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 & PROBABILITY)

Date: April 3, 2024

Most Essential Learning Competency: illustrates: (a) null hypothesis; (b) alternative
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 this lesson, the learner should be able to

 define and differentiate between Type I and Type II errors in hypothesis
testing, demonstrating comprehension through written or verbal explanations;
 recognize the ethical implications of Type I and Type II errors, acknowledging
the impact on individuals, organizations, and society at large; and
 perform calculations to determine power and sensitivity analyses to assess
the likelihood of Type II errors, demonstrating computational skills.
II. Subject Matter

Topic: Types of Errors in Hypothesis Testing

Reference:
Acelajado, Maxima J., Rene R. Belecina, and Basilia E. Blay. Mathematics for the
New Millennium. Makati: Diwa Scholastic Press, Inc. 1999.
Bluman, Allan G. Elementary Statistics: A Step By Step Approach. New York: The
McGraw-Hill Companies, Inc., 2000.
Runyon, Richard P., Kay A. Coleman, and David J. Pittenger. Fundamentals of
Behavioral Statistics. USA: The McGraw-Hill Companies, Inc., 2000.
Sagepub. “Introduction to Hypothesis Testing.” Accessed October 6, 2018.
https://www.sagepub.com/sites/default/files/upm-binaries/40007_Chapter8.pdf

III. Learning Procedures

Preliminary Activities
a. Prayer (AVP)
b. Energizer
c. Greetings
d. Checking of classroom’s cleanliness and orderliness
e. Checking of attendance

Review: 5 minutes (Concentration Game)

1. What is used to denote a null hypothesis?
2. What is used to denote an alternative hypothesis?
3. What is used to denote the probability of a null hypothesis?
Answer Key:
1. H 0
2. H a
3. α

A. Activity
Warm Up! Small Errors
Philip has high fever and has been weak for
three days. Worried that her son has dengue
fever, his mother decided to take him to the
hospital where he underwent a series of blood
tests. The doctor told her that his symptoms
are a false alarm and do not warrant
treatment, and he decides not to treat him.
The mother sought a second opinion from
another doctor who claimed that Philip has
symptoms of dengue fever, and decides to
treat him.

What are the possible outcomes of the decision to pursue or not pursue Philip’s
treatment?
Instructions:
1. This activity will be done individually.
2. Complete the following table by supplying the appropriate answer.

B. Analysis
1. How did the differing opinions of the two doctors impact the decision-making
process regarding Philip's treatment?
2. What factors might have influenced each doctor's diagnosis and treatment
recommendation in this scenario?
3. What are the potential risks associated with not treating Philip if he does indeed
have dengue fever?
4. How might the mother's emotions and concerns influence her decision-making
process in seeking a second opinion?
5. What steps could be taken to resolve the conflicting opinions of the two doctors
and ensure the best course of action for Philip's health and well-being?

C. Abstraction
A Type I Error occurs when the null hypothesis is rejected when it is true. This
means that a true hypothesis is incorrectly rejected. On the other hand, A type II
error occurs when the null hypothesis is not rejected when it is false.

To illustrate this, consider the example in Warm Up!. There are four possible
outcomes in the situation. Philip either does or does not have dengue fever, and
either he will receive treatment or not. We have the following hypotheses:

𝐻𝑂: Philip does not have dengue fever.

𝐻𝐴: Philip has dengue fever.

Based on the blood test results, the doctors decide on Philip’s treatment.

If Philip receives treatment but he does not have dengue fever, then a type I error
has been committed (see Quadrant A). On the other hand, if Philip receives
treatment and he has dengue fever, then a correct decision has been made (see
Quadrant B).

If Philip does not receive treatment and he does not have dengue fever, a correct
decision has been made (see Quadrant C). However, if Philip does not receive
treatment and he has dengue fever, then a type II error has been committed (see
Quadrant D).

In reality, the null hypothesis may or may not be true, and a decision is made to
reject or not reject it on the basis of the data obtained from a sample. In every
hypothesis testing situation, there are two possibilities for a correct decision and two
possibilities for an incorrect decision. This is illustrated by the following table:

Example 1: Consider the following hypotheses.

𝐻𝑂: 𝜇 = 10
𝐻𝐴: 𝜇 ≠ 10

Explain the two types of error that may be committed.

Solution: A type I error occurs if we reject 𝐻𝑂 when it is true. Hence, when the
population mean is 10 but the researcher concludes that it is not 10, a type I error is
committed.
A type II error occurs if we do not reject 𝐻𝑂 when it is false. Hence, when the
population mean is not 10 but the researcher concludes that it is 10, a type II error is
committed

D. Application
In your group answer this in a ½ crosswise:

1. Consider the following hypotheses.

𝐻𝑂: 𝜇1 = 𝜇2
𝐻𝐴: 𝜇1 ≠ 𝜇2

Explain the two types of error that may be committed.

2. A farmer wants to know whether their harvest increased after using the new
fertilizer. Explain the two types of error that may be committed.

IV. Assessment
In a 1 whole or yellow pad answer this following questions:

1. Consider the following hypotheses.

𝐻𝑂: 𝜇 ≤ 70
𝐻𝐴: 𝜇 > 70

Explain the two types of error that may be committed.

2. A researcher studies the effectiveness of a new medication against a bacterial

infection. Explain the two types of error that may be committed. The new medication
is not effective against a bacterial infection.
3. A teacher wants to find out if the calculator-based method of teaching statistics is
more effective than the lecture method. Two classes of approximately equal
intelligence were selected; in one class, she used the calculator-based method of
teaching and in the other class, she used the lecture method. After several sessions,
a test was given. She compared the mean scores of the two methods. What are the
possible errors that the teacher may commit?

V. Agreement

Bring your notebook, calculator, paper, and pencils.

Prepared by:

MARY GRACE F. CAÑEDA

Pre-Service Teacher

Checked by:

RODELIO JR. D. BAIN

Teacher II