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Information in Other Forms is a free printable Grade 5 English worksheet on taking meaning from visual and quantitative material, aligned to Common Core standard SL.5.2. It prints 2 questions with an answer key on its own sheet of paper, in 25 versions, 24 of them with different questions, so no two pupils in the class work from the same page. Print it from the browser or download it as a PDF — no account, no email.

Set 20 of 25 · the same problems every time you open this link.

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Set 1 has all 25 in a single PDF. 24 of these 25 sets ask different questions — this skill does not have 25 questions to give. The rest reorder them, so no two pupils have the same paper in front of them.

Information in Other Forms

SL.5.2

NameDate

Read the text, then answer the questions.

1.Read the text, then answer the questions.

Can You Do Two Things at Once?

People say they multitask. Mostly they do not. The brain can run two tasks together only if at least one is automatic. Walking and talking works because walking is automatic for an adult. Reading and listening to speech does not, because both need the same language system. What feels like multitasking is usually rapid switching. Each switch costs time — a fraction of a second to disengage and re-engage — and the costs add up. In experiments, people doing two tasks alternately take substantially longer in total than doing them one after the other, and make more errors. They also do not notice. Switching feels efficient because you are busy the whole time. The practical conclusion is unpopular but consistent: for anything demanding, doing one thing at a time is faster.

  1. 1. What would a diagram for this text need to show?
  2. 2. Explain the relationship between switching and the errors people make.
  3. 3. How would a bar chart help a reader of this text?
2.Read the text, then answer the questions.

How a Vaccine Teaches the Body

Your immune system learns. Meet a disease once and, if you survive it, you are usually protected afterwards. A vaccine gives the lesson without the disease. The method is old. In eighteenth-century Britain, milkmaids were known not to catch smallpox. Edward Jenner reasoned that the cowpox they caught from cattle was protecting them, and in 1796 he tested it on a boy — a procedure no ethics committee would permit now. A modern vaccine shows the immune system a harmless piece of a pathogen: a killed virus, a weakened one, or a single protein from its surface. The body makes antibodies against that piece, and keeps the recipe. Because the recipe is kept, the real pathogen is met by a defence already in place. There is a second effect. If enough people are immune, the pathogen cannot find a chain of hosts, so those who cannot be vaccinated are protected too. That effect fails below a threshold, which is why coverage rather than availability is what matters.

  1. 1. What would a diagram of vaccination need to show?
  2. 2. Explain the relationship between the number of people immune and the safety of those who are not.
  3. 3. How would a graph help a reader of this text?

LessonPrint · SL.5.2 · Set 20 · free to copy for classroom use

Answer key — Information in Other Forms

Set 20. Prints on its own sheet.

  1. 1.1. Two tasks alternating with a gap at each switch, against the same two done in sequence. 2. Each switch costs time to disengage and re-engage, and alternating tasks produces both longer times and more errors. 3. It could show total time for alternating tasks against doing them one after another.
  2. 2.1. The harmless piece, the antibodies made against it, and the real pathogen meeting them later. 2. If enough are immune the pathogen cannot find a chain of hosts, so the unvaccinated are protected — but only above a threshold. 3. It could show what happens to transmission as coverage crosses the threshold.

Last reviewed 2026-09-05. Aligned to SL.5.2 of the Common Core State Standards for English language arts.