A Detailed Lesson Plan

in
Statistics and Probability

(April 5, 2024)
Time Frame: 60 minutes

The learner demonstrates understanding of key concepts

Content Standard: of tests of hypotheses on the population mean and
population proportion.
The learner is able to perform appropriate tests of
Performance Standard: hypotheses involving the population mean and
population proportion to make inferences in real-life
problems in different disciplines.
illustrates: (a) null hypothesis; (b) alternative
Most Essential Learning Competencies: hypothesis; (c) level of significance; (d) rejection
region; and (e) types of errors in hypothesis testing.
(M11/12SP-IVa-1)
I. Objectives At the end of the lesson the student should be able to:
 understand the concept of null hypothesis (H₀)
and alternative hypothesis (H₁).
 differentiate between null and alternative
hypotheses, identifying their roles in hypothesis
testing.
 formulate null and alternative hypothesis based
from the given real-life scenarios.

II. Subject Matter Null and Alternative Hypothesis

References: Statistics and Probability Quarter 4 – Module 1: Testing
Hypothesis
Materials: Laptop, PowerPoint Presentation, TV, and lemon,
calamansi, balloons.

III. Procedure

Teacher’s Activity Student’s Activity

A. Preliminary Activities

1. ROUTINE

a. Prayer and Greetings

Good morning, class!

Good morning, Ma’am!
How was your day class?
We are fine, Ma’am.
That’s good to hear. Can I expect that you will participate
actively in class?
Yes, Ma’am.
Before we begin our lesson today, let's take a moment to
ask for guidance from God. May our minds be enlightened
so we can understand the lesson fully. Jane, would you
like to lead us a prayer?
(One student leads the prayer.)

b. Attendance and Classroom Management

Who is absent today, class?

None ma’am
It’s nice to hear that no one is absent today.

Let’s all be reminded with our classroom rules. Every one

please read our classroom rules.
CLASSROOM RULES
 Participate actively in class.
 Raise your hand before asking or speaking.
 Be confident to share your ideas.
 Respect and listen.
2. Review

Let’s have a short review on the past lesson that we

have discussed. Last meeting, we discussed about
normal curve. To check weather, you understand our
previous topic, let’s play a game entitled “PICK A
DOOR”. Kindly read the direction, Alaisa.

Direction: Identify which “DOOR OF REGION” where

each of the given values falls in a normal curve bellow.

Thank you Alaisa!

Here are the values you will be identifying. Please raise
your hand once I have read the question and the
choices, and then select the correct door from the
options provided.

Are you ready class? Yes ma’am.

Door C

Door B
 Door A

Excellent!
It appears you've mastered the previous topic, signifying
your readiness to move forward to our next topic.
Do you want another activity?
Yes Ma’am

3. Motivation

I have here a simple experiment, let as imagine

ourselves ‘in a science class.

"Investigating the Effects of Citrus Acids on Balloons:

A Hypothesis-Driven Experiment"

Who wants to read the direction of the experiment?

Direction: In this experiment, we explore the effects of
citrus acids on balloons. By applying lemon juice to
the blue balloon and calamansi juice to the red one, we
investigate the reactions that occur, aiming to
understand the influence of acidity on the balloons'
properties.
Thank you.
The following are the materials for the experiment.
Materials:
 Balloons (one blue, one red)
 Lemon
 Calamansi

We have here two hypotheses for the experiment. Who

wants to read the first one?

Claim 1. There is no significant difference in the

reactions of balloons when exposed to lemon juice
Thank you. versus calamansi juice.
The first claim states that there is no difference
between the lemon and calamansi juice in terms of
reaction in the balloon.
How about the second hypothesis?
Claim 2. There is significant difference in the reactions
of balloons when exposed to lemon juice versus
calamansi juice.
Thank you.
While the second claim states that there is a difference
between the lemon and calamansi juice in terms of
reaction in the balloon.

I will pick two students in the name box to come

forward to conduct the experiment. As the experiment
progresses, I encourage the rest of the class to take
notes on their observations
(The students will observe the experiment)
Based from your observation. Which hypothesis is
true?
Claim 2. There is significant difference in the reactions
of balloons when exposed to lemon juice versus
calamansi juice.
Excellent!

Let’s clap our hands for the success execution of the

experiment.

Through hypothesis-driven experimentation, we have

explored the effects of lemon and calamansi juices on
balloons, guided by our null and alternative
hypotheses. We can assess the validity of our
hypotheses and gain insights into the influence of citrus
acids on rubber materials. This approach not only
enhances our understanding of chemical interactions
but also highlights the importance of hypothesis testing
in scientific inquiry.

As we move forward with our discussion for today, we

will learn more about Null and Alternative hypothesis.
B. Lesson Proper

1. Presentation
Our lesson for today is about Null and Alternative
Hypothesis. But before that kindly read the objectives
of the lesson. At the end of the lesson the student should be able to:
 understand the concept of null hypothesis (H₀)
and alternative hypothesis (H₁).
 differentiate between null and alternative
hypotheses, identifying their roles in hypothesis
testing.
 formulate null and alternative hypothesis based
from the given real-life scenarios.

Thank you, class.

2. Discussion
Before we proceed to our discussion, class, do any of you
have an idea about hypothesis? What comes to mind when
you hear that? Ma’am!

Yes Gail? Assumptions Ma’am.

Very good!
Now let’s define first what is hypothesis. Kindly read
A hypothesis is a proposed explanation, assertion, or
Rose.
assumption about a population parameter or about the
distribution of a random variable.

Thank you.
So, a hypothesis is an assumption, an idea that is proposed
for the sake of argument so that it can be tested to see if it
might be true or false.

What is Hypothesis Testing? Kindly read, James. Hypothesis testing is a statistical method applied in
making decisions using experimental data.

Thank you, James.

So, hypothesis testing is basically testing an assumption
that we make about a population. Hypothesis testing is
used to assess the plausibility of a hypothesis by using
sample data. Such data may come from a larger
population, or from a data-generating process.

The following are examples of questions you can answer

with a hypothesis test. Please read, Kris. • Does the mean height of Grade 12 students differ from
66 inches?
• Do male and female Grade 7 and Grade 12 students
differ in height on average?
• Is the proportion of senior male students’ height
 significantly higher than the senior female students?

Thank you, Kris.

The example provided covers only some of the questions
that can be addressed through hypothesis testing
We have two types of hypotheses. The first one is Null
Hypothesis. Please read the definition of null hypothesis, The null hypothesis is an initial claim based on previous
Ann. analyses, which the researcher tries to disprove, reject, or

parameters. It is denoted by 𝐻𝑜.

nullify. It shows no significant difference between two

Thank you.
A null hypothesis is a type of conjecture in statistics that
proposes that there is no difference between certain
characteristics of a population or data-generating process. The alternative hypothesis is contrary to the null

of a real effect. It is denoted by 𝐻𝑎.

The next one is alternative hypothesis. Please read. hypothesis, which shows that observations are the result

Thank you.
You can think of the null hypothesis as the current value
of the population parameter, which you hope to disprove
in favor of your alternative hypothesis.

The following are clues for us to easily identify whether it

a null or alternative hypothesis. Kindly read the clues for Null Hypothesis, Ho
null hypothesis, Mae. = equal to, the same as, not change from, is, related to.

Thank you, Mae.

The clues mentioned are only some of the clues that we
might use.
Examples:
1. The student’s performance is the same to his or her
behavior in class.
2. The number of male senior high school students equal
to the number of female senior high school students.

The following clues will help us also to easily identify an

alternative hypothesis. Please read the clues for alternative Alternative Hypothesis, Ha
hypothesis, Jane. ≠ not equal, different from, change from, not the same as.
¿ greater than, above, higher than, longer than, bigger
than, increased, at least.
¿ less than, below, lower than, smaller than, shorter than,
decreased or reduced from, at most.

Thank you, Jane.

The clues mentioned are just a few examples of the clues
you might encounter in an alternative hypothesis.
Example:
1. The total number of the chairs in this room is not equal
to the total number of the students inside this room.
2. The average time it takes to complete a task using
Method A is greater than the average time using Method
B.
3. The frequency of meteor showers during a particular
time period is less than in Earth's Northern Hemisphere
than in the Southern Hemisphere.

Try to identify the following examples whether it is a null

or alternative hypothesis.
1. The AB English students perform better than the AB
Kindly read the first one, Mae.
Political Science students.

Alternative hypothesis ma’am.

Is it null or alternative hypothesis?

Very good! 2. The rate of teenage pregnancy in urban areas is the

How about the second one, please read, Krish same as the rate in rural areas.

Null hypothesis ma’am.

What do you think is it null or alternative hypothesis?
3. An agriculturist wants to know if the new fertilizer is as
Excellent! good as the old one.
Kindly read the next one, Claire.

Thank you, Claire. Null hypothesis ma’am.

Is it a null or alternative hypothesis?

Very good!
Now let’s try to create a null and alternative hypothesis
based from the given questions or scenarios.
Example:
Science: Effects of Sinovac vaccine and Pfizer vaccine in
the human body.
 H o - There is no significant difference on the
effect of Sinovac and Pfizer vaccine in the human
body.
 H a - There is a significant difference on the effect
of Sinovac and Pfizer vaccine in the human body. Yes Ma’am.

Are you ready? Is there a significant relationship between the height and
age of the Grade 11 students of PNHS?
Kindly read the first scenario, Jake.

Thank you, Jake. Ma’am!

Who wants to formulate a null hypothesis based from the
given? There is no significant relationship between height and
age of the Grade 11 students of PNHS?
Yes, May ann?
Ma’am!
Well said!
How about an alternative hypothesis? Who wants to There is a significant relationship between height and age
formulate? of the Grade 11 students of PNHS?

Yes, Sheena?
The average time it takes for individuals to complete a
Excellent! painting using oil paints and a watercolor.
Kindly read the next one, Kate.

Thank you. Ma’am!

Based from the given scenario, who wants to formulate a
null hypothesis? The average time it takes for individuals to complete a
painting using oil paints is the same as the average time it
Yes, Angel. takes using watercolors.

Ma’am
Very good!
How about alternative hypothesis? The average time it takes for individuals to complete a
painting using oil paints is greater than the average time it
Yes, Mary Joy. takes using watercolors.

Is there a significant difference in the quarter exam scores

of Grade 11 students based on the amount of sleep they
Excellent! get the night before the exam?
Kindly read the next one Joy
 Ma’am
Thank you, Joy.
Based from the given, try to formulate a null hypothesis. There is no significant difference in the quarter exam
scores of Grade 11 students based on the amount of sleep
Yes, Josh? they get the night before the exam.

Ma’am
Excellent!
How about an alternative hypothesis? There is a significant difference in the quarter exam scores
of Grade 11 students based on the amount of sleep they
Yes, Liah. get the night before the exam.

Good job!
The hypotheses you've highlighted represent just a subset
of the potential hypotheses that could be derived from the
information provided.

3. Application
Now that we are done with our discussion. Let see if you
understand our topic. Each group will be given a task. I’ll
be giving you 10 minutes to prepare and maximum of 3
minutes to present.

Before we move forward with our group activity, let's

organize into teams. Please take a moment to count off:
"1, 2, 3." Once everyone has their number, those with a
"1" will form Group 1, those with a "2" will form Group 2,
and so forth. Let's ensure everyone is in their designated
groups before we begin. Group Activity:

Who wants to read the direction? QUANTUM CONJECTURE

Direction: Create a scenario that can be related to multiple
subjects and formulate null and alternative hypotheses
based on that scenario. Present your group activity in
front.

VEN DIAGRAM
Direction: Create a Venn diagram illustrating the
similarities and differences between null and alternative
hypotheses

Thank you. For the fair distribution of your activity in

each group. May I request one representative in each
group to pick an activity from the box.

Now that each group has selected their activity, I would

like to provide you with the rubrics to guide you through
the task. These rubrics will serve as a helpful framework
for your group activity.
Rubrics for The Quantum Conjecture
 Rubrics for Venn Diagram

Yes ma’am.

None ma’am

Null Hypothesis Ma’am

You may now proceed to your respective group.

4. Generalization
Now that we've thoroughly explored our lesson through Alternative Hypothesis Ma’am
our discussion and practical application, do you have any
questions?
None ma’am
Let’s have a quick recap on our discussion.

When we state that variables are equal or show no

significant difference from one another, we are typically
referring to the null or alternative hypothesis? Hypothesis testing provides us a framework for making
informed decisions. By gathering evidence and analyzing
Very good. How about when we state that variables are data, individuals can assess the likelihood of different
not equal or show significant difference from one another, outcomes and choose the best course of action.
we are typically referring to the null hypothesis
or alternative hypothesis?

Excellent!
Do you have any question?

5. Valuing
Why do you believe it's necessary to understand the
concept of hypothesis in real life? What benefits can we
gain from knowing this concept?

Excellent!

Understanding null and alternative hypothesis benefits you

by fostering critical thinking skills, scientific inquiry,
research proficiency, decision-making abilities,
interdisciplinary connections, problem-solving in real-
world contexts. Later on, when you are asked to make
your own research, this lesson will help you to narrow
down your research study and provide you with guided
path for the possible results of you research. These skills
are essential for success in both academic and professional
endeavors.

Hypotheses serve as a guide, guiding us through the

complexities of the world and empowering us to make
informed choices in both professional and personal
contexts. By embracing the scientific method in our
everyday lives, we can harness the power of hypotheses to
drive innovation, solve problems, and make decisions that
lead to positive outcomes.

IV. Evaluation
Now that you have understood the lesson, let us have a
short quiz. Bring out ¼ sheet of paper.

Direction: Please respond to the question below by

choosing the accurate answer from the provided options.
1. It is the statistical method used in making decisions
using experimental data.
a. observation c. analytical testing
b. simple analysis d. hypothesis testing
2. Which of the following would be an appropriate null
hypothesis?
a. The mean of a scores is equal to 80.
b. The mean of a scores is less than to 80.
c. The mean of a scores is not equal to 80.
d. The mean of a scores is greater than 80.
3. What term is being used to describe a proposed
explanation, assertion, or assumption about a population
parameter or about the distribution of a random variable?
a. statistic c. hypothesis
b. decision d. probability
4. Which of the following would be an appropriate
alternative hypothesis?
a. My mathematics grade is equal to my English grade. 1. D
b. My mathematics grade is the same with my English 2. A
grade 3. C
c. My mathematics grade is not equal to my English grade 4. C
d. My mathematics grade is not differ from my English 5. C
grade
5. Which the following is true about Null hypothesis?
I. Ho
II. Ha
III. Null state that there is significant difference or effect
between the groups being compared in a study.
IV. Null state that there is no significant difference or
effect between the groups being compared in a study.
a. I, III
b. I, IV
c. II, IV
d. II, III

V. Assignment

Define the following:

 Level of significance
 Rejection region
 Types of errors in hypothesis testing.