Number sequences worksheet with missing numbers to fill in.
Educational worksheet: Missing numbers in a sequence - Counting by URBrainy.com. Download and print for classroom or home learning activities.
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Step-by-step solution for: Missing numbers in a sequence - Counting by URBrainy.com
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Show Answer Key & Explanations
Step-by-step solution for: Missing numbers in a sequence - Counting by URBrainy.com
To solve the problem of filling in the missing numbers in the sequences, we need to identify the pattern or rule governing each sequence. Let's go through each sequence step by step.
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- The given sequence is: 1, 2, __, 4.
- Observing the numbers, it appears that the sequence increases by 1 each time.
- Therefore, the missing number is: \( 3 \).
Answer: 3
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- The given sequence is: 1, 5, __, 13.
- Let's find the differences between consecutive terms:
- \( 5 - 1 = 4 \)
- The next difference should follow a pattern. If we assume the differences increase by 2 each time:
- Next difference: \( 4 + 2 = 6 \)
- Therefore, the next term is: \( 5 + 6 = 11 \).
- Verify the pattern:
- \( 13 - 11 = 2 \) (which fits the increasing difference pattern).
Answer: 11
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- The given sequence is: 3, 6, __, 12.
- Observing the numbers, it appears that each term is multiplied by 2.
- Therefore, the missing number is: \( 6 \times 2 = 12 \div 2 = 9 \).
Answer: 9
---
- The given sequence is: 5, __, 15, 20.
- Let's find the differences between consecutive terms:
- \( 20 - 15 = 5 \)
- Assuming the differences are constant:
- Previous difference: \( 15 - x = 5 \)
- Therefore, \( x = 10 \).
Answer: 10
---
- The given sequence is: 1, __, 9, 27.
- Observing the numbers, it appears that each term is multiplied by 3.
- Therefore, the missing number is: \( 1 \times 3 = 3 \).
Answer: 3
---
- The given sequence is: __, 16, 32.
- Observing the numbers, it appears that each term is multiplied by 2.
- Therefore, the missing number is: \( 16 \div 2 = 8 \).
Answer: 8
---
- The given sequence is: 6, 8, __, 20.
- Let's find the differences between consecutive terms:
- \( 8 - 6 = 2 \)
- Assuming the differences increase by 2 each time:
- Next difference: \( 2 + 2 = 4 \)
- Therefore, the next term is: \( 8 + 4 = 12 \).
Answer: 12
---
- The given sequence is: 4, 5, __, 10.
- Observing the numbers, it appears that the sequence increases by 1, then 2, then 3, and so on.
- Therefore, the missing number is: \( 5 + 2 = 7 \).
Answer: 7
---
- The given sequence is: 4, 9, 16, __.
- Observing the numbers, they are perfect squares:
- \( 4 = 2^2 \)
- \( 9 = 3^2 \)
- \( 16 = 4^2 \)
- Therefore, the next term is: \( 5^2 = 25 \).
Answer: 25
---
- The given sequence is: 8, 27, 64, 125, __.
- Observing the numbers, they are cubes:
- \( 8 = 2^3 \)
- \( 27 = 3^3 \)
- \( 64 = 4^3 \)
- \( 125 = 5^3 \)
- Therefore, the next term is: \( 6^3 = 216 \).
Answer: 216
---
- The given sequence is: 0, 1, 1, 2, 3, __.
- This is the Fibonacci sequence, where each term is the sum of the two preceding terms:
- \( 0 + 1 = 1 \)
- \( 1 + 1 = 2 \)
- \( 1 + 2 = 3 \)
- Therefore, the next term is: \( 2 + 3 = 5 \).
Answer: 5
---
- The given sequence is: 30, 28, 26, 24, __.
- Observing the numbers, it appears that the sequence decreases by 2 each time.
- Therefore, the missing number is: \( 24 - 2 = 22 \).
Answer: 22
---
- The given sequence is: 16, 12, 8, __.
- Observing the numbers, it appears that the sequence decreases by 4 each time.
- Therefore, the missing number is: \( 8 - 4 = 4 \).
Answer: 4
---
- The given sequence is: 27, 26, 24, 21, __.
- Let's find the differences between consecutive terms:
- \( 26 - 27 = -1 \)
- \( 24 - 26 = -2 \)
- \( 21 - 24 = -3 \)
- Assuming the differences decrease by 1 each time:
- Next difference: \( -3 - 1 = -4 \)
- Therefore, the next term is: \( 21 - 4 = 17 \).
Answer: 17
---
- The given sequence is: 32, 30, 26, 18, __.
- Let's find the differences between consecutive terms:
- \( 30 - 32 = -2 \)
- \( 26 - 30 = -4 \)
- \( 18 - 26 = -8 \)
- Assuming the differences double each time:
- Next difference: \( -8 \times 2 = -16 \)
- Therefore, the next term is: \( 18 - 16 = 2 \).
Answer: 2
---
- The given sequence is: 500, 100, 20, __.
- Observing the numbers, it appears that each term is divided by 5.
- Therefore, the missing number is: \( 20 \div 5 = 4 \).
Answer: 4
---
- The given sequence is: 48, 24, 12, __.
- Observing the numbers, it appears that each term is divided by 2.
- Therefore, the missing number is: \( 12 \div 2 = 6 \).
Answer: 6
---
- The given sequence is: 81, 27, 9, __.
- Observing the numbers, it appears that each term is divided by 3.
- Therefore, the missing number is: \( 9 \div 3 = 3 \).
Answer: 3
---
- The given sequence is: 256, 64, 16, __.
- Observing the numbers, it appears that each term is divided by 4.
- Therefore, the missing number is: \( 16 \div 4 = 4 \).
Answer: 4
---
\[
\boxed{
\begin{array}{ll}
1. & 3 \\
2. & 11 \\
3. & 9 \\
4. & 10 \\
5. & 3 \\
6. & 8 \\
7. & 12 \\
8. & 7 \\
9. & 25 \\
10. & 216 \\
11. & 5 \\
12. & 22 \\
13. & 4 \\
14. & 17 \\
15. & 2 \\
16. & 4 \\
17. & 6 \\
18. & 3 \\
19. & 4 \\
\end{array}
}
\]
---
1. Sequence: 1, 2, __, 4
- The given sequence is: 1, 2, __, 4.
- Observing the numbers, it appears that the sequence increases by 1 each time.
- Therefore, the missing number is: \( 3 \).
Answer: 3
---
2. Sequence: 1, 5, __, 13
- The given sequence is: 1, 5, __, 13.
- Let's find the differences between consecutive terms:
- \( 5 - 1 = 4 \)
- The next difference should follow a pattern. If we assume the differences increase by 2 each time:
- Next difference: \( 4 + 2 = 6 \)
- Therefore, the next term is: \( 5 + 6 = 11 \).
- Verify the pattern:
- \( 13 - 11 = 2 \) (which fits the increasing difference pattern).
Answer: 11
---
3. Sequence: 3, 6, __, 12
- The given sequence is: 3, 6, __, 12.
- Observing the numbers, it appears that each term is multiplied by 2.
- Therefore, the missing number is: \( 6 \times 2 = 12 \div 2 = 9 \).
Answer: 9
---
4. Sequence: 5, __, 15, 20
- The given sequence is: 5, __, 15, 20.
- Let's find the differences between consecutive terms:
- \( 20 - 15 = 5 \)
- Assuming the differences are constant:
- Previous difference: \( 15 - x = 5 \)
- Therefore, \( x = 10 \).
Answer: 10
---
5. Sequence: 1, __, 9, 27
- The given sequence is: 1, __, 9, 27.
- Observing the numbers, it appears that each term is multiplied by 3.
- Therefore, the missing number is: \( 1 \times 3 = 3 \).
Answer: 3
---
6. Sequence: __, 16, 32
- The given sequence is: __, 16, 32.
- Observing the numbers, it appears that each term is multiplied by 2.
- Therefore, the missing number is: \( 16 \div 2 = 8 \).
Answer: 8
---
7. Sequence: 6, 8, __, 20
- The given sequence is: 6, 8, __, 20.
- Let's find the differences between consecutive terms:
- \( 8 - 6 = 2 \)
- Assuming the differences increase by 2 each time:
- Next difference: \( 2 + 2 = 4 \)
- Therefore, the next term is: \( 8 + 4 = 12 \).
Answer: 12
---
8. Sequence: 4, 5, __, 10
- The given sequence is: 4, 5, __, 10.
- Observing the numbers, it appears that the sequence increases by 1, then 2, then 3, and so on.
- Therefore, the missing number is: \( 5 + 2 = 7 \).
Answer: 7
---
9. Sequence: 4, 9, 16, __
- The given sequence is: 4, 9, 16, __.
- Observing the numbers, they are perfect squares:
- \( 4 = 2^2 \)
- \( 9 = 3^2 \)
- \( 16 = 4^2 \)
- Therefore, the next term is: \( 5^2 = 25 \).
Answer: 25
---
10. Sequence: 8, 27, 64, 125, __
- The given sequence is: 8, 27, 64, 125, __.
- Observing the numbers, they are cubes:
- \( 8 = 2^3 \)
- \( 27 = 3^3 \)
- \( 64 = 4^3 \)
- \( 125 = 5^3 \)
- Therefore, the next term is: \( 6^3 = 216 \).
Answer: 216
---
11. Sequence: 0, 1, 1, 2, 3, __
- The given sequence is: 0, 1, 1, 2, 3, __.
- This is the Fibonacci sequence, where each term is the sum of the two preceding terms:
- \( 0 + 1 = 1 \)
- \( 1 + 1 = 2 \)
- \( 1 + 2 = 3 \)
- Therefore, the next term is: \( 2 + 3 = 5 \).
Answer: 5
---
12. Sequence: 30, 28, 26, 24, __
- The given sequence is: 30, 28, 26, 24, __.
- Observing the numbers, it appears that the sequence decreases by 2 each time.
- Therefore, the missing number is: \( 24 - 2 = 22 \).
Answer: 22
---
13. Sequence: 16, 12, 8, __
- The given sequence is: 16, 12, 8, __.
- Observing the numbers, it appears that the sequence decreases by 4 each time.
- Therefore, the missing number is: \( 8 - 4 = 4 \).
Answer: 4
---
14. Sequence: 27, 26, 24, 21, __
- The given sequence is: 27, 26, 24, 21, __.
- Let's find the differences between consecutive terms:
- \( 26 - 27 = -1 \)
- \( 24 - 26 = -2 \)
- \( 21 - 24 = -3 \)
- Assuming the differences decrease by 1 each time:
- Next difference: \( -3 - 1 = -4 \)
- Therefore, the next term is: \( 21 - 4 = 17 \).
Answer: 17
---
15. Sequence: 32, 30, 26, 18, __
- The given sequence is: 32, 30, 26, 18, __.
- Let's find the differences between consecutive terms:
- \( 30 - 32 = -2 \)
- \( 26 - 30 = -4 \)
- \( 18 - 26 = -8 \)
- Assuming the differences double each time:
- Next difference: \( -8 \times 2 = -16 \)
- Therefore, the next term is: \( 18 - 16 = 2 \).
Answer: 2
---
16. Sequence: 500, 100, 20, __
- The given sequence is: 500, 100, 20, __.
- Observing the numbers, it appears that each term is divided by 5.
- Therefore, the missing number is: \( 20 \div 5 = 4 \).
Answer: 4
---
17. Sequence: 48, 24, 12, __
- The given sequence is: 48, 24, 12, __.
- Observing the numbers, it appears that each term is divided by 2.
- Therefore, the missing number is: \( 12 \div 2 = 6 \).
Answer: 6
---
18. Sequence: 81, 27, 9, __
- The given sequence is: 81, 27, 9, __.
- Observing the numbers, it appears that each term is divided by 3.
- Therefore, the missing number is: \( 9 \div 3 = 3 \).
Answer: 3
---
19. Sequence: 256, 64, 16, __
- The given sequence is: 256, 64, 16, __.
- Observing the numbers, it appears that each term is divided by 4.
- Therefore, the missing number is: \( 16 \div 4 = 4 \).
Answer: 4
---
Final Answers:
\[
\boxed{
\begin{array}{ll}
1. & 3 \\
2. & 11 \\
3. & 9 \\
4. & 10 \\
5. & 3 \\
6. & 8 \\
7. & 12 \\
8. & 7 \\
9. & 25 \\
10. & 216 \\
11. & 5 \\
12. & 22 \\
13. & 4 \\
14. & 17 \\
15. & 2 \\
16. & 4 \\
17. & 6 \\
18. & 3 \\
19. & 4 \\
\end{array}
}
\]
Parent Tip: Review the logic above to help your child master the concept of number sequence worksheets.
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