Henderson 1

Sebra Henderson
Professor Hutchinson
Math 1040
August 4th, 2016
Math 1040 Skittles Term Project
In this summer semester in Math 1040 we worked on probability and
statistics. To show our progress in the study of probability and statistics our
professor put together this Skittles project. In this Skittles project you will see
examples of charts (pie, pareto, histogram and boxplot), formulas and data
that we have learned during this semester in Math 1040. To begin this project
our professor had 19 students buy a regular bag of Skittles, count each
number of different color of skittles and input the data. Here is the results:
Organization and Displaying Categorical Data: Colors
Pie Chart:

Henderson 2

Pareto Chart:

1: Red
Yellow

2: Purple

3. Green

4. Orange

5.

Henderson 3

My Own Bag Of Candy (Pie Chart):

My Own Bag Of Candy (Pareto Chart):

Henderson 4

Reflection: The graphs reflect what I expected to see. I expected to see

similarities from the whole class data and my own data. I expected to see
similarities with a little bit of diffraction. The biggest the sample the more the
colors would be spread out evenly. The overall data collected by the whole
class agrees with my own data from a single bag of candies.

Organizing and Displaying Quantitative Data: The Numbers of Candies per

Bag
The next step in this project is where we calculate the mean, standard
deviation and 5-number summary.
Mean: 219.2
Standard Deviation: 18.65
5-Number Summary: Minimum Value- 200 Q1- 202 Q2- 216 Q3- 238 Max
Value- 238

Henderson 5

Frequency Histogram:

Boxplot:
Frequency Histogram (My Own Package):

Henderson 6

Boxplot (My Own Package):

The shape of the distribution is skewed right. The graphs reflect what I
expected to see, however I did not expect my boxplot to show up the way it
did. I was expecting it to reflect what the overall class got. The overall data
collected by the whole class does not agree with my own data from a single
bag of candies. Instead of minoring it is the opposite.
Reflection: The difference between categorical and quantitative data;
a categorical data is a type of data consisting of categorical variables or of
data that has been converted into that form. An example of a categorical
data would be grouped data. Quantitative data is data expressed by a certain
quantity, amount or range. An example of a quantitative data would be
meters in someones height. The type of graph that make sense is the two
histogram graphs. The boxplot did not make sense for categorical data
because the data isnt consisting of categorical variables. For quantitative
data both the histogram and boxplot graphs tend to work better because
there is a certain quantity, amount or range. The types of calculations make

Henderson 7

sense is both the frequency histogram and the boxplot because it is the
same data just different ways of looking at it. The types of calculations do
not make sense for categorical data would e the mean because the mean is
sensitive to outliers and will affect the outcome. For the quantitative data
all calculations are correct and corresponding because these numbers are
fixed, they will not change.
Confidence Intervals Estimates
The purpose and meaning of a confidence interval: A confidence
interval is not a range of plausible values for the sample mean, though it
may be understood as an estimate of plausible values for the population
parameter.

Discuss and interpret the results of each of your three interval

estimates. Included neatly written and scanned copies of your work.

Henderson 8

Henderson 9

Hypothesis Test
The purpose and meaning of a hypothesis test: Hypothesis Testing is a
process by which an analyst tests is performed on a statistical hypothesis.
The reasoning for the analyst depends on the nature of the data used, and
the goals of the analysis. The goal is to either accept or reject the null
hypothesis.
Discuss and interpret the results of each of your two hypothesis test. Include
neatly written and scanned copies of your work.

Henderson 10

Henderson 11

Reflection: The conditions for doing an interval estimates was to find the
estimate values in the data. The conditions for doing the hypothesis test
was to either reject or fail to reject the null hypothesis. Both of my samples
met these conditions. The possible errors could have been made by using
this would be error type I and II. A Type I error is the mistake of rejecting the
null
hypothesis when it is actually true. A Type II error is the mistake of failing to
reject the null
hypothesis when it is actually false. The conclusions I have drawn from your
statistical research is that there is significant evidence to fail to reject the
null hypothesis.
Reflective Writing and E-Portfolio
1. What have you learned as a result of this project?
I have learned a lot about this project. For one, we arent just learning math
and statistics in the classroom but actually applying it in our daily life. This
real life example better help me grasp the concept of probability and
statistic.
2. Discuss how the project helped to develop your problem solving
skills
This project has helped me develop problem solving skills by seeing the
reality of using probability and statistic. Like I have stated before in my

Henderson 12

previous answer, this math isnt just for classroom use. Working in a spa and
trying to order supply and predicting foot traffic is more accurate when I use
the data I have learned in this class. Because I am able to use these problem
solving skills outside the classroom it has bettered my skills all together.
Thanks to this project I was able to see a real life example and then use it in
my everyday life.