Math 1040 kittles Term Project

Madi Tenney P.3

DATA COLLECTION

Group//personal data
Red Orange Yellow Green Purple Total

Me 15 10 9 9 13 56

Spencer 9 14 10 14 10 57

Benj 13 13 13 8 10 57

Gable 5 16 10 15 9 55

Senah 6 14 14 15 11 60

CLASS DATA
63,62,61,61,61,60,60,60,60,60,59,59,59,59,59,58,58,58,58,57,57,57,57,57,56,55,55,54
Total number of bags:28
Total number of candies:1,642
Mean:58.72 Standard Deviation:2.13 Min:54 Q1:57 Med:59 Q3:60 Max:63

REPORT INTRODUCTION
This project was not only fun but a great wrap up for all the things we learned in Math 1040. The
project was all centered around finding the statistical data of a bag of skittles. This included
getting a 2.17 oz bag of skittles and counting each of the different colors. We then combined
data not only in the class but in a smaller group. I chose to just use my data throughout the
project to keep it simple and less confusing. The skittles project had us find the 5 number
summary, perform hypothesis testing, confidence intervals, along with using different types of
graphs and charts to display our data.
ORGANIZING AND DISPLAYING CATEGORICAL DATA: COLORS

The two graphs above along with the data table of my group all show the same pattern. They
show that the average number of skittles in a 2.17 ounce bag is around 58 skittles. The first
chart (pie chart) shows the number of each colors was in my bag of 56 skittles. The other graph
shows the number of skittles in a bag out of 5 different students. Both graphs show the
relationship between the number of skittles and how many skittles are in a bag.
ORGANIZING AND DISPLAYING QUANTITATIVE DATA: THE # OF CANDIES PER BAG

Mean=11.7 Standard Deviation=2.48

5 NUMBER SUMMARY: Min=9 Q1=9 Median=11.5 Q3=15 Max=15

The data displayed in both the box plot and the frequency histogram are shown above in the
two different visuals. The box plot is only my data. There are no tails on the end due to the fact
that the min and max are the same as the Q1 and Q3 numbers are the same. The frequency
histogram is with the whole classes data. The data is actually distributed fairly normally, if
anything it is skewed a little to the right. There are in fact no outliers. In fact it starts at 54 and
goes up by 1 until 63. There are 28 bags in the classes data/frequency histogram.

REFLECTION

Categorical data is data that can be put into different groups. Some examples are: race, gender,
or age group. Can be displayed as a bar graph, pareto chart, pie chart, or a pictogram.
Quantitative data is data about numerical values or specific quantities. Some examples include;
shoe size, height, or length of hair. Can be displayed as stem and leaf diagrams, histograms,
box plots, bar charts, line graphs, and dot plots. For categorical data you need to be using
correct data that can be sorted, random numerical values wouldn’t make much sense.
Quantitative data needs to contain some type of numerical value.

CONFIDENCE INTERVAL ESTIMATES

A confidence interval is a level of measurement. It measures the probability that a parameter will
fall between two sets of numbers. Confidence intervals most likely will be 99% or 95%.

Construct a 99% confidence interval estimate for yellow candies

Construct a 95% confidence interval estimate for the true mean number of candies per bag
*(7.8683, 14.532)
How I found this number:
1. Use calculator (Stats, Tests, 1-PropZInt)
2. Enter data into data table
3. Select TInterval (Inpt:Data, List 1, Freq=1, C-Level=0.95
After finding this interval of 7.8683 and 14.532 you can be 95% certain that the true mean of
candies per bag will be between the interval of (7.8683, 14.532)
HYPOTHESIS TESTS

Hypothesis testing is trying to accept or reject the null hypothesis. After finding the z score you
are able to then tell if there is sufficient evidence to support the null hypothesis. If the z score is
higher that the significance level then you reject, if it is lower, then you do not reject it.

Use a 0.05 significance level to test the claim that 20% of all Skittle candies are red
*Fail to reject the null hypothesis
1. Find all numbers needed to conduct test
○ n=56
○ x=15
○ p^=15/56
○ Significance level=0.05
2. H0: p(r)=0.2 H1: p(r)≠ 0.2
3. Use calculator (Stats, Tests, 1-Prop-ZTest)
4. Enter in above values
5. Calculate
The Z score after calculating is 1.209. Since this is greater than the 0.05 significance level you
fail to reject the null hypothesis. There is insufficient data to conclude that the claim of 20% of
candies will be red is correct.

Use a 0.01 significance level to test the claim that the mean number of candies in a bag of
skittles is 55. *I used the classes data on this one
*Fail to reject the null hypothesis
1. Find all numbers needed to conduct test
○ n=56
○ mean=58.7
○ Significance level=0.01
○ 𝜎 = 2.13
2. H0:𝜇 = 55 H1:𝜇 ≠ 55
3. Insert into test statistic equation
4. t=58.7-55/2.13/√56=12.99
5. Solve
The test statistic is very large and while the significance level is a lot smaller, you should fail to
reject the null. There is insufficient evidence to reject the claim.
REFLECTION
In order to conduct both confidence intervals along with hypothesis testing you need the
significance level along with the mean, standard deviation, sample size, and the x value (what
you’re trying to test. My sample was able to meet both of these and I was able to find both of
them using the data I found. Some possible errors could include miscounting skittles in the
beginning, and just entering the data into the calculator wrong. Another common mistake could
be choosing the wrong function on your calculator. Ie: choosing 2-Prop-Ztest instead of using Z-
Test. After this statistical research that I conducted, I learned how to use data that I have
collected and then use different equations and such to draw conclusions about it. I also learned
how to take my data and enter it in into different graphs and charts.

REFLECTIVE WRITING

Doing this fun and simple math project taught me many things when it comes to real-world math

applications. It taught me that

1. Math can actually be fun

2. Math does not have to be difficult

3. Even if I do not see the value now, eventually down the road I will use it in my life

These simple lessons that this project helped me learn that math is used everyday, oftentimes

being overlooked as boring and difficult. Math has never been a subject that I am very good at.

In fact I always have dreaded taking math. Taking this college math, Math 1040 was a huge

step out of my comfort zone. In fact I wanted to drop out as soon as I started the class.

However, as time has passed I have become so grateful for taking this class. I am not as scared

as I am for college math that I will be taking in the future. Instead I am ready to take whatever

class is needed. Real-math applications are so important to not only acknowledge but also learn

how to do. Everyone in this life will use them that some point. Before this project and this class I

didn’t realize the importance of them. Another big thing that I learned after the completion of this

project is how to better develop my problem solving skills. At the beginning of this project I had

so many questions and was quite confused. I realized that I needed to use my problem solving

skills to answer these pressing questions. Deciding to use the resources around me proved to

be a huge help and it wasn’t before long that I started to understand what I need to get done. I
also chose to work with others. Combing not only data but analyzing each other’s data helped

me see the value in teamwork. Using old notes, my past knowledge, the help of my instructor,

and my calculator proved to be the hugest help and made this project much, much easier! This

project was definitely a fun ending to a more difficult and stressful class.