: Testing Hypothesis Involving Population
Proportions
➢ Objectives: 1. To formulate the appropriate null and alternative hypotheses on a
population proportion.
2. To identify the appropriate form of the test-statistic when the
Central Limit Theorem is to be used.
3. To identify the appropriate rejection region for a given level of
significance when the Central Limit Theorem is to be used.

Let Us Discover

Population proportion (p) is a part of the population with a particular attribute or trait
expressed as a fraction, decimal, or percentage of the whole population. For example, a
principal would like to know the proportion of the students who prefer to have a printed module.
The null hypothesis states that the population proportion, p, is equal to a specific value or
the hypothesized proportion, po. On the other hand, the alternative hypothesis is the
competing claim that the population proportion is less than, greater than, or not equal to po.
Null Hypothesis Alternative Hypothesis
Ho: p = po Ha: p ≠ po (two-tailed)
Ho: p ≥ po Ha: p < po (one-tailed)
Ho: p ≤ po Ha: p > po (one-tailed)
Example: A school principal claims that more than 67% of the 700 students of their school
prefer printed modules.
In words, In symbols,
Ho: 67% of the students prefer printed modules. Ho: p ≤ 0.67
Ha: More than 67% of the students prefer printed modules. Ha: p > 0.67

GSC-CID-LRMS-ESSLM, v.r. 02.00, Effective April 21, 2021


Using the Central Limit Theorem in Testing Population Proportion
1. The conditions for binomial experiment are met. That is, there is a fixed number of
independent trials with constant probabilities and each trial has two outcomes that we
usually classify as “success” (p) and “failure” (q). The sum of p and q is 1. Hence, we
can write p + q = 1 or q = 1 – p.
2. The conditions np ≥ 5 and nq ≥ 5 are both satisfied so that the binomial distribution
of sample proportion can be approximated by a normal distribution with 𝜇=𝑛𝑝 and 𝜎=
√𝑛𝑝𝑞.
Now, let us check the assumptions from the previous example:
1. It is evident that the responses have only two outcomes: “who prefer printed module”
(success) or “who do not prefer printed module” (failure). Therefore, the first
assumption is met.
2. To be able to satisfy the second condition, we find the hypothesized value of the
population proportion 𝒑𝟎 = 0.67 while n = 700. To get q, q = 1 – 𝒑𝟎 which makes
q = 1 – 0.67 = 0.33.
Through substitution, it shows that the second assumption is also met, since
n𝑝0 = 700 (0.67) = 469 ≥ 5 and nq = 700 (0.33) = 231 ≥ 5.
Since we have shown that n𝑝0 ≥ 5 and nq ≥ 5, all conditions are 𝑝 − 𝑝0
𝑧𝑐 =
met where the sample size is truly large enough to use CLT. In this 𝑝0 (1 − 𝑝0 )
condition, the test statistic to be used is the z-test statistic for 𝑛
proportions denoted by Zc or the computed z-value.
The significance level, also denoted as alpha or α, is the probability of rejecting the
null hypothesis when it is true, or we aim to reject the null if it is false.
For example, a significance level of 0.05 indicates that the difference is said to be
significant at 0.05 or 5% even when there is no actual difference.
Critical Values of Z
Type of Test for Statistical Hypothesis
Directional/ Non-directional/
One-tailed Test Two-tailed Test
Confidence
Significance Level
Level (𝜶)

1% 𝑜𝑟 0.01 99% 𝑜𝑟 0.99 Z= -2.326 Z = 2.326 Z = ± 2.567


5% 𝑜𝑟 0.05 95% 𝑜𝑟 0.95 Z = -1.645 Z = 1.645 Z = ±1.960
10% 𝑜𝑟 0.10 90% 𝑜𝑟 0.90 Z = -1.282 Z= 1.282 Z = ± 1.645

Example: A school principal claims that more than 67% of the 700 students of their school
prefer printed modules. Test the hypothesis using 95% level of confidence.

Formulate the null and alternative hypothesis Ho: p ≤ 0.67, Ha: p > 0.67

Identify the level of significance. α = 0.05, One-tailed (right)


YES, since np = 700 (0.67) = 469 ≥ 5 and
Can CLT be used?
nq = 700 (0.33) = 231 ≥ 5

GSC-CID-LRMS-ESSLM, v.r. 02.00, Effective April 21, 2021


Determine the critical value. z = 1.645
Illustrate the rejection region in the normal curve.

Let Us Try

Activity 1: Formulate and Illustrate


Directions: Formulate the null and alternative hypothesis, identify the level of significance,
illustrate if CLT can be used and illustrate the rejection region.

A sample poll of 300 voters from Town A showed that 56% were in favor of a given
candidate. Test the hypothesis with 99% level of confidence.

Answer:
Formulate the null and alternative hypothesis.

Identify the level of significance.


Can CLT be used?
Determine the critical value.

Illustrate the rejection region in the normal curve.

Let Us Do

Activity 2: Express Me

Directions: Formulate the null and alternative hypothesis, identify the level of significance,
illustrate if CLT can be used and illustrate the rejection region.

Teacher Sara reported that out of her 300 students, 84% prefer to be contacted
through online messaging. Test the hypothesis with 95% level of confidence.

GSC-CID-LRMS-ESSLM, v.r. 02.00, Effective April 21, 2021


Let Us Apply

Activity 3: Create and Formulate


Directions: Gather the number of households in your community who are willing to
participate in the community pantries. Create a report wherein you formulate the
null and alternative hypothesis of the proportion of your community who will
participate in this Bayanihan. Then use 90% level of confidence, illustrate if CLT
can be used and illustrate the rejection region.

Rubrics

5 (Excellent) 3 (Good) 2 (Satisfactory)


Content Contents were substantial Contents were partially Contents were not
to the task given. substantial to the task substantial to the task
given. given.
Procedure Applies complete and Applies partial and Applies incomplete
appropriate procedures. appropriate procedures. and inappropriate
procedures.
Illustration Uses illustrations that Uses illustrations that Uses illustrations that
clearly depicts the partially depicts the do not depict the
problem. problem. problem.

Accuracy Provides the answers Provides some of the Provides the answers
needed correctly. answers needed needed incorrectly.
correctly.

References

Belecina, Rene R., Baccay Elisa S., and Mateo, Efren B. Statistics and Probability.
Manila: Rex Bookstore, Inc., 2016

SSLM Development Team


Writer: Sara Mae Butaslac
Evaluator: Joecel S. Rubinos
Illustrator: Sara Mae Butaslac
Creative Arts Designer: Reggie D. Galindez
Education Program Supervisor - Mathematics: Zaida N. Abiera
Education Program Supervisor – Learning Resources: Sally A. Palomo
Curriculum Implementation Division Chief: Juliet F. Lastimosa
Asst. Schools Division Superintendent: Carlos G. Susarno, Ph. D.
Schools Division Superintendent: Romelito G. Flores, CESO V

GSC-CID-LRMS-ESSLM, v.r. 02.00, Effective April 21, 2021

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