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Grade 3 · lesson 3 of 4

Count sequence time without double-counting

Count sequence time without double-counting

About 18 minutes, plus any extended practice

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Supplied materials

  • Paper or a text document; all cases below are original fictional learning inputs.
  • An adult may read aloud; drawing or spoken answers are valid. No personal health information or physical performance is required.
  • The separate worked case gives actionSeconds=35, restSeconds=10. Add the two whole-plan durations once. First identify the quantities and keep their units consistent. The calculation is 35+10=45 seconds. That result answers this supplied planning question only. It does not establish what a real person did, diagnose a condition or prove physical skill. Compare the units with the question before accepting a number.
  • Fictional case 1: actionSeconds=20, restSeconds=10. What is the modeled result using the stated method?
  • Fictional case 2: actionSeconds=30, restSeconds=15. What is the modeled result using the stated method?
  • Fictional case 3: actionSeconds=40, restSeconds=10. What is the modeled result using the stated method?
  • Fictional case 4: actionSeconds=25, restSeconds=5. What is the modeled result using the stated method?
  • Fictional case 5: actionSeconds=15, restSeconds=20. What is the modeled result using the stated method?
  • Fictional case 6: actionSeconds=45, restSeconds=15. What is the modeled result using the stated method?

Learn the idea

A sequence can include action time and planned rest time. Both contribute to the total duration, but they mean different things. Rest should not be relabeled as moderate activity in a guidance calculation.

Add action seconds and rest seconds once each. If a plan repeats, first state whether the supplied values are for one repeat or the whole plan. The cases below give whole-plan totals, so no extra multiplication is needed.

All logs are fictional. A correct time total does not prove skill or fitness. No timed movement test is required. A drawing of the schedule is valid, and any real activity would need appropriate space, support and individual choices.

  1. Read or listen to the pretend story. Point to the details the question gives you.
  2. Add the given whole-plan action seconds and rest seconds once each. Do not multiply them again as though they were one repeat.
  3. Check your answer against the example. Say what matches and what you would change.
  4. Try the practice questions, then the extra task. Drawing or spoken answers are welcome.
Worked example

See the method in action

The separate worked case gives actionSeconds=35, restSeconds=10. Add the two whole-plan durations once. First identify the quantities and keep their units consistent. The calculation is 35+10=45 seconds. That result answers this supplied planning question only. It does not establish what a real person did, diagnose a condition or prove physical skill. Compare the units with the question before accepting a number.

Your turn

Check your reasoning

Your answer is temporary and is not saved to an account. Download your current answer before leaving or reloading. Written work on paper or in another app stays in your own file.

Helpful tips
  • Add each supplied whole-plan duration once.
  • Rest time is part of duration but does not become active time.
Count sequence time without double-counting: Fictional case 1: actionSeconds=20, restSeconds=10. What is the modeled result using the stated method?

Feedback appears here after you check. This is practice, not a graded school assessment.

See the answer and explanation

30 seconds

Add the two whole-plan durations once. With actionSeconds=20, restSeconds=10, calculate 20+10=30 seconds. This is a supplied model, not a personal health assessment.

Take it further

Changed case: actionSeconds=50, restSeconds=20. Show the operation. Expected: 50+20=70 seconds. Explain what the unit means and remember that this is a pretend calculation.

Nothing here is saved to an account or sent to a teacher. The answer download includes your current choice and any checked feedback. It does not include choices from the separate More practice section. Download that section separately.

More practice: try new cases

Choose an answer for each problem. Explain your method on paper, then use the feedback to decide what to revisit.

More practice: try new cases
1. Count sequence time without double-counting: Fictional case 2: actionSeconds=30, restSeconds=15. What is the modeled result using the stated method?
Need a hint?
  • Add each supplied whole-plan duration once.
  • Rest time is part of duration but does not become active time.
2. Count sequence time without double-counting: Fictional case 3: actionSeconds=40, restSeconds=10. What is the modeled result using the stated method?
Need a hint?
  • Add each supplied whole-plan duration once.
  • Rest time is part of duration but does not become active time.
3. Count sequence time without double-counting: Fictional case 4: actionSeconds=25, restSeconds=5. What is the modeled result using the stated method?
Need a hint?
  • Add each supplied whole-plan duration once.
  • Rest time is part of duration but does not become active time.

Your choices are temporary. Feedback appears after you check all the answers.

Nothing here is saved to an account or sent to a teacher. Keep your own notes or download them before leaving. The score describes these questions; it does not certify subject mastery.

Check the subject sources

These LifeStarter passages, scenarios and exercises are authored for this Academy with AI assistance and review. External resources keep their publishers’ terms. A grade label suggests a starting level; it does not establish alignment with your school’s complete requirements.