Luis Estrada-Tafolla

Math 1030
Skittles Term Project

Introduction
For this project, each student in the classroom purchased a 2.17-ounce bag of Original
Skittles. We recorded how many skittles of each color was in the bag. After the professor
collected the data of each student and sent it to the class. The goal of this project is to put the
many concepts we learned throughout MATH 1030 together like organizing and analyzing data.
Data Collection
Numbers of the amount of candies I had in my own 2.17-ounce bag of skittles
Number of red
candies
9

Number of
orange candies

Number of
yellow candies

16

Number of green Number of

candies
purple candies
12

12

Total number of candies= 57

Organizing and Displaying Categorical Data: Colors
First, I gathered all the information and data from the class given from the professor. I
created a pie chart and a pareto chart. To create the pie chart, I collected the data given and
calculated each amount of candies in color groups then added all of them up to get a final result.
For the pareto chart I did the same thing but I made in Count Descending to see the results on
which candy had the least amount.

Class Data for Number of Skittles

Red

Orange

Yellow

Purple; 20%

Green

Purple
Red; 22%

Green; 18%
Orange; 19%

Yellow; 21%

The observations I made from the Pie Chart and the Pareto Chart was that the red skittles had the
largest quantity in the bags. The purple colored skittles had the lowest amount in the class
sample. Orange and green were the closest only 20 skittles apart. Im extremely shocked by the
data as the range was approximately 150.
My Skittle Bag
Number of Red
skittles
9

Number of
Orange skittles
16

Number of
Yellow skittles
8

Number of
Green skittles
12

Number of
Purple skittles
12

Number of
Yellow skittles
618

Number of
Green skittles
543

Number of
Purple skittles
581

Entire Class Skittles

Number of Red
skittles
661

Number of
Orange skittles
564

Organizing and Displaying Quantitative Data: The Number of Candies per Bag

Summary Statistics:
Colum

Mean

Total

49

60.6

Std.
Dev.
3.51

Min

Q1

Median

Q3

Max

47

59

61

62

70

According to my observations to this data the shape of the distribution is not normal. Typically it
should look like a bell curve. But according to my frequency histogram my data skewed to the
left.

Reflection

Categorical and quantitative data are different in the fact for theyre looking at.
Categorical data for our testing was looking at the colors in each bag. And the quantitative data
was looking specifically at the data that not easily measurable or countable.
Categorical data can best be represented by Pie and Pareto charts. These types of graphs
draw the readers attention to each category. Quantitative data can best be represented by the
histogram and box and whisker plot. These types of graphs look at the calculations within our
data rather than the data itself as used for the categorical graphs.
Confidence Level
A confidence level is how we can estimate population parameter. Therefore, we can make
educated guesses about the likely of an even occurring. The purpose of a confidence level is to
try to guarantee the true value within parameters.
Construct a 99% confidence interval estimate for the true proportion of yellow candies
N=2967

p-hat=618/2967=.208

Za/2=1-.99=.01/2=.005=2.575

E=2.575(square root) (.208) (.792)/2967=.0192

Confidence interval: .208-.0192=.1888, .208+.0192=.2272
With 99% confidence, the true proportion of yellow candies in the 49 bags of skittles is between

.1888 and .2272

Looking back at my data the proportion of yellow candies was 20.63% which falls within
the confidence interval.
Construct a 95% confidence interval estimate for the true mean numbers of candies per
bag
N=49

alpha=.05

ta/2=2.042

mean=60.6

s=3.51

x-E<u<x+E where E=ta/2(s/square root of n)

2.042(3.13/sqrt(49))=1.0234
Confidence interval: 60.6-1.0234=59.576, 60.6+1.0234=61.6234
59.576<u<61.6234
With 95% confidence, the true mean of the candies per bag of skittles is between 59.576 and
61.6234.
Construct a 98% confidence interval estimates for the standard deviation of the number of
candies per bag
N=49 s=3.51
3.409<SD<6.29
With 98% confidence interval, the true proportion standard deviation is between 3.409 and 6.29.
Hypothesis Tests
Claim 1: Ho: p=.20

H1: p doesnt equal .20

X=661

N=2967

p-hat =.223
n=2967
significance level = .05
z=3.13204
p=.0008
The p value is less than the significance level we reject the null hypothesis and say that there is
not significant evidence to support the claim that the proportion of red candies is 20%
Claim 2
Significance level=.01
T=11.17

Ho=55

M=60.6

N=2967

Critical value=-2.33, 2.33

We reject the null hypothesis and say that there is not significant evidence to support the claim
that the average number of skittles in a bag is 55.

Reflective Writing and eportfolio:

Throughout this class I have learned many new concepts. I have learned how to make many
types of graphs and also determined if hypothesis testing was false.
This project will help me in my other classes as I can now better understand statistics and what
they mean when applied to real world concepts. For instance, if I am taking a science class and
looking at data I will be able to determine with some confidence level that the graph is true or I
can also say if there is errors within a graph.
Some of the specific parts within the project that I can apply to my other classes with be how to
correctly make and interpret the graphs. Just like I stated above, graphs and analyzing data are a
part of our everyday life. No matter what class I will take I must look at some graph and analyze.
This project was extremely difficult for me to complete as it was all about statistics and that was
the hardest unit for me. I became very confused at many points. Although there were many
difficult parts in this project, this has only helped me to become a stronger student and a better
problem-solver. I can apply these skills to all my other classes and real world application.
I was never one to think that math can be applied to real-world as I never have had many
problems that dealt with the real world. Literally, everything in the world is involved in math in
some way, shape, or form. In this project, we took a bag of candy and calculated statistics and
graphs.