Henry Dang

Term Project Part 5

In the beginning of the semester, we were instructed to purchase a standard size bag of
skittles, and sort out each color. This series of projects that we would do throughout the entire
course, was a means for us to better understand each math concept that we were learning. The
first part of the project was just for us to input all our data into the class data base. For the second
part, we had to calculate the relative frequency of each color that occurred in our bag, as well as
the class average.

Count Count Count Count Count

Red Orange Yellow Green Purple Total
My 14 12 10 17 9 62
Bag
Class 600 541 613 490 517 2761
Counts

Relative Red Orange Yellow Green Purple

Frequency
My Bag .23 .19 .16 .27 .15
Class .21 .20 .22 .18 .19

When comparing my data to the classes, we can see that the values are quite similar. This means
that skittles is keeping each bag consistent. One of the reasons why yellow and green differ so
much was due to there being extremes where the lows were around 51-52, and a high of 71.
Also included in part two was a pie chart accompanied by a pareto graph. These two graphs
illustrate that there were is no dramatic differences of color proportion in each bag.

For the third part of the project, we dealt with the mean, standard deviation and the five
numbers (minimum, Q1, Q2, Q3, Max). Using the data from the previous portion we were able
to calculate the following values:

a. Mean: 58.7 pieces per bag

b. Standard Deviation: 3.6
c. Minimum: 51
Quartile Q1: 57
Median: 58
Quartile Q3: 60
Maximum: 73
 For the fourth part of the project we dealt with confidence intervals, and population
proportion. The purpose of confidence intervals is to essentially estimate how much of
something will occur, by using a sample to estimate the entire population. A large factor of what
determines the value is known as the confidence level. Using the confidence level, we are able to
calculate translate a ratio from a sample to the entire population. For example if the mean of a
sample was to equal 75, and the confidence level was roughly 99%. We could estimate an
interval between [76, 78]. The width of the interval increases as the confidence increases, as a
way to more accurately cover more values or possibilities.

1. X=613 n=2769 99% confidence level

p̂ = 613/2769, p̂ = .221 .01/2 = .005 Invnorm(.995), Z-Score= 2.576

Lower-Bound = .221 – 2.576 √ (.221(1-.221))/2769 = .2007

Upper-Bound = .221 +2.576√ (.221(1-.221))/2769 = .2413

[.2007, .2413]

-Point Estimate of Population Proportion

(.2007 + .2413)/2 = .221

2. x̅ = 58.74 S = 3.59 N = 47 95% confidence level

1-.95= .05/2 = .025 invNorm(.975), T-Score=1.96
Lower-Bound = 58.74 – 1.96 (3.59/√47) =57.69
Upper-Bound = 58.74 + 1.96 (3.59/√47) = 59.8
[57.69, 59.8]

3. From the data collected for yellow skittles in part 1, with a confidence level of 99%. It
could be 99% confidently stated that yellow skittles contribute to .2007 to .2413 of
skittles in the population’s bag. The same things goes for part two where we are 95%
confident that the population’s bag will contain around 57.69 to 59.8 skittles in each bag.

After completing all the parts of this project, I was quite surprised how all the subjects that
we learned were intertwined with one another. A lot of these concepts relied on the prior one to
be able to complete the next. Another thing I realized was that you are able to apply a lot of these
concepts to the real world. Now, of course we were using skittles as an example for this project,
but other variables can be substituted to be used in the real world.