Common Number Patterns

If you have already tested the IQ test, you will be familiar with the type of question posed by a series of numbers, letters, shapes, and symbols and asked: “What will happen next?” In this series of articles, we will focus primarily on the numerical chain because most of them rely on mathematics and address two important questions. First, is this type of “number chain” question a measure of general intelligence, mathematical prowess, or ability to match patterns? Second, is it possible to learn techniques that will improve your performance in this type of numerical string?

The answer to these questions is important because intelligence tests aim to measure innate intelligence, not learning abilities. Increasingly, children and adults are faced with both taking intelligence tests at key points in their lives. Their marks may have a significant impact on their academic or career advancement, such as scholarships, school enrollment, college entry or promotion. It is not surprising that some parents consider it useful to “train” their children on how to take the IQ test in order to improve their performance. However, there is a real risk that a “trained child” who has an artificially oversized intelligence test may find himself in a situation where he is expected to fail because real intelligence does not meet the promise of measured intelligence. If you’re going to encourage your children to interact with “What happens next?” Math games, it is best to approach them as a fun activity that can improve math skills, not their intelligence scores.

Simple arithmetic sequence

In mathematics, a sequence of numbers in which the difference between any two consecutive numbers in the sequence is the same (in mathematical terms, constant) is called arithmetic sequence or arithmetic progression. The simplest of these is progress:

1 2 3 4 5 6

Where the general difference (the difference between two adjacent numbers in the sequence) is 1.

A common variation in arithmetic progression can be either positive or negative integers or fractions so that all the following common patterns in numbers:

9 8 7 6 5 4 3
1 3 5 7 9 11
0.5 1.0 1.5 2.0 2.5
100 90 80 70 60 50

With common differences between -1, 2, 0.5 and 10, respectively.

Filed with “What’s Next?” Number sequence from:
1 2 3 4 5 6 7 _ _

Most children will complete the sequence without any reference to the principles of mathematics because they recognize it as a pattern of numbers used in “counting”, as taught at home or in elementary mathematics. Many children will be able to complete complex arithmetic sequences using the same style matching policy, without calculating or estimating the importance of the common difference in the sequence. For children who do not easily define number patterns, the calculation method is to calculate the difference between adjacent pairs of numbers in the series. If this is the same and appears consistent across the sequence, it is actually a simple arithmetic progression. Other numbers can then be counted in the sequence by adding the value of the common difference to the final number in the sequence. look at more complex arithmetic sequences where mathematics becomes more important than the ability to match patterns.

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