# What is next number in this sequence 1, 4, 9, 16, 25?

153

1, 4, 9, 16, 25, 36, 49…And now find the difference between consecutive squares:

1 to lớn 4 = 34 lớn 9 = 59 lớn 16 = 716 to 25 = 925 lớn 36 = 11…Huh? The odd numbers are sandwiched between the squares?

Strange, but true. Take some time khổng lồ figure out why — even better, find a reason that would work on a nine-year-old. Go on, I’ll be here.

## Exploring Patterns

We can explain this pattern in a few ways. But the goal is khổng lồ find a convincing explanation, where we slap our forehands with “ah, that’s why!”. Let’s jump inkhổng lồ three explanations, starting with the most intuitive sầu, and see how they help explain the others.

## Geometer’s Delight

It’s easy to lớn forget that square numbers are, well… square! Try drawing them with pebbles

Notice anything? How vì we get from one square number lớn the next? Well, we pull out each side (right and bottom) and fill in the corner:

While at 4 (2×2), we can jump to lớn 9 (3×3) with an extension: we add 2 (right) + 2 (bottom) + 1 (corner) = 5. And yep, 2×2 + 5 = 3×3. And when we’re at 3, we get to the next square by pulling out the sides & filling in the corner: Indeed, 3×3 + 3 + 3 + 1 = 16.

Each time, the change is 2 more than before, since we have another side in each direction (right và bottom).

Another neat property: the jump to the next square is always odd since we change by “2n + 1″ (2n must be even, so 2n + 1 is odd). Because the change is odd, it means the squares must cycle even, odd, even, odd…

And wait! That makes sense because the integers themselves cycle even, odd, even odd… after all, a square keeps the “evenness” of the root number (even * even = even, odd * odd = odd).

Funny how much insight is hiding inside a simple pattern. (I Call this technique “geometry” but that’s probably not correct — it’s just visualizing numbers).

## An Algebraist’s Epiphany

Drawing squares with pebbles? What is this, ancient Greece? No, the modern student might argue this:

We have two consecutive numbers, n và (n+1)Their squares are n2 and (n+1)2The difference is (n+1)2 – n2 = (n2+ 2n + 1) – n2 = 2n + 1

For example, if n=2, then n2=4. And the difference lớn the next square is thus (2n + 1) = 5.

Indeed, we found the same geometric formula. But is an algebraic manipulation satisfying? To me, it’s a bit sterile & doesn’t have that same “aha!” forehead slap. But, it’s another tool, and when we combine it with the geometry the insight gets deeper.

Calculus students may think: “Dear fellows, we’re examining the curious sequence of the squares, f(x) = x^2. The derivative sầu shall reveal the difference between successive elements”.

And deriving f(x) = x^2 we get:

Cthua, but not quite! Where is the missing +1?

Let’s step back. Calculus explores smooth, continuous changes — not the “jumpy” sequence we’ve taken from 22 khổng lồ 32 (how’d we skip from 2 to lớn 3 without visiting 2.5 or 2.00001 first?).

But don’t thua thảm hope. Calculus has algebraic roots, và the +1 is hidden. Let’s dust off the definition of the derivative:

Forget about the limits for now — focus on what it means (the feeling, the love sầu, the connection!). The derivative sầu is telling us “compare the before and after, và divide by the change you put in”. If we compare the “before & after” for f(x) = x^2, and Điện thoại tư vấn our change “dx” we get:

Now we’re getting somewhere. The derivative sầu is deep, but focus on the big picture — it’s telling us the “bang for the buck” when we change our position from “x” to lớn “x + dx”. For each unit of “dx” we go, our result will change by 2x + dx.

For example, if we pick a “dx” of 1 (like moving from 3 to 4), the derivative says “Ok, for every unit you go, the output changes by 2x + dx (2x + 1, in this case), where x is your original starting position & dx is the total amount you moved”. Let’s try it out:

Going from 32 to 42 would mean:

x = 3, dx = 1change per unit input: 2x + dx = 6 + 1 = 7amount of change: dx = 1expected change: 7 * 1 = 7actual change: 42 – 32 = 16 – 9 = 7

We predicted a change of 7, và got a change of 7 — it worked! And we can change “dx” as much as we lượt thích. Let’s jump from 32 to lớn 52:

x = 3, dx = 2change per unit input: 2x + dx = 6 + 2 = 8number of changes: dx = 2total expected change: 8 * 2 = 16actual change: 52 – 32 = 25 – 9 = 16

Whoa! The equation worked (I was surprised too). Not only can we jump a boring “+1″ from 32 to lớn 42, we could even go from 32 khổng lồ 102 if we wanted!

Sure, we could have figured that out with algebra — but with our calculus hat, we started thinking about arbitrary amounts of change, not just +1. We took our rate & scaled it out, just like distance = rate * time (going 50mph doesn’t mean you can only travel for 1 hour, right? Why should 2x + dx only apply for one interval?).

My pedant-o-meter is buzzing, so remember the giant caveat: Calculus is about the micro scale. The derivative “wants” us lớn explore changes that happen over tiny intervals (we went from 3 khổng lồ 4 without visiting 3.000000001 first!). But don’t be bullied — we got the idea of exploring an arbitrary interval “dx”, and dagnabbit, we ran with it. We’ll save sầu tiny increments for another day.

## Lessons Learned

Exploring the squares gave sầu me several insights:

Seemingly simple patterns (1, 4, 9, 16…) can be examined with several tools, to lớn get new insights for each. I had completely forgotten that the ideas behind calculus (x going lớn x + dx) could help investigate discrete sequences.It’s all too easy khổng lồ sandbox a mathematical tool, like geometry, và think it can’t shed light into higher levels (the geometric pictures really help the algebra, especially the +1, pop). Even with calculus, we’re used to lớn relegating it lớn tiny changes — why not let dx stay large?Analogies work on multiple levels. It’s clear that the squares & the odds are intertwined — starting with one mix, you can figure out the other. Calculus expands this relationship, letting us jump bachồng and forth between the integral và derivative sầu.

As we learn new techniques, don’t forget khổng lồ apply them lớn the lessons of old. Happy math.

## Appendix: The Cubes!

I can’t help myself: we studied the squares, now how about the cubes?

1, 8, 27, 64…

How vì they change? Imagine growing a cube (made of pebbles!) khổng lồ a larger và larger kích thước — how does the volume change?