Story problems 1st grade: 1st grade word problem worksheets — free and printable

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50+ Time Word Problems worksheets for 1st Grade on Quizizz

Time Word Problems: Discover a collection of free printable worksheets tailored for Grade 1 math teachers, focusing on enhancing students’ problem-solving skills with engaging and interactive math time exercises.

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    Explore printable Time Word Problems worksheets for 1st Grade

    Time Word Problems worksheets for Grade 1 are an excellent resource for teachers looking to enhance their students’ understanding of math concepts. These worksheets focus on teaching first graders how to solve word problems involving time, a crucial skill in developing their overall math proficiency. By incorporating real-life scenarios and relatable situations, these worksheets make learning math more engaging and enjoyable for young learners. Teachers can use these worksheets to supplement their existing curriculum, reinforce key concepts, and assess their students’ progress in mastering time-related math word problems. With a variety of difficulty levels and problem types, Time Word Problems worksheets for Grade 1 cater to the diverse needs of every student in the classroom.

    Quizizz is a fantastic platform that offers a wide range of educational resources, including Time Word Problems worksheets for Grade 1, to support teachers in their quest to provide the best learning experience for their students. In addition to these valuable worksheets, Quizizz also offers interactive quizzes, engaging games, and other exciting activities that can be easily integrated into the classroom setting. These resources not only help teachers assess their students’ understanding of math concepts but also keep students motivated and engaged in their learning. By incorporating Quizizz into their lesson plans, teachers can create a dynamic and interactive learning environment that fosters a love for math and helps students develop essential problem-solving skills.

    Word Problems — 1st Grade Math Stories Bundle #3

    Word Problems — 1st Grade Math Stories Bundle #3 | MagiCore

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    Categories: 1st Grade, Addition & Subtraction, Math, Shop by Grade, Shop by Skill, Shop by Subject, Subject 1, ➕ 1st Grade Math

    Tags: 1st, Interactive, Math, Math Centers, Math Stories, Numbers, Worksheets

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    Description

    ⭐️Set 3: Word Problems contains 2 1st grade math stories focusing on how to solve a variety of word problems to 20

     

    ⭐️Each math story includes an engaging storyline, compelling illustrations, standard based “STOP AND SOLVE” activities, and is available in both print and as interactive digital readers!

     

    ⭐️These math stories are excellent resources to utilize as an end of unit review or as scaffolded review throughout the year. The print version allows you to have students follow along with you as you read, while also practicing the targeted skill. The digital version allows your students to listen to the story independently while still practicing the target skill on the “STOP AND SOLVE” pages. This resource is perfect for a whole group read-aloud/follow along activity or as an interactive independent/small group activity!

     

    ⭐️Created to align with CCSS 1.OA.A.1 and FL BEST MA.1.AR.1.2

     

    What’s Included:

    1. A Good Deed for the Dogs: A Math Read-Aloud Skill Story for Word Problems with Unknowns to 20
    2. Victor’s Beach Day: A Math Read-Aloud Skill Story for Addition & Subtraction Word Problems to 20

     

    Only logged in customers who have purchased this product may leave a review.

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    Mathematics Grade 1 lesson on the topic «Composing a mathematical story from a drawing»

    Expanded
    lesson summary in mathematics

    Grade: 1

    Concentration: Ten

    Section: Section 7.
    Drawing up and solving problems

    Lesson topic:
    Drawing up a mathematical story based on a drawing

    Lesson type: Lesson
    discovery of new knowledge

    Lesson objectives:

    Educational: to form
    the ability to compose text from drawings, to form the ability to write down
    math action for story

    Developmental: develop
    logical thinking, develop mathematical speech of students

    Educational: to educate
    interest in mental work, to cultivate the desire to use mathematical
    knowledge in everyday life

    Planned
    results:

    Item: skill
    compose text from pictures, the ability to write down a mathematical action to
    story

    Cognitive: independent
    selection and formulation of the cognitive goal; search and selection of the necessary
    information; skill
    analyze objects in order to highlight features;

    Communication: skill
    negotiate, find a common solution to a practical problem;

    Regulatory: ability
    accept, maintain goals and follow them in educational activities; skill
    control the process and results of its activities, including the implementation
    anticipatory control in cooperation with the teacher and peers;

    Personal:
    value orientations and meanings of educational activities based on development
    cognitive interests, educational motives

    Equipment:
    textbook on mathematics, presentation,


    – didactic analysis

    Learning subject: skill
    compose a mathematical story based on a drawing

    Component
    content of education: action

    By latitude
    applications: special

    By degree
    formation: a skill that turns into a skill

    Means of assimilation:
    addition table

    learning stage:
    perception, comprehension

    Action,
    aimed at the formation of knowledge: reproductive

    Lesson progress:

    I EU. Motivation
    to educational activity (organizational moment)

    UZU:
    Organize students to work in the lesson

    U: Rang
    bell, class begins. Let’s smile at each other and wish you good mood.
    What do we learn to do in math lessons?

    D: Compare;
    reason; decide; count; draw conclusions, draw

    II EU.
    Actualization of knowledge and skills that make up the way of mastering new material

    VR: Oral
    account

    UZU:
    To update the ability to produce an oral account; to form a skill
    accept, maintain and follow goals in learning activities

    UZ: And now,
    friends, get to work!

    Mathematics us
    waiting,

    Start oral
    account

    PO: For this
    look at the presentation. Expressions will appear on the slide, you only
    it is necessary to put the necessary sign + or — in the expressions

    OD: I
    I show the first expression and you quickly have to name the correct character

    OK: Be
    attentive, we do not shout out from the place, we raise our hand, I will ask, and only then
    you can answer

    Content:

    On slides
    expressions: 4…2 = 6

    Y: What sign
    put?

    D: +

    7…2 = 5

    D: —

    6…2 = 8

    D: +

    8…0 = 8

    D: + and — 90 005

    O-R: Well done,
    you did not make any mistakes anywhere, even in the last expression

    III EU.
    Formulation of the topic and main objectives of the lesson

    BP:
    Front work

    UZU:
    To form the ability to independently formulate the topic and main objectives of the lesson

    US: Now we
    Let’s formulate the theme and goals of our lesson.

    SW: For this
    I suggest you look at the slide and answer question

    Content:

    let’s do a task with these pictures?

    D: Compiling
    math stories

    U: Absolutely
    right. Can anyone name the topic of our lesson?

    D: Drafting
    mathematical story according to the drawing

    U: What is the main goal
    put?

    D: Learn
    compose a mathematical story according to the drawing

    T: Today on
    lesson we will not only learn to compose mathematical stories in
    drawings, but also write down actions for these stories.

    O-R: We are with you
    determined the topic of the lesson, and you correctly named the main goal of our lesson. Her we
    we will achieve in this lesson

    Fizminutka

    IV EU.
    Organization of students’ activities to master new material

    1 BP:
    Front work

    UZU:
    To form the ability to compose a mathematical story according to a drawing, to form
    the ability to analyze objects in order to highlight features

    UZU: We are now
    we will figure out with you what a mathematical story is

    PZ: For this
    you need to read 2 texts and compare them with each other

    OD: Work
    let’s all be together

    Content:

    Text 1. To Petya
    Birthday came 5 boys and 2 girls. A total of 7 guests came

    Text 2. To Petya on
    Birthday classmates came and brought a lot of gifts. Boy
    thanked the guys for the gifts

    W: What can
    say about the texts?

    D: In the first
    the exact number of guests is indicated, and the second simply says that they came
    classmates and gave gifts

    W: Right. How are you
    do you think which of the texts is a mathematical story?

    D: Text #1
    is a mathematical story

    Y: Right. More to the story
    Mathematical action can be written

    2 VR:
    Frontal work with textbook

    UZU:
    To form the ability to compose a mathematical story according to a drawing, to form
    the ability to find and highlight the necessary information through the organization of work with
    textbook

    UZU: Let’s
    you will try to compose a mathematical story according to the drawing

    PZ: For this
    open the textbook on page 33. Exercise 82 You need to select a picture from the bottom
    row and substitute in the top row to get a mathematical story

    ID: Work
    let’s all be together

    OK: If your
    classmate answered incorrectly, then raise your hand, I will ask you

    Content:

    Figures need to be substituted in the top row?

    D: First drawing
    bottom row

    U: What will it be
    math story?

    D: In the clearing
    4 rabbits were walking. 2 more rabbits ran up to them. There were 6 rabbits in the clearing.

    W: Let’s
    let’s write down the mathematical action for the story: 4+2=6

    D: You can also
    substitute one figure — the third in the bottom row.

    W: Whatever happens
    math story?

    D: There were
    only 8 rabbits. 2 rabbits ran away. 6 rabbits left

    Quite right. Let’s write down the mathematical action for the story: 8-2=6

    O-R: U: Difficult
    you make up a mathematical story?

    D: No

    D: Okay, let’s go
    next

    3BP: Compilation
    mathematical story

    UZU: Form
    the ability to compose a mathematical story from pictures, to form the ability
    negotiate, find a common solution to a practical problem

    UZU: Let’s
    now we will compose a mathematical story according to the drawing

    PZ: For this
    find exercise number 84 on page 34

    OD: Work
    we’ll be in pairs. You need to come up with your own mathematical story from the pictures, and I
    then I will ask some couple to voice your mathematical story to everyone
    class

    OK: If you
    notice an error in the math story of your classmates, then raise
    hand and fix it

    Content:

    W: Vanya, read
    us a mathematical story that you came up with Masha

    D: At the feeder
    5 sparrows were sitting, 3 more flew to them. There were 8 sparrows.

    Y: That’s right Vanya
    Did you come up with a problem with Masha?

    D: Yes

    W: Masha,
    go to the board and write down the mathematical action for the story

    D: 5+3=8

    U: Perfect
    right, well done

    Fizminutka

    V EU:
    Consolidation of the studied material

    BP:
    Independent work

    UZU: Secure
    students have the ability to compose a mathematical story and write down
    mathematical action to the story, to form the ability to control your
    process and result of our activity

    UZU: Now we
    we will consolidate our skills in compiling a mathematical story and writing to it
    mathematical action

    SW: For this
    look at the slide. The slide shows pictures for which you need to
    compose a story

    OD: Execute
    this task you will be on your own, each in your own notebook

    OK: While you
    will complete the assignment, I will walk around the class and check your
    mathematical stories

    Content:

    O-R:
    got good math stories and correct math operations
    to them

    VI EU.
    Organization of control and evaluation activities

    VR: Conversation

    UZU: Give
    lesson logical completeness

    UZU: So,
    let’s summarize our today’s lesson

    FZ: Let’s
    let’s talk

    Content:

    W: What is the main
    the purpose of our lesson?

    D: Learn
    compose mathematical stories from pictures and write down actions for these stories

    W: We have reached
    this goal?

    D: Yes

    W: Guys,
    you are great today! Homework: exercise 79. Thank you for your work. Lesson
    finished.

    Assignments in Russian Grade 1: for independent work

    The parents of yesterday’s first-graders breathed a sigh of relief, as the long-awaited summer holidays for everyone began. And indeed, what a joy for everyone: you can relax, have fun and frolic. But so that everything that the children have been learning with such difficulty all year is not forgotten over the summer, you need to do a little at home. In the materials of this article you will find tasks for independent work for first-graders in the Russian language.

    Contents

    1. Assignments on the topic “Word. Proposal”
    2. Assignments on the topic “Sounds of speech. Letters. Alphabet»
    3. Tasks on the topic «Syllables and stress»
    4. Tasks on the topic «Hard and soft consonants»
    5. Tasks on the topic «Insidious voiced and deaf sounds»
    6. Tasks for dictations

    Tasks on the topic » Word. Suggestion»

    The tasks and exercises placed in this section contribute to the development of speech and the formation of graphic skills of first-graders, provide an opportunity to perform individual forms of work, introduce students to creative and cognitive activities.

    Task 1.

    Name the objects shown in the pictures. Tell how they are related. What new words can be added to the given word?

    Answer: The picture shows chestnuts: chestnut fruit, chestnut tree, chestnut leaves.

    Task 2.

    Make correct sentences from the suggested words and write them in your notebook in the correct order.

    porch, On, sat down, cat.
    shone, fluffy, his fur coat.
    eyes, Green, closed their eyes.
    kind, This is the most cat.

    Task 3.

    It is necessary to complete the sentences in such a way that a coherent story is obtained.

    I live in _______. My city is located _______. I go to school number ___. My school is the _______. My classmates_________. In the summer I will rest ______.

    Task 4.

    Among the proposed letters, you need to find the words — the names of animals that live in the Russian Federation.

    Oazhiraf hare fox elephant long hippo wolf

    Answer: hare, cat, fox, wolf.

    Task 5.

    Words and phrases are written in two columns. It is necessary to write them in such a way that the correct expressions are obtained.

    What you borrowed, do it.
    Thank you for what you promised.
    What you got for nothing, give it back.

    Answer:

    Give back what you borrowed.
    What you promised, do it.
    Thank you for what you received for free.

    Task 6.

    Self-dictation. The child needs to read the proposed words, remember their spelling, and then try to write them down without errors from memory.

    Thank you, sorry, please, see you, goodbye, please excuse me.

    Task 7.

    It is necessary to read the encrypted phrase, break it into words and write it down in a notebook.

    Kindness will return.
    Learn to appreciate a kind word.
    Goldenheartgoodheart.
    An apple tree stands in the middle of the city.
    Bear loves honey very much.

    Task 8.

    It is necessary to rewrite the suggested words and break them into syllables.

    Bee, nose, helicopter, balls, legs, scissors, basket, leaves, bread, honey, bun, pipe, firefly, ant.

    Assignments on the topic “Sounds of speech. Letters. Alphabet»

    In the first grade, children learn the alphabet, letters and sounds. They already know what sound schemes of words are and know how to compose them. Particular attention should be paid to letters that convey two sounds at once. Below are a few tasks for independent work for first graders.

    Task 1.

    Read the text and try to make a coherent story based on what you have read.

    The word «library» comes from the Greek word «biblion», which means «book». Thus, it can be argued that a library is a place where books are stored. In addition to books, newspapers and magazines are stored in the library, anyone can come to the library and take something to read.

    Task 2.

    It is necessary to rewrite the text and explain what sounds correspond to the letters in bold.

    For a long time in Rus’, children learned to read and write from the primer. Each letter in the primer was designated by a word. Writing is one of the greatest inventions of mankind.

    Task 3.

    Below are sound patterns of words. You need to choose words that match these patterns.

    [- o -]
    [= o — o]
    [- o — o]
    [- o \u003d o]

    Where is a sign that conveys a solid consonant sound.
    = a soft consonant.
    o sign representing a vowel sound.

    Examples of words for the first scheme: cat, sweat, mouth, slave, garden, etc.
    Examples of words for the second scheme: clock, miracle, pike, etc.
    Examples of words for the third scheme: foot, hole, fleece, etc.
    Examples of words for the fourth scheme: legs, beeches, moose, etc.

    Task 4.

    It is necessary to complete the words according to the proposed pictures. Underline those letters that convey vowel sounds.

    Cucumber, Pepper, Carrot, Tomato.

    Task 5.

    Make proposals according to the schemes below.

    I______, ______, _______, _______ is _______.
    I______ _______ _______ _______?
    I______ _______ _______ _______!
    I______ _______ _______ _______.

    Where I_____ is the head word in the sentence.
    _____ are the rest of the words in the sentence.

    Task 6.

    It is necessary to read the words in pairs so that when replacing one letter in the previous word, you can get a new word by meaning and spelling.

    Scythe — ko(?)a, fishing rod — u(?)point, haystack — hundred(?), ox — (?)ol.

    Write the words in a notebook, underline the replaced letters in each word.

    Task 7.

    You need to rewrite the text by inserting the missing letters.

    Ma_t. It’s cold outside the window. And it’s warm in the classroom. On the ok_beech_. Willow eyelids stand in baths with water. There are green dots on the branches.

    Task 8.

    It is necessary to read the words and write out the names of Russian cities from them.

    Samara, Moscow, Kiev, Kharkiv, Voronezh, Lvov, New York, Mexico City, Simferopol, Sevastopol.

    Words that denote the names of cities in Ukraine — divided into syllables.

    Task 9.

    You need to rewrite the text by inserting the missing letters.

    Goldfinch is a dexterous, pro_orny bird. She has a very beautiful color. She_ol settles in the garden_ and parks. This bird feeds on seeds and insects. He sings loudly, cheerfully and quickly.

    Task 10.

    Below is an excerpt from a poem by Korney Chukovsky, but all vowels are omitted. If you correctly arrange the necessary letters, then you can read this passage.

    D_health_vstv_ _ t a a u e
    M_l_ d_sh_st_ _ y o u o e
    _ p_l_t_nc_ p_sh_st_ _ and o e e u o e
    _ z_bn_y p_r_sh_k and o o o o
    _ g_st_y gr_b_sh_k and o e e o

    Assignments on the topic «Syllables and stress»

    Before starting the tasks, you should remember: a part of a word is called a syllable. A word has as many syllables as it has vowels. For example, O-la, be-re-za, bee-la, etc.

    Task 1.

    Words are suggested below. It is necessary to write them down in three columns: in the first — words with one syllable, in the second — words with two syllables, in the third — words with three syllables.

    Horn, cabbage, leg, year, garden, Ira, boy, potato, seagull, T-shirt, tomato, cucumber, pepper, honey.

    Answer: the first column — horn, year, garden, honey. The second column is a leg, Ira, a boy, a seagull, a T-shirt, pepper. The third column is cabbage, potatoes, tomatoes, cucumbers.

    Task 2.

    It is necessary to rewrite the text, changing the words in brackets according to the meaning. Break the words in brackets into syllables with a pencil.

    Good (summer). I go to (river) to swim and catch (fish). And I also read interesting (book).

    Answer (we immediately change the words from brackets according to their meaning and divide them into syllables): summer, river, fish, books.

    Task 3.

    Below are the words. It is necessary to write out only those in which the stress falls on the second syllable.

    Tit, swallow, crow, magpie, woodpecker, starling, carnation, road, water lily, petal, chain, telephone.

    Underline unstressed syllables in these words with a pencil.

    Answer: titmouse, crow, magpie, starling, carnation, road, water lily, chain.

    Task 4.

    Rewrite the text in a notebook, break the words into syllables with a pencil.

    During the day, the water lily basks on the water. And dives under water at night. He squeezes the petals into a fist and dives headlong. Comes out of the water in the morning. Again unfold the petals towards the sun.

    Answer:

    During the day, the pitcher does not live on the water. And the night is diving under the water. Steeze-no-le-pest-ki in ku-la-chok and dive-no with head-lo-howl. In the morning you-ny-rnet out of the water. Again, once again, no le-dog-point-ki on-meeting the sun.

    Task 5.

    It is necessary to rewrite the text.

    Old castle stood on the mountain. The narrow road led to the castle. To the right of the road — abyss . Near the castle stands for old lantern.

    Have your child verbally change the stress on the words in bold. How has the meaning changed? Explain why .

    Task 6.

    Answer the questions using the reference words in brackets.

    The purpose of this task is to develop the student’s speech. According to the school curriculum of studying the Russian language, first-graders should be able to correctly compose answers to the questions posed to them. The more complete and detailed the answers to the questions, the better.

    Where did the comrades go? (to fish) — Answer: Comrades went to fish.

    Where was the lake (outside the field) — Answer: The lake was behind the field.
    What did the guys do (thrown fishing rods) — Answer: The guys threw fishing rods.
    What kind of fish was caught (ruff and bream) — Answer: Ruff and bream were caught.

    Task 7.

    It is necessary to write off the words by inserting the missing letters. Underline the combination of «zhi» and «shi» with a pencil.

    Sh_shki, puddle, sh_lo, pear_, wide, mach_na, sh_na, press, pencil_, put_t, life, good_e, baby_.

    Task 8.

    It is necessary to write off the words by inserting the missing letters. With a pencil, underline the combination of “cha”, “sha”, “chu” and “shu”.

    Grove_, w_vel, crying_, h_do, treat_, sh_k_ka, h_yka, bream_, h_zhi, h_th, beginning_lo, h_ynik, h_shka, sh_t, h_dak, sh_ch_chey, h_desny, h_dovishe, h_desa, h_sh_, thick_, count_t.

    Assignments on the topic «Hard and soft consonants»

    It is important to understand here that not only those followed by the vowels o, a, y, e, s are considered hard consonants, but soft consonants are considered followed by the vowels ё, i, yu, e, and. First graders should already be well aware that the consonants ts, zh and sh are always hard, and the consonants ch and u are always soft, no matter what vowel follows them.

    Task 1.

    It is necessary to rewrite the text in a notebook, write down all the numbers in words.

    Once upon a time there were numbers. Each of them knew who was behind whom. One day they ran away. After 3, the number 5 got up, and after 5 — 9. Number 1 found itself in front of 6. Neighbors 2 became 8 and 7. Trouble!

    Hint: “After the three came the number five, and after the five — nine. The number one found itself in front of the six. The neighbors of the deuce were eight and seven.

    Underline the syllables with f, c, h. Pay attention to the spelling of the words «animals», «birds», «months», «vegetables».

    Moose, deer, bears are wild animals.
    Chickens, ducks, turkeys are poultry.
    September, October, November are autumn months.
    Carrots, potatoes, beans are vegetables.

    Task 3.

    It is necessary to rewrite the text in a notebook, inserting the missing letters.

    Los_ — a forest dweller_. He eats grass and branches. He needs salt. Foresters put salt_ on foam_ or stone_. Moose come lysat_sol_. Because people help animals.

    Underline words with a soft sign at the end.

    Task 4.

    It is necessary to read the text and write down the words containing the soft sign «ь».

    Ants build an anthill in summer. The ant found a bump. He called the brothers. The whole ant family collects needles. There will be a house by the stream.

    Make a sound analysis of the written words.

    Hint: the soft sign does not transmit sound, but makes the letter in front of it soft.

    Task 5.

    According to the proposed model, complete the missing words.

    Sample: ear — ears.

    Stream — _______ (streams), tree — ______ (trees), feather — _______ (feathers), stake — ______ (stakes), chair — _______ (chairs).

    Underline letter combinations with a soft sign.

    Assignments on the topic «Insidious voiced and deaf sounds»

    «Insidious» sounds here means those that convey another sound. For example, in the word “pond”, a voiced “d” is written at the end, and a deaf “t” is heard. The tasks and exercises below will help first graders learn the material and understand when and how to write.

    Task 1.

    It is necessary to write down the words and underline insidious sounds with a pencil (i.e. unstressed deaf and voiced).

    Bed — bed, pond — a dime a dozen, twig — twig, hedgehog — hedgehogs, snakes — snakes, snowballs — snowball, meadows — meadow, watermelon — watermelon.

    Task 2.

    Read the words and write them in pairs in a notebook. Underline the sounds in bold in each word. Name voiced and voiceless sounds.

    Shadow — day, grass — firewood, scythe — goat, dust — true story, voice — ear, live — sew.

    Task 3.

    It is necessary to rewrite the text in a notebook. Underline the deaf sounds in insidious words with a pencil.

    There is a good pond near our village. A narrow path leads to the pond. Birches and oaks grow along the path. Fishes swim in calm water.

    Task 4.

    It is necessary to rewrite pairs of words by inserting missing letters.

    Sle_ — traces, in_ — wagons, hand_ — sleeves, snow_ — snow, labor_ — work, frost_ — frost, du_ — oaks, sa_ — gardens.

    Hint: the spelling of a missing letter must be checked with an accent.

    Assignments for dictations

    Schoolchildren who have completed the first grade should be able to write small dictations by ear. So that yesterday’s first graders do not lose this skill over the summer, parents are advised to conduct dictations for children at least once every 1-2 weeks. Below we present several texts for self-study.

    Task 1.

    All rivers flow into the seas. Where does the water from the sea go?
    The water from the sea rises in mists. From the clouds, water falls to the ground. From the ground, it flows into swamps, streams, rivers. From the rivers, the water flows back into the seas.

    Task 2.

    Have you seen a dandelion?

    Dandelion flowers are like the sun. Dandelion petals like golden rays. They bloom all summer. Their ripened seeds are collected in a fluffy ball. Blow on the ball — light flying seeds will fly into the air.
    That’s why the flower is called dandelion.

    Hint: Help your child to use complex punctuation correctly.

    Task 3.

    Chameleon is a small descendant of dinosaurs. This animal can change its color. The usual color of a chameleon is green. But it can turn purple, red, brown and even black.

    Hint: Help your child to use complex punctuation correctly.

    Task 4.

    Spring. Veche streams murmur. The bee woke up from winter sleep. She cleared her eyes with her furry paws. Woke up my friend. They fly to collect honey. Bees are hard workers.

    Hint: Help your child to use complex punctuation correctly.

    Task 5.

    Schoolchildren are going to rest in a summer camp. In the morning the bus pulled up to the school. Everyone was happy to leave. The cars drove out of town. They drove around the field and drove into the forest. The teacher announced the stop. He explained to the schoolchildren where they would live.

    Task 6.

    Primitive people hunted and worked together. For the hunt to be successful, they needed to communicate. And people have developed a special system of communication — language. He began to allow to express thoughts with the help of words and expressions.

    Hint: Help your child to use complex punctuation correctly.

    Task 7.

    Written speech is written speech. People did not immediately come up with letters.

By alexxlab

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