Consecutive integers are numbers that follow each other in order. In simple words, Consecutive integers are integers that follow in sequence, where the difference between two successive integers is 1. If 'n' is an integer, then n, n+1, and n+2 would be consecutive integers. This page provides you the sum of consecutive integers chart 1 to 50 from which you will come to know the equivalent consecutive numerals of that particular number.
| First 55 Numbers | |
|---|---|
| Consecutive Number | Numbers |
| 3 | 1, 2 |
| 5 | 2, 3 |
| 6 | 1, 2, 3 |
| 7 | 3, 4 |
| 9 | 2, 3, 4 and 4, 5 |
| 10 | 1, 2, 3, 4 |
| 11 | 5, 6 |
| 12 | 3, 4, 5 |
| 13 | 6, 7 |
| 14 | 2, 3, 4, 5 |
| 15 | 1, 2, 3, 4, 5 and 4, 5, 6 and 7, 8 |
| 17 | 8, 9 |
| 18 | 3, 4, 5, 6 and 5, 6, 7 |
| 19 | 9, 10 |
| 20 | 2, 3, 4, 5, 6 |
| 21 | 1, 2, 3, 4, 5, 6 and 6, 7, 8 and 10, 11 |
| 22 | 4, 5, 6, 7 |
| 23 | 11, 12 |
| 24 | 7, 8, 9 |
| 25 | 3, 4, 5, 6, 7 and 12, 13 |
| 26 | 5, 6, 7, 8 |
| 27 | 2, 3, 4, 5, 6, 7 and 8, 9, 10 and 13, 14 |
| 28 | 1, 2, 3, 4, 5, 6, 7 |
| 29 | 14, 15 |
| 30 | 4, 5, 6, 7, 8 and 6, 7, 8, 9 and 9, 10, 11 |
| 31 | 15, 16 |
| 33 | 3, 4, 5, 6, 7, 8 and 10, 11, 12 and 16, 17 |
| 34 | 7, 8, 9, 10 |
| 35 | 2, 3, 4, 5, 6, 7, 8 and 5, 6, 7, 8, 9 and 17, 18 |
| 36 | 1, 2, 3, 4, 5, 6, 7, 8 and 11, 12, 13 |
| 37 | 18, 19 |
| 38 | 8, 9, 10, 11 |
| 39 | 4, 5, 6, 7, 8, 9 and 12, 13, 14 and 19, 20 |
| 40 | 6, 7, 8, 9, 10 |
| 41 | 20, 21 |
| 42 | 3, 4, 5, 6, 7, 8, 9 and 9, 10, 11, 12 and 13, 14, 15 |
| 43 | 21, 22 |
| 44 | 2, 3, 4, 5, 6, 7, 8, 9 |
| 45 | 1, 2, 3, 4, 5, 6, 7, 8, 9 and 5, 6, 7, 8, 9, 10 and 7, 8, 9, 10, 11 and 14, 15, 16 and 22, 23 |
| 46 | 10, 11, 12, 13 |
| 47 | 23, 24 |
| 48 | 15, 16, 17 |
| 49 | 4, 5, 6, 7, 8, 9, 10 and 24, 25 |
| 50 | 8, 9, 10, 11, 12 and 11, 12, 13, 14 |
The above section of this page contains the sum of consecutive integers chart 1 to 50, which will be useful for the students to solve problems related to consecutive numbers. The sum of consecutive numbers of 3 is 1,2 and 50 is 8, 9, 10, 11, 12 and 11, 12, 13, 14.
