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Senah Park

Mr. Price

Math 1040

5 January 2018

Math 1040 Skittles Project

Introduction

For this project, everyone in the class was asked to bring a 2.17 ounce bag of Skittles, and

then record the number of each color of Skittle in the bag. As a small group we compiled our

data and applied the statistics we learned in class to it.

The first task of the project, we figured out the proportion of each color of candy and

made a pie chart for the totals of each color in our small group. I also calculated my individual

proportion based on my own bag.

The next part of the project was to use the data to create statistical number summaries

based on the number of candies in each bag, which included the mean, standard deviation, and

the 5-number summary. Using these numbers, I created a box plot as well as a frequency

histogram based on the number of Skittles. Following this, I wrote a reflection stating the

different uses for categorical and quantitative data.

The last task of the project was to calculate confidence interval estimates and hypothesis

tests using different confidence intervals and significance levels, and then I reflected on the

conditions for these estimates and tests, and possible errors. I finished by stating my conclusions

I drew based on my research.


Organizing and Displaying Categorical Data: Colors

Math 1040 Skittle Proportions


Color Class Count Class Proportion My Total My Proportion
Red 55 0.155 6 0.1
Orange 65 0.184 14 0.233
Yellow 84 0.237 14 0.233
Green 79 0.223 15 0.25
Purple 71 0.201 11 0.183
Total Number of
Skittles 354 1 60 1

Based on the chart, the results are what I expected to see, which is having each

percentage/proportion of each color close to each other. Overall, the data collected by my group

agree with my own data from a single bag of candies, most of the proportions were very close to

each other by a few hundredths, with the exceptions of the orange and purple Skittles. Even so,

they were still very close.


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

Summary Statistics - Based on 6 Bags


Mean Standard Deviation Minimum Q1 Median Q3 Maximum
59 1.67 58 58 58 60 62

Total # of Bags in
Sample # of Skittles in my Bag
6 60
Overall, the shape of the distribution is skewed to the right. This is because only six bags

were included in this sample, we know that based on the Law of Large Numbers that if there

were more bags, the data would become more normal. Based on the overall data collected from

my group, my bag fit right in with the rest of the bags.

Reflection

Categorical data encompasses observations that you can put into groups but can’t count,

including names or labels. Specific examples of categorical data are eye color, models of cars,

and types of candy bars. On the other hand, quantitative data is data that has numerical value, or

anything that can be measured or counted. Specific examples include weight, height, or

temperature. In this project, the percentage of a color of Skittle would be categorical data,

whereas the number of Skittles in a bag would be quantitative.

Graphs that would accurately depict categorical data include bar graphs, and pie charts.

These would make sense because these graphs allow you to compare a part of the data to the

whole. For quantitative data, scatter plots, stem-and-leaf plots, bar graphs, and frequency

histograms would make sense. This is because you are able to measure the quantity of a single

entity.

For categorical data, calculating the mode makes sense, because when you are looking at

a bag of Skittles, you may not be able to find the average color or the median color, but you can

find what color there is the most of. For quantitative data calculating the mean and median for

the data makes the most sense. This is because you are able to calculate these based on the

numbers you are given.


Confidence Interval Estimates

A confidence interval is a range of values that have a certain probability that a value lies

within it. The range of confidence interval is calculated by the sample statistic plus or minus the

margin of error.

Construct a 99% confidence interval estimate for the true proportion of yellow candies.

On calculator: 1-Prop z Interval

Successes, x=84

n=354

C Level=.99

(0.179046, 0.29553)

In this case, we are 99% confident that the proportion of yellow Skittles in any bag of

skittles falls between 0.179 and 0.296.

Construct a 95% confidence interval estimate for the true mean number of candies per bag.

On calculator: tInterval

x̄=59

Sx=1.67

n=6

C Level=.95

(57.2474, 60.7526)

In this case, we are 95% confident that the mean number of Skittles in any bag is between 57.25

and 60.75.
Hypothesis Tests

A hypothesis test is an assumption about a population parameter that may or may not be

true, the purpose of these tests are to see whether a hypothesis can be accepted as true or

rejected.

Use a 0.05 significance level to test the claim that 20% of all Skittles candies are red.

On calculator: 1-PropZTest

Claim: Null hypothesis: p=0.20

Alternative hypothesis: p​≠0​.20

x=55

n=354

P-Value: 0.036

.036<.05

Reject null hypothesis.

This is a two tailed test, and I found that the p-value 0.036 is less than the significance level 0.05

so we reject the null hypothesis. There is not sufficient evidence to support the claim that 20% of

all Skittles candies are red.

Use a 0.01 significance level to test the claim that the mean number of candies in a bag of

Skittles is 55.

On calculator: T-Test

Claim: Null hypothesis: ​μ​=55

Alternative hypothesis: ​μ≠55


x̄=59

Sx=1.67

n=6

P-Value: 0.002

0.002<0.01

Reject the null hypothesis.

I found that the p-value 0.002 is less than the significance level 0.01 so we reject the null

hypothesis. There is not sufficient evidence to support the claim that the mean number of candies

in a bag of Skittles is 55.

Reflection

The sample I took was less than 15 and it was fairly skewed, but it can be speculated that

all bags of Skittles have a normal distribution. It was This allowed me to use a T-interval, and

complete the hypothesis tests. Possible errors that could have been made is recording incorrect

data- if a person counted the number of Skittles incorrectly, it would change the data. After

calculating confidence intervals and hypothesis tests, I learned that it is important to get a simple

random sample, because it affects your data, which will in turn reflect your results. Another

mistake could be using the wrong function on the calculator, such as choosing a T-test instead of

a Z-test. Based on my statistical research, I learned how to use data I collected in real life and

apply it to equations and formulas I learned in my statistics class.

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