Term project part 1

Valeria Chirichigno
Math 1040
May 21, 2019
 This is a skittles project where we are given a bag of skittle 4 oz. and we will be doing all sorts of
math from English looking words to alienated confusing looking hyphened words. Overall, we will be
collecting the data from my total candies of bag from the total class skittles of the class. From there we
will be graphing, proportionating, creating pareto graphs, histograms, bar graphs, calculating the their
confidence intervals, making hypothesis testing’s, table charts, 5-number summary’s, and of course
discussing each of the content, Enjoy!

For this project, I will just collect the data of how many red, orange, yellow, green, and purple
skittles I have.

Red: 19

Orange: 20

Yellow: 19

Green: 21

Purple: 28
Term project part 2
Valeria Chirichigno
6/30/2019
Math 1040
 For this project, we will be calculating the expected proportion overall gathered by the class, the
proportion of my own bag, the total of skittles from both mine and the classes, as well as making a
pareto chart and a pie chart with summary data with our new information. Finally, once we’ve compiled
all the data and the graphs we will discuss if it represents a random sample and what we were expecting
to see most or least of.

Chart Title
6

0
Category 1 Category 2 Category 3 Category 4

Series 1 Series 2 Series 3

red orange yellow green purple

Expected 650 500 550 590 600

proportion

Observed 581 629 586 628 635

proportion
 Chart Title
6

0
Category 1 Category 2 Category 3 Category 4

Series 1 Series 2 Series 3

I expected to see a lot more red skittles and less green or yellow skittles, 50% at least of red,
20% of orange, 10% of yellow, 10% of green, and 10% of purple. More red than anything probably
because I thought red which is strawberry, a flavor everybody loves, would take more effect on the
company to satisfy what I believe the majority flavor everyone loves. Less green because it has a very
sour taste to it, and not a lot of people like sour, but that’s just my view on it. I don’t like my candies
sour.

Now based on our information on this observational study, Is this a random sample? No, Even
though there is a machine that puts the candies in a bag randomly and the teacher bought the bag for us
randomly, the teacher would not have known how much skittles or how different the color would vary
and the machine could have faulty setting or is miss-calibrated. Thus not making this a pure random
sample.

Red Orange Green Purple yellow

My bag 30% 16% 14% 21% 19%

Class totals 18.99% 20.56% 20.53% 20.76% 19.16%

 The graphs reflect the number of skittles in the bag, which is what I was shocked. I had more
purple then goes green and I thought green would be the very least. I don’t see an outlier for my own
bag but for the class data I saw an outlier of 34. one student that had purchased a smaller bag and only
has one digit number for all skittles, like 6 for red, 5 for orange, ext. the data does match with the class
data, I’ve seen other people have around the same amount as me.

What I plan to do from now on in this project is still keep his numbers in my data, he will
definitely be an outlier but it’ll just be more interesting for me to see how the data unravels.
Term project part 3
Valeria chirichigno
7/ 10 /2019
Math 1040
In this part we will find the standerd deviation, mean, and the 5-number summary for the number of
candies per bag is. As well as creating a frequency histogrm for total candies in each bag, and a box plot
for total candies in each bag. Finally we will discuss what the difference is between categorical and
quantitative data, what we expected to see and if the overall class data agrees with my own data from
signle bag of candies.

Mean: 113

Min: 27

Q1: 106

Median: 108

Q3: 109

Max: 373

Standard deviaiton: 47.286

Mode: 108
 The shape of the distribution is skewed right, I was expecting to see a more
symmetric shape, because there were a few 106 and 108 and the rest kind of evened itself
out with only having a few before 106 and a few after 108, but because of the 373 and the
27 total skittles per bag, it made it difficult to see up close the 5 number summary as well
as making those two numbers an outlier. Overall I agree with the data of my class to my
single bag of candies.

The difference between quantitative and categorical data is categorical when

numbers are collected in groups or categories. Making sense of those numbers. Quantitative
data are measures of values or counts expressed as numbers. The difference is categorical
data has no logical order and can be translated into a numerical value. The types of graphs
that best fit quantitative data are line graphs, to compare changes over the same period for
more than one group. For categorical data, bar graphs and pie charts are best to help see
what percentage of the whole each category has.

For calculating quantitative data, mean median only make sense for quantitative data. The
median states the middle value of data and mean is the average quantity of something in
an entire sample. For categorical data, is mode. You will not be able to tell the average but
you can see which one is most repetitive.
Term project part 4
Valerie Chirichigno
7/15/2019
Math 1040
 What is a confidence interval one may ask? It’s a range of values used to estimate the value of a
population parameter. We use a confidence interval to describe the amount of uncertainty that is
associated with a sample estimate of a population parameter. Its purpose is to give us a range of values
for our estimated population parameter instead of a single value. It is an estimate for pops true value in
short terms. Here is a 99% confidence interval of the yellow proportion of candies and a 95% confidence
interval estimate for the population of mean number of candies per bag.

99% confidence interval estimate for the population proportions for yellow candies:

X: 586
N: 3059
^
p: .192
a: .01
a/2: .005
z: -2.326
(.173, .210)
I am 99% that the numbers between the interval contains the true proportions of all yellow
candies. This means if we were to select samples size of 3059 and construct the confidence interval,
99% of them would actually contain the value of the population’s proportion p.
to calculate we input the above data into ti84 Stat> test> Option A;1-propzint

95% confidence interval estimate for the population of mean number of candies per bag
X: 113
N: 35
Sx: 47.286
a: .05
a/2: .025
z: -1.645
(96.757, 129.24)
I am 95% sue that the number between the intervals contain the true mean of numbers of
candies in per bag. This means if we were to select samples size of 35 and construct the confidence
interval, 95% of them would actually contain the value of the populations proportions p
To calculate we use the ti84 plus, the total number of candies per bag in L1, TEST-> #8 TINTERVAL, data
 Wrap up summary

After doing this project I have learned how to properly set up and follow the procedure of

hypothesis test and how to determine to fail or reject to fail the null hypothesis which can come very

handy in a business or any situation you need to know whether to fix something or to leave it. I have

learned how to calculate the intervals and how to read a histogram or leaf plot. The skittles project has

helped me understand how statistics works in real-world scenarios like construction jobs, or nursing

jobs, down to how to get the best buy when grocery shopping. Lastly, I’ve learned how to use my

resources and what sources I can use for if and when I get stuck for next future classes, and what videos

have been most helpful in my learning process regarding math.