1
10
11
100
and asked to fill in what came next. We were split into two teams and our team chose that the next number in the sequence was 111. Our reasoning behind this was because we saw a pattern where a zero and a one were added to the number two spots before. For example, a zero added to 10 makes 100 and a one added to 1 makes 11. Another one added to 11 would make the next number in the sequence 111. Alternating between adding zero's and one's would create the sequence 1, 10, 11, 100, 111, 1000, 1111, 10000, 11111.
Jimmy chose a representative from each group to go up to the board and present our reasoning. Using what was presented, we then had to come up with the next numbers in the sequence. Unfortunately, not all the things we discussed as a group were iterated to the rest of the class and the other group had a difficult time finding the next number in the sequence using our formula. Similarly, we felt that the other group's method had conflicting pieces of information that prevented us from solving the sequence.
I found it interesting that both groups approached solving the number sequence from a visual perspective-- like true art majors-- rather than trying to created a mathematical formula. Although we spent a good amount of time discussing different methods and preparing for our presentation, leaving out one minor detail prevented the other group from completing the sequence. Like previous exercises, this one further taught us the value of clear communication.
Jimmy chose a representative from each group to go up to the board and present our reasoning. Using what was presented, we then had to come up with the next numbers in the sequence. Unfortunately, not all the things we discussed as a group were iterated to the rest of the class and the other group had a difficult time finding the next number in the sequence using our formula. Similarly, we felt that the other group's method had conflicting pieces of information that prevented us from solving the sequence.
I found it interesting that both groups approached solving the number sequence from a visual perspective-- like true art majors-- rather than trying to created a mathematical formula. Although we spent a good amount of time discussing different methods and preparing for our presentation, leaving out one minor detail prevented the other group from completing the sequence. Like previous exercises, this one further taught us the value of clear communication.
descriptor collection
ingratiating: agreeable, pleasing
overwrought: overly complicated in construction or design
overwrought: overly complicated in construction or design
congenial: pleasant due to similar interests
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