Detailed Lesson Plan in Mathematics 10

Saint John Academy

March 10, 2017

Grade 10 - Isaiah
7:00AM – 8:00AM

I. OBJECTIVES
At the end of the lesson 100% of the students shall be able to attain at least 75%
level of proficiency to:
1. Analyze the different tests of difference
2. Compute the significant difference being asked by a specific problem

II. SUBJECT MATTER

A. Topic: Tests of Difference / Hypothesis Testing
B. Concepts:
a. There are five more ways to compute for significant difference of variables.
b. Those five will either belong to T-Test or Z - Test.
c. The tests are the following:
i. Test for a single mean when the population variance is unknown and
the sample is not more than 30.
ii. Test for the mean of pared observation
iii. Test for the difference of means from independent samples when the
population variances are unknown
iv. Test for the difference of means from independent samples when the
population variances are unknown and the samples are more than 30.
v. Test for the difference of means from independent samples when the
population variances are unknown and the samples are not more than
30.
C. Reference: College Statistics with Computer Application 2015 Edition (Barata and
Ymas, Jr., 2015)
D. Materials: whiteboard, whiteboard marker, projector, visual aids, construction paper-
made puzzles.
E. Skills: Analysis, computing
F. Value: Participation, collaboration, self-reliance

III. LEARNING ACTIVITIES

A. Routinary Activities
1. Prayer
2. Greeting the class
3. Checking the attendance
4. Fixing the classroom environment

B. Developmental Activities
Teacher’s Activities Pupils’ Activities
1. Review
Okay class, so what is our previous
lesson? The test of statistical hypothesis
 Yes! What have you learned? (Student’s answer may vary)

What formulas were discussed? Test fir a single mean when the population
variance us known and test fir a single mean
when the population variance is unknown and
the sample is not more than 30.

Very good! It seems that you really

understood our previous lesson.
2. Motivational Activity
Okay class, before proceeding to our
lesson, let us have an activity entitled
“You are a Piece of Me” This is a puzzle
completion but there will be three
puzzles to be completed and those are
already partially complete.

There are 15 puzzle pieces, 5 for each

puzzle. This 15 puzzle pieces are mixed
up.

Please group yourselves into four. (Students are grouping)

Okay please proceed to your designated

area. (Students are going into places)

Now, the first one to complete all puzzles

will receive additional points after our
discussion. Are you ready class? Yes, teacher.

Okay, ready? Go. (Students are doing the activity)

Since the group finished earlier than the

others, they will receive additional 5
points to the activity. Did you enjoy the
activity class? Yes teacher.

What did you notice on our activity? Diverged puzzle pieces solved three puzzles

What do you think is the relation of that

to our lesson for today? We are going to solve problems and we are to
choose how it will be solved.

Yes! And it is because our lesson for

today is test of difference. We are going
to use different formulas to test
hypotheses. This is the continuation of
our lesson last meeting. Are you ready
class? Yes, teacher.
 Okay good! Next
3. Lesson Proper
Last time, we had discussed the first part
of Statistical Test right? So, for today, we
are going to tackle the continuation, the
next 5 formulas.
Here are they, please read it aloud.
Most probably, you have already gained
insights how will the formula will be
used based on the given since it is stated.
Now, let’s tackle them one by one. Can
you follow?
Okay, let’s look at the first example.
Please read.
Did you understand the problem?
1. Test for a single mean when the
population variance is unknown and
the sample is not more than 30.
2. Test for the mean of pared observation
3. Test for the difference of means from
independent samples when the
population variances are unknown
4. Test for the difference of means from
independent samples when the
population variances are unknown and
the samples are more than 30.
5. Test for the difference of means from
independent samples when the
population variances are unknown and
the samples are not more than 30.
Yes, teacher.
In a certain studies of deception among
students, the scores achieve on test given
under conditions in which cheating was
possible were compared with scores achieved
by the sample students under strictly
supervised conditions. In a certain test given
under “honest” conditions the mean score of
25 sample students is 62 and the standard
deviation is 10. A student who took the test
under non-supervised conditions turned in
mean score of 87. What conclusion can be
drawn out of the given information at 0.01
level of significance?
Yes teacher.
Now, let us do the steps in hypothesis
testing. What is the first step? Give the null hypothesis.

So what is the null hypothesis? There is no significant difference between the

average scores obtained by the students under
supervised and non-supervised conditions.
Very good, what is the next step?
State the alternative hypothesis.
And what is the alternative hypothesis?
There is a significant difference between the
average scores obtained by the students under
supervised and non-supervised conditions.
Exactly! What is the next step?
Set alpha / significance value.
So what is the significance value?
α = 0.01
Okay very good! For this step, you must
be familiar on what formula you are
going to use, right? Now, what is given?
One mean, one standard deviation and two
scores with one sample lower than 30. There is
no given population.
With that given, we are going to use this
formula:
𝑥̅ − 𝜇0
𝑡= 𝑠 ;𝑣 = 𝑛 −1
√𝑛
Where:
𝑡 = 𝑡 𝑡𝑒𝑠𝑡
𝑡𝑡 = 𝑡 𝑣𝑎𝑙𝑢𝑒 𝑓𝑟𝑜𝑚 𝑡𝑎𝑏𝑙𝑒
𝑡𝑐 = 𝑡 𝑐𝑜𝑚𝑝𝑢𝑡𝑒𝑑 𝑣𝑎𝑙𝑢𝑒
𝑥̅ = 𝑚𝑒𝑎𝑛
𝜇0 = 𝑝𝑜𝑝𝑢𝑙𝑎𝑡𝑖𝑜𝑛 𝑚𝑒𝑎𝑛
𝑠 = 𝑠𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛
𝑛 = 𝑠𝑎𝑚𝑝𝑙𝑒 𝑠𝑖𝑧𝑒
𝑣 = 𝑑𝑒𝑔𝑟𝑒𝑒𝑠 𝑜𝑓 𝑓𝑟𝑒𝑒𝑑𝑜𝑚
Can you still follow? Yes teacher.

Now, let’s do the substitution. We should

find v first. So:
𝑣 = 𝑛 − 1 = 25 − 1 = 24
Give the value of 𝑡𝑡 from our table. 2.797 teacher.

Is it two-tailed or one-tailed? And Why? Two tailed teacher because the hypothesis is
two-way directed.

Okay very good!

That process will be our fourth step.
What is the next step? Computation of value of t teacher.
Using the formula given a while ago, on
the board please compute it. 𝑥̅ − 𝜇0
𝑡= 𝑠
√𝑛
62 − 87
= = −12.5
10
√25

Now, our computed value is -12.5 and

our t total is 2.797, therefore? Reject the null hypothesis.

Why? Because the computed value is not included on

the interval of t total.

Hence? There is a significant difference between the

average scores obtained by the students under
the supervised and non-supervised conditions.

Very well said! That is the last part. The

analysis of given is a crucial part for this
and don’t forget to get the absolute value
to clearly determine the interval. Can we
now move to the second equation? Yes, teacher.

Okay, please read. College freshmen are weighted before and

after they take a health/fitness course. The
program’s developer wants to determine if
there is a weight change in those students who
complete the course. Because many freshmen
are still growing, and because they are
experiencing dorm food with unlimited
seconds for the first time, it is not clear
whether their weight will increase or decrease
by the end of the program. Let D equal to the
weight change, post-weight Y minus pre-
weight X. The observations of D (in
kilograms) for 16 randomly chosen women
taking the course were:

-3.2 0.2 2.0 1.3 0.9 3.7 0.3 -0.8 0.2

-0.5 1.4 -2.2 -0.1 0.6 0.2 -0.1
What conclusion can you draw out of the
given data at 0.01 level?

Now, please state steps 1 to 3.

1. There is no significant weight change
in the students who completed the
course
2. There is significant weight change in
the students who completed the course
 3. Set α=0.01
Well done! Now, please observe this:
𝑑̅ − 𝑑0 𝑑𝑖
𝑡= ̅
𝑠𝑑 ; 𝑑 = ∑ 𝑛
√𝑛
2
2
∑(𝑑𝑖 − 𝑑̅)
𝑠𝑑 =
𝑛−1
2
𝑛 ∑ 𝑑𝑖2 − (∑ 𝑑𝑖 )2
𝑠𝑑 =
𝑛(𝑛 − 1)
𝑣 =𝑛−1

Where:
𝑠𝑑2 = 𝑠𝑎𝑚𝑝𝑙𝑒 𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒
𝑑𝑖 = 𝑔𝑖𝑣𝑒𝑛 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒𝑠
𝑑̅ = 𝑚𝑒𝑎𝑛 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒
𝑠𝑑 = 𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛
Can you still follow? Yes, teacher

Now, can you try solve this on your

notebook? Do until to the last step. (
𝑣 = 𝑛 − 1 = 16 − 1 = 15
Step 4:
𝑡𝑡 = 2.947 (two tailed)
Step 5:
𝑑𝑖 3.9
𝑑̅ = ∑ = = 0.244
𝑛 16
2
2
𝑛 ∑ 𝑑𝑖2 − (∑ 𝑑𝑖 )
𝑠𝑑 =
𝑛(𝑛 − 1)
16(38.71) − (3.9)2
=
16(16 − 1)
16(38.71) − (3.9)2
𝑠𝑑 = √
16(16 − 1)
= 1.587
𝑑̅ − 𝑑0 0.244 − 0
𝑡= 𝑠𝑑 = 1.587
√𝑛 √16
= 0.038
Step 6:
Since |tc| < |tt|, accept the null hypothesis.
Hence, there is no significant weight change in
the students who completed the course.
)

As I roamed around, most of you are

correct. The answer is to accept the null
hypothesis. Very good class! What have
you noticed on the given and the problem
itself?
 There are paired observations, the X and Y
weights, based on the given problem.

Yes, nice observation! That formula will

be used if the problem is about paired
observation.

Next formula. Please read the problem.
Two methods of teaching statistics are being
tried by a professor. A class of 40 students is
taught by method A and a class of 36 is taught
by method B. The two classes are given the
same final examination. The mean scores are
78 and 74 respectively. Using a 0.05
significance level, can we conclude that the
average final examination scores produced by
the two methods are different if the population
standard deviation is 5?

Okay, now I will give you the formula

and try to solve the problem. Here it is:
(𝑥̅ − 𝑦̅) − 𝑑0
𝑧=
𝜎 2 𝜎𝑦2
√( 𝑛𝑥 + 𝑛 )
Where
𝑥̅ 𝑎𝑛𝑑 𝑦̅ = 𝑚𝑒𝑎𝑛𝑠
𝜎 2 = 𝑝𝑜𝑝𝑢𝑙𝑎𝑡𝑖𝑜𝑛 𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒
Go. (
Step 1: There is no significant difference
between the average final examination scores
produced by the two methods
Step 2: There is a significant difference
between the average final examination scores
produced by the two methods
Step 3: Set α=0.05
Step 4: Tabular value of z
Z test; zt = 1.96 (two tailed)
Step 5: Computed value of z
(𝑥̅ − 𝑦̅) − 𝑑0
𝑧=
2
√𝜎𝑥 + 𝜎𝑦
2
𝑛 𝑛
78 − 74
= = 3.4812
1 1
5√40 + 36
Step 5: Since |zt| > |zc|, reject the null
hypothesis. Hence, there is no significant
difference between the average final
examination scores produced by the two
methods of teaching statistics.
)
Is your answer to reject the null Yes, teacher.
hypothesis?

Splendid! What have you noticed on the It is like the problem on paired observation but
problem? the population variance is known.

Good! So that formula will be used if it is

a paired observation with known
population variance. Okay for the next
formula, please read.
The average grade of 50 senior students in
statistics is 85m with a standard deviation of
10.2 while a group of 60 senior students got an
average of 80 with standard deviation of 8.9.
Can the difference in the mean grade be
attributed to chance, using 0.05 level of
significance?

Now, here’s the formula. Try to figure it

out.
(𝑥̅ − 𝑦̅) − 𝑑0
𝑧=
𝑠 2 𝑠𝑦2
√( 𝑛𝑥 + 𝑚 )

Where:
𝑠 2 = 𝑠𝑎𝑚𝑝𝑙𝑒 𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒
Proceed. (
Step 1: There is no significant difference
between the mean grade of the two groups of
senior students
Step 2: There is a significant difference
between the mean grade of the two groups of
senior students
Step 3: Set α=0.05
Step 4: Tabular value of z
ztep 4: Tabular value of z
zt = 1.96 (two tailed)
Step 5: Computed value of z
(𝑥̅ − 𝑦̅) − 𝑑0
𝑧=
2
√𝑠𝑥 + 𝑠𝑦
2
𝑛 𝑚
85 − 80
= = 2.711
2 2
√10.2 + 8.9
50 60
Step 6: Since |zc| > |zt|, reject the null
hypothesis. Hence, there is a significant
 difference between the mean grade of two
groups of senior students.
)
Is your answer to reject the null
hypothesis?
Yes, teacher.
Well done! Now what have you noticed? It’s like the last problem but instead of the
population variance, the sample variance is
given.
Yes, that is correct! In addition, that
formula will be used if the sample is less
than 30. Can you follow?
Yes teacher.

Okay, for the last formula to be

discussed, please read the problem.
A teacher wishes to test two methods of
teaching verbs to his Spanish class. He divided
the class randomly into two samples of 14
students each. Using method 1, the students
learn an average of 43.8 verbs each with a
standard deviation of 5.2. Theory suggests that
method 1 is superior to method 2. Test the
theory using a 0.01 level of significance.

Did you understand the problem class?

Yes, teacher.
If you do, here’s the formula and try to
answer it:
(𝑥̅ − 𝑦̅) − 𝑑0
𝑡=
1 1
𝑠√𝑛 + 𝑚

2
(𝑛 − 1)𝑠𝑥2 + (𝑚 − 1)𝑠𝑦2
𝑠 =
𝑛+𝑚−2

Please do it.
(
Step 1: Method 1 is as good as method 2
Step 2: Method 1 is superior to method 2
Step 3: Set α=0.01
Step 4: Tabular value of t
tt = 2.479 (one-tailed) v=14+14-2=26
Step 5: Computed value of t
(𝑛 − 1)𝑠𝑥2 + (𝑚 − 1)𝑠𝑦2
𝑠2 =
𝑛+𝑚−2
 (𝑛 − 1)𝑠𝑥2 + (𝑚 − 1)𝑠𝑦2
𝑠=√
𝑛+𝑚−2

(14 − 1)(4.6)2 + (14 − 1)(5)2

𝑠=√
26
= 4.909
(𝑥̅ − 𝑦̅) − 𝑑0
𝑡=
1 1
𝑠√𝑛 + 𝑚
(43.8 − 38.6)
𝑡= = 2.803
1 1
4.909√14 + 14

Step 6: Since |tc| > |tt|, reject the null

hypothesis. Hence, method 1 is superior to
method 2.

Is your answer to reject the null

hypothesis? Yes teacher

Okay well done! What did you notice?

It is a paired observation but the population
variance is unknown and the samples are more
than 30.
Excellent! Any questions so far? None, teacher

If so, please prepare yourself. Take notes

of the formulas and we will be having an
activity.

4. Application
Okay, I will give you three problems and
you will be grouped into 3 to solve such.
After 15 minutes, we will be answering
it. 5 points each, 1 point for Steps 1 to 3,
another 1 point for Steps 3 to 5 and 3
points for Step 6 if and only if, all of the
steps are correct. If there will be
mistakes, automatic 1 point for the effort.
A total of 15 points as a group activity.
Please answer it to a clean paper. Is that
clear?
Yes teacher.
Okay please count off. (Students are counting off)

Please proceed to your respective

groupings. (Students are grouping themselves)
Okay here’s the problems: 15 minutes,
go.
(
1. A professor in a typing class found
out that the average performance of
an expert typist is 85 words per
minute. A random sample of 16
students took the typing test and an
average speed of 62 words per minute
was obtained with a standard
deviation of 8. Can we say that the
sample students’ performance is
below the standard deviation at the
0.05 level of significance?
2. The store manager of one university
bookstore has tested two types of
point-out-purchase displays for its
new erasable pen. A shelf display was
placed in a random sample of 20
stalls, and a floor display was placed
in 15 other stalls in the area. The
mean number of pens sold per stall in
one month was 45. At 0.10
significance level, was there a
significant difference between sales
with the two types of displays if the
standard deviation in general
recorded to be 7?
3. Two groups, X and Y of freshmen
students, 28 in each group, are paired
for age and score on form A of the
Otis Group Intelligence Scale. Three
weeks later, both groups are given
form B of the same test. Before the
second test, Group X, the
experimental group, is praised for its
performance on the first test without
comment. Will the incentive (praise)
cause the final scores of Group X and
Group Y to differ significantly? Test
the hypothesis at 0.10 level of
significance given the information
below.
Mean Scores of Form B Final Test
Group X = 88.63
Group Y = 83.24
Standard Deviation on Form B Final
Test
Group X = 24.36
Group Y = 21.62
)
(answers:
1.
Step 1: The sample students’ performance is
within the standard level
Step 2: The sample students’ performance is
not within the standard level
Step 3: Set α=0.05
Step 4. Tabular value of t
(test for a single mean when the population
variance is unknown and the sample is not
more than 30)
V=16-1=15 tt = 1.753 (two tailed)
Step 5: Computed value of t
𝑥̅ − 𝜇0
= 𝑠
√𝑛
62 − 65
= = −1.5
8
√16
Step 6: Since | tc | < | tt |, accept the null
hypothesis. Hence, the sample students’
performance is within the standard level.
2.
Step 1: There is no significant difference
between the sales of two types of displays
Step 2: There is a significant difference
between the sales of two types of displays
Step 3: Set α=0.10
Step 4: Tabular value of z
(test for the difference of means from
independent samples when the population
variances are unknown)
zt = 1.645 (one-tailed)
Step 5: Computed value of z
(𝑥̅ − 𝑦̅) − 𝑑0
=
2
√𝜎𝑥 + 𝜎𝑦
2
𝑛 𝑛
42 − 45
= = −1.255
1 1
7√20 + 16

Step 6: Since | zc | < | zt |, accept the null

hypothesis. Hence, there is no significant
 difference between the sales of the two types
of displays.
3.
Step 1: There is no significant difference
between the final scores of Group X and
Group Y
Step 2: There is a significant difference
between the final scores of Group X and
Group Y
Step 3: Set α=0.10
Step 4: Tabular value of t
V=28+28-2=54 tt=1.675 (one-tailed)
Step 5: Computed value of t
(𝑛 − 1)𝑠𝑥2 + (𝑚 − 1)𝑠𝑦2
𝑠2 =
𝑛+𝑚−2
(𝑛 − 1)𝑠𝑥2 + (𝑚 − 1)𝑠𝑦2
𝑠=√
𝑛+𝑚−2

(28 − 1)(24.36)2 + (28 − 1)(21.62)2

𝑠=√
54
= 23.031

(𝑥̅ − 𝑦̅) − 𝑑0
𝑡=
1 1
𝑠√𝑛 + 𝑚
(88.63 − 83.24)
𝑡= = 0.876
1 1
23.031√28 + 28

Step 6: Since | tc | < | tt |, accept the null

hypothesis. Hence, there is no significant
difference between the final scores of Group X
and Group Y.
)

Okay, time’s up. Group 1 will present

problem 1, Group 2 for problem 2 and
Group 3 for problem 3.
(Students are presenting)
The winning group as promised will
receive plus 5. Well done class!
5. Generalization
Okay class, give the five statistical tests
we have had discussed today.
1. Test for a single mean when the
population variance is unknown and
the sample is not more than 30.
2. Test for the mean of pared observation
3. Test for the difference of means from
independent samples when the
population variances are unknown
4. Test for the difference of means from
independent samples when the
population variances are unknown and
the samples are more than 30.
5. Test for the difference of means from
independent samples when the
population variances are unknown and
the samples are not more than 30.

Are there any questions? None, teacher.

IV. EVALUATION
Answer the following problems.
1. An Algebra teacher wants to compare two methods of teaching College Algebra.
One is the lecture methods and the other is the personalized system of instruction
(PSI method). Students are paired by matching those with similar Mathematics
background and performance. A random sample of 11 pairs is selected. From each
pair, one student is randomly chosen to take the lecture course; the other student
takes the PSI course. Both courses are taught by the Algebra teacher. The final
grades for the 11 pairs of students are found to be the following:
Lecture PSI Lecture PSI
66 67 80 79
93 73 73 70
36 35 74 67
84 85 83 79
60 64 53 50
66 57
Do the data provide sufficient evidence to conclude that there is a difference in
mean student performance between the two instructional methods? Use a
significance level of 0.05
2. In a study of abstract reasoning, a sample group of male-female students scored as
shown below on a test of abstract reasoning:
Standard
Sex Sample Size Mean
Deviation
Male 95 29.21 11.56
Female 83 30..92 7.81
Assuming that our samples are random, would further testing of similar groups of
male and female students give virtually the same result? Use alpha equal to 0.10.
Answers
1. Step 1: There is no significant difference in the mean student performance
between the use of two instructional methods.
Step 2: There is a significant difference in the mean student performance between
the use of two instructional methods.
Step 3. Set α = 0.05
Step 4: Tabular value of t
(test for a single mean of paired observation)
𝑣 = 11 − 1 = 10; 𝑡𝑡 = 2.228 (𝑡𝑤𝑜 − 𝑡𝑎𝑖𝑙𝑒𝑑)
Step 5: Computed value of t
𝑑𝑖 22
𝑑̅ = ∑ = =2
𝑛 11
2
𝑛 ∑ 𝑑𝑖2 − (∑ 𝑑𝑖 )2
𝑠𝑑 =
𝑛(𝑛 − 1)
10(184) − (22)2
=
11(11 − 1)
10(184) − (22)2
𝑠𝑑 = √
11(11 − 1)
= 3.511
𝑑̅ − 𝑑0 2−0
𝑡= 𝑠𝑑 = 3.511
√𝑛 √11
= 1.889
Step 6: Conclusion. Since | tc | < | tc |, accept Ho (null hypothesis). Hence, there is
no significant difference in the mean student performance between the use of the
two instructional methods.
2. Step 1: There is no significant difference between the two samples
Step 2: There is a significant difference between the two samples
Step 3: Set α = 0.10
Step 4: Tabular value of z
(Test of difference of means from independent samples when the population
variances are unknown and the samples are more than 30)
𝑧𝑡 = 1.645 (𝑡𝑤𝑜 − 𝑡𝑎𝑖𝑙𝑒𝑑)
Step 5: Computed value of z
(𝑥̅ − 𝑦̅) − 𝑑0
𝑧=
2
√𝑠𝑥 + 𝑠𝑦
2
𝑛 𝑚
29.21 − 30.92
= = −1.169
11.56 2 7.81 2
√ + 83
95
Step 6: Conclusion. Since | zc | > | zt |, reject Ho (null hypothesis). Hence, there is
no significant difference between the two samples.

V. ASSIGNMENT
Study the next formulas for testing the hypothesis.

Prepared by:
Emmanuel S. Abao, Jr.
BSE III - Mathematics