Lorena Espinosa, Math 1040

Team Project Part 2

Individual Observation

Red count Orange Yellow Green Purple Total count

count count count count
My bag 9 18 11 5 13 56
Class 607 585 619 605 586 3002
Counts

A. The majority of the class had an average of 54-58 Skittles in each bag. It was quite
surprising to see a data set containing only 16 Skittles! Must have been a fun size pack.
The lower counts of 44 were odd too. Perhaps their packs had a lot of defected pieces of
candy.
B. The 16, and two 44 data sets seemed to be the outliers in this data collection. They were
most likely errors that in return can cause an abnormal tail distribution to our graphs.
C. Our colors varied too. Which makes this experiment fun and interesting because no bag
of Skittles is the same.
Skittles Team Project
Part 2 Graphic redo

1. We predicted that based by popular demand and better flavoring that red (strawberry)
would be the most frequent color, however that was not the case and yellow was the most
frequent color by .62%.

2.




3. The population being studied is all of the 2.17 oz bags of skittles in SLC and the surrounding
cities (we are assuming all students in the class live in SLC or the surrounding areas). The class
data does represent a random sample because the skittles bags were purchased from random
stores throughout SLC and neighboring cities by each member of the class.

Compiled Modified Skittle Data Summer 2019 Math 1040
Red Orange Yellow Purple Total in
ID Green Skittles
Skittles Skittles Skittles Skittles each bag
1 16 10 13 10 7 56
2 14 14 11 13 9 61
3 5 12 18 13 11 59
4 10 13 12 12 9 56
5 13 14 13 10 6 56
6 12 11 10 15 9 57
7 13 12 12 10 11 58
8 17 9 10 14 7 57
9 5 12 14 15 12 58
10 10 6 18 14 11 59
11 11 14 12 10 11 58
12 14 11 9 11 7 52
13 16 8 17 8 14 63
14 15 8 11 14 10 58
15 18 9 14 4 12 57
16 19 12 10 6 9 56
17 12 11 13 11 11 58
18 10 11 14 14 9 58
19 8 13 10 17 11 59
20 14 15 10 6 13 58
21 11 15 10 12 6 54
22 12 14 9 8 19 62
23 9 10 16 7 13 55
24 10 11 9 11 16 57
25 10 10 17 11 11 59
26 20 12 5 14 7 58
27 16 10 11 13 8 58
28 11 12 12 9 14 58
29 9 9 18 12 13 61
30 11 11 7 15 16 60
31 15 6 11 17 9 58
32 6 12 12 11 18 59
33 11 6 9 16 18 60
34 14 10 10 13 11 58
35 7 11 9 20 10 57
36 12 11 9 21 7 60
37 7 14 15 16 7 59
38 13 8 10 3 10 44
39 10 6 13 6 9 44
40 12 10 9 15 13 59
41 6 10 19 7 18 60
42 7 13 16 10 14 60
43 12 12 8 9 13 54
44 13 13 12 8 15 61
45 12 11 11 11 11 56
46 10 9 14 11 15 59
47 14 13 11 15 4 57
48 9 11 13 14 9 56
49 14 8 10 13 12 57
50 10 16 7 12 13 58
51 9 18 11 5 13 56
52 10 14 12 9 13 58
Total 604 581 616 601 584 2986
Lorena Espinosa
Team Project part 3

The total candies in each bag that our classroom data provided (one bag per one student,
totaling 52 bags of Skittles) a 2.17 oz Skittles bag has a mean of 57.4 pieces of candy. To me,
that seemed like a lot, even viewing our initial data spreadsheet, I was overwhelmed by the
amount of Skittles candy in each bag. Mainly because I can eat an entire bag of Skittles, and
that’s a lot of sugar! I have always assumed it was only about 20-30 pieces of candy per bag,
prior to this experiment. We have lower fence and upper fence outliers in our data that include 44
and 63. Our distribution shape is skewed left from our lower fence outlier of 44, which
potentially could’ve been a counting error, or a defected bag of Skittles. The upper fence outlier
could’ve also been a counting error, including defected pieces that should’ve been left out of the
data. Potentially a “King size” bag of Skittles was used by one of our peers. In my own data set I
found that I had a total of 56 pieces of candy. The amount of candy in my bag was only off by
one piece, or so.

Categorical data, also known as qualitative data, is data that allows for classification of an
individual based on a category or characteristic. Examples include, eye color, nationality, gender,
marital status, etc. Appropriate graphs to use for categorical data are frequency bar graphs,
pareto charts, and pie charts. Frequency distribution is used to list each category and the number
of occurrences for each category. Relative frequency is also used for categorical data.
Distribution is the proportion of occurrences in each category from the whole. Bar graphs are
constructed by labeling each category of the data on either the horizontal or vertical axis and the
frequency or relative frequency of the category on the other axis. Pareto chart is a bar graph
whose bars are drawn in decreasing order of frequency or relative frequency. Pie chart is a circle
divided into sections, each section represents a category of data. The area of each section is
proportional to the frequency of the category.

Quantitative data are observations corresponding to a quantitative variable. Quantitative

variables are numerical variables such as counts, percent, or numbers. Appropriate graphs to use
for single variable quantitative data are histograms, stem-and-leaf plots, and dot plots.
Histograms are graphs used to present quantitative data, it’s similar to the bar graph, but has no
“spaces” between the bars themselves. A stem-and-leaf plot is similar to a histogram and is used
to help visualize the shape of a distribution, as are dot plots. A dot plot is used as a representation
of a distribution. Open ended tables may also be used to organize quantitative data. An example
of gathering quantitative data is by using discrete data. Discrete data is a quantitative variable
that has a finte number of possible values or a countable number of possible values. Clinical
trials, surveys, and questionnaires that collect numerical information or count data by using
close-ended questions use discrete data. Another quantitative data set we may use is continuous
data. A continuous variable has an infinite number of possible values that are not countable.
Weight, height, temperature range, etc are few examples of measurement that would make up a
continuous data set.
 Lorena Espinosa
Group Project Part 3

1. Using the total number of candies in each bag in our class sample, compute the following
measures for the variable “Total candies in each bag” (Round to one decimal place, if needed):
a. mean number of candies per bag: 57.4
b. standard deviation of the number of candies per bag: 3.4
c. 5-number summary for the number of candies per bag:
MIN: 44
Q1: 56.5
MED: 58
Q3: 59
MAX: 63

The data table provided is from Statcrunch

Summary statistics:

Colum n Mean Variance Std. dev. Std. err. Media Rang Min Max Q1 Q3 Sum IQR
n n e
Total 5 57.42307 11.42533 3.38013 0.4687409 58 19 44 63 56.5 59 2986 2.5
2 7 9 9 4

Frequency Histogram and Boxplot for total candies in each bag below.
Lorena Espinosa

Team Project, part 4: individual portion

In a paragraph, explain in general the purpose and meaning of a confidence interval.

A confidence interval is used to estimate the population proportion. The level of confidence
describes the probability that the interval actually captures the population proportion. Confidence
intervals consist of a point estimate margin of error. The point estimate will be the sample
statistic. The margin of error is the “wiggle room” to account for sample variation. This margin
of error size is dependent on how confident we want to be that our confidence interval contains
our population parameter.
Team Project Part 4: Group Portion
1. Construct a 99% confidence interval estimate for the population proportion of yellow candies. 
 
n = 2986 (total # of candies) 
x = 616 ( total # of yellow candies) 
a = .01 ( critical value) 
p̂ = 616/2896 = .2063 
E= 2.575 √(.2063(.7937))/2986 = .01907 
Lower bound: .18722 
Upper bound: .22537 
 
2. Construct a 95% confidence interval estimate for the population mean number of candies per bag. 
n = 52 (total # of bags) 
s= 3.4 
x̅= 57.4 
a = .05 
Degrees of freedom: 51 
Critical value: 2.0076 
E= 2.0076 ((3.4)/√53) = .9466 
Upper bound: 58.347 
Lower bound: 56.453 
 
3. Discuss and interpret (with complete sentences) the results of each of your interval estimates. 
 

We are 99% confident that the population proportion of the yellow skittles lies 
between .18722 and .22537. 
 
We are 95% confident that the true value of the population mean number of candies 
per bag is between 56.453 and 58.347.  
Team Project Part 5
Lorena Espinosa

The Skittles Group project initially was very intimidating to me. I don’t normally enjoy

group projects and as math being my weakest subject, I was very intimidated by putting together

a project out of numbers, data and charts. However, I ended up enjoying this project and I

noticed how well it lined it up with the topics we were covering that week. That was useful in

reinstating skills we use for qualitative and quantitative data, as well as for confidence intervals.

We were able to use technology to compute large data samples and to build several different

charts, such as pie charts, pareto charts and box plots. My group members we fairly consistent

with turning in their own work for each part and that was helpful with comparing answers and

making sure every group member was on the same page and doing the right computations of the

material we were learning that week.

It was very interesting to see the results of our data, and how statistics can be a part of our

everyday lives. It can be used for small data such as blood pressure, weight and height. Larger

data is often complied, and many insurance companies use large data, as well as professional

athletes will use large data for certain averages. I feel like my problem-solving skills have

definitely improved. I take the time to make sure I don’t miss any key points or relevant

information when reading a word problem. It also helps to label the data given to me as I read a

word problem. That way I don’t forget any important information. I can understand how

formulas and statistics help us gather information (especially large amounts) in the real world. It

is a very useful skill to learn. I learned how to construct confidence intervals, compile data, and

the use of various formulas taught to me this semester. This class has to be my most successful

math course I have ever taken. I am very proud of myself for sticking through it and taking the

time to understand each concept. This was a great course.