PART ONE:

Data Collection:​ ​Each student in the class will purchase one ​2.17-ounce bag​ of Original
Skittles and record the following data:

Number of Number of Number of Number of Number of

orange yellow candies green candies purple
red candies
candies candies

9 13 14 16 12

PART TWO:

Organizing and Displaying Categorical Data: Colors

Graphs of data of the entire class:

Fig 1 Fig 2
My data:

Fig 3 Fig 4
Observation:
My data compared to the class data is a bit different. Counting all of the classes’ skittles
together, red showed up more in the packages. In the data I had for my package there
were more green and less red skittles. I did expect it to be a lot of the same since the
packages all have the same amount and it is more likely to have the same.
Organizing and Displaying Quantitative Data: the Number of Candies per Bag

Class data:

Fig 5 Fig 6

Population size:​ 5
Median: ​343
Minimum: ​325
Maximum: ​403
First quartile:​ 325.5
Third quartile: ​386.5
Interquartile Range:​ 61
Outliers:​ none
My data:

FIg 7 Fig 8

Population size: ​5
Median: ​13
Minimum: ​9
Maximum: ​16
First quartile: ​10.5
Third quartile: ​15
Interquartile Range: ​4.5
Outliers: ​none

Observation:
The data for my bag of skittles is skewed to the right. And one of the whole class is the
same equally. The box plots are different too, they are opposite from the histograms. The
data for the whole class has the mean more towards the right, and the data I collected has
the mean in the middle.

Reflection

Categorical data is when a label or name is separated into different groups altogether. It is
something that is observed. Quantitative data takes numbers and sorts them out into
measurements. Bar graphs and pie charts should be used for categorical data. I think that these
work best because they are separated into different groups depending on what it is you are
calculating, and they show the entire population. Dot plots, stemplots, histograms, and boxplots
are appropriate for quantitative data because they create a measurement and you are able to see
your frequencies.
PART THREE:
PART FOUR:

I have learned a few things while doing this project. Not just counting, but how to

compare data to my own that I collect. I did have trouble with it at first but once you know the

data you are collecting and looking at it is a lot easier to process the information and put it into

graphs. Simple things like graphing and knowing ceratin groups of numbers help you spread

groups out, when it comes to real-life problems you will have an easier way of looking at things.

At first, I wasn’t’ very comfortable with graphing and putting data into groups, but now I look at

it, and putting data down isn’t so hard. I have a better understanding of making different charts

such as bar graphs, Pareto charts, and histograms.

The math skills I learned in this project will help me a lot in my other classes, sometimes

I have to compare quantitative and qualitative data not just in this class but in other math classes.

I was very confused about how to do this project at first but when you understand the material

learned earlier in this class such as sampling, or performing hypothesis you get a better

understanding.

This project has helped me understand statistics a lot more, it was an easier way of

solving rather than having an entire problem to solve. Math has always been a struggle of mine,

this project wasn’t the easiest but it is going to help me with more real-life problems. Math can

be fun at times, that’s if you understand what you are doing. I struggled at first but got the hang

of it. There are still a few stuff I am not sure about but I can always look back at this and realize

what there is to be fixed and how I can improve.