Yessyca Rivera

Math 1030 Skittles Term Project

Introduction
The goal of this project is to use the concepts weve learned throughout the
Math 1030 class. The concepts include organizing data, analyzing data, drawing
conclusions and interpreting results.
Each student purchased one 2.17-ounce bag of original Skittles and recorded
how many candies of color are in each bag. The teacher collected the data from the
students and sent it to everyone in the class.

Data Collection
Math 1030 Skittles Project Worksheet
Number of
red candies
13

Number of
orange
candies
15

Total number of skittles in bag: 61

Number of
yellow
candies
11

Number of
green candies

Number of
purple candies

14

Organizing and Displaying Categorical Data: Colors

I recorded the amount of each color from the data collected from the class. I
created a Pie Chart and a Pareto Chart for the number of candies, with each color.
For the Pie Chart, I listed the total number of candies in each category of color.

Class Data for Skittles by color

Purple; 20%

Red; 23%

Red
Orange
Yellow
Green
Purple

Green; 18%

Orange; 19%

Yellow; 21%

My observations from the results of these charts are that red candies have the
most amount of candy, yellow candies following in close second and green having
the least. In my candy bag, there was more orange and green candies so it was
interesting to see the difference in my individual data compared to the whole class.
In conclusion, looking at all the data from the class it shows that red is the most
common made candies for the Skittles.

Table for the data results of my own bag of Skittles by color:

Number of
red candies
13

Number of
orange
candies
15

Number of
yellow
candies
11

Number of
green candies

Number of
purple candies

14

Table describing the data results and proportion frim the entire class of
Skittles by color:

Number of
red candies
661

Number of
orange
candies
564

Number of
yellow
candies
618

Number of
green candies

Number
purple candies

543

581

Organizing and Displaying Quantitative Data: The Number of Candies per

Bag

Summary Statistics:
Colum
n
Total

Mean

49

60.6

Std.
dev.
3.51

Min

Q1

47

59

Media
n
61

Q3

Max

62

70

Reflection
Categorical data for our project was looking at the colors in each bag,
whereas quantitative data was looking specifically at the data that isnt easily
measurable or countable.
Pie and Pareto graphs draw the readers attention to each category, thats
why the categorical data can best be represented by them. The histogram and
boxplot graphs look at the calculations within our data rather than the data itself as
used for the categorical graphs, thats why they best represent the quantitative data.

Confidence Level
A confidence level is making an estimate population parameter. We can
make educated guesses about an even occurring. Trying to guarantee a true value
within parameters is the purpose of a confidence level.

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 in between .1888 and .2272
The yellow candies was 20.63% which falls within the confidence interval.
Construct a 95% confidence interval estimate for the true mean number 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 estimate 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
Use a 0.01 significance level to text the claim that the mean number of candies
in a bag of Skittles is 55.
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 e-Portfolio

This course has taught me many new skills. Ive learned new concepts
throughout analyzing data and creating graphs to make a visual of the information.
This project itself taught me the difference between each graph, and what
information is need to be plugged into each. I can use this knowledge for my other
math classes that I will be taking. For example, because I am interested in the
business career I will need to take extra math courses that involves a lot of data and
creating graphs with demographics.
This served as a good practice for me to be able to take some simple
information and expanding on it. Its a great start to the business math courses I
will be taking in my future.
Because this project involved a lot of statistics, it was a challenge for me.
Ive never been good at taking information and interpreting it into graphs and
formulas. But this served as a helpful lesson for me.