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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 22 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.

What Sleep Is For

Sleep is not switching off. Parts of the brain are busier asleep than awake. Two claims are well supported. The first is that sleep consolidates memory: during deep sleep, the day's experiences are replayed and moved from short-term storage into long-term. Interrupt deep sleep and recall of the previous day drops measurably. The second is that sleep clears waste. The spaces between brain cells widen during sleep, and fluid washes through, removing proteins that build up while awake. A third claim — that a particular number of hours suits everybody — is not supported. Need varies with age and between individuals, and self-reported sleep is unreliable. Teenagers are a special case. Their body clocks genuinely shift later at puberty, which is a biological fact rather than a preference, and school start times mostly ignore it.

  1. 1. How would subheadings help a reader of this text?
  2. 2. Explain the relationship between deep sleep and remembering the previous day.
  3. 3. What would a diagram for this text need to show?
2.Read the text, then answer the questions.

What Happened to the Textile Towns

Between 1965 and 1990 the British textile industry lost roughly four fifths of its jobs. Three causes are usually given, and they are not equally weighted. Cost is the one most often cited. Spinning and weaving are labour-intensive, and wages in the countries that took the work were a fraction of British wages. This explains a great deal. Investment matters too. Much British machinery dated from before the war. Where firms did re-equip — and some did — they survived longer, which suggests the cost argument is not the whole story. The third cause is the hardest to see: the industry was concentrated. A car plant closing takes a town's largest employer; a mill closing often took its only one, along with the suppliers and the shops that depended on it. That concentration is why the closures show up in the population figures of particular towns and not in national ones.

  1. 1. What would a map for this text most usefully show?
  2. 2. How would a graph help a reader of this text?
  3. 3. Explain the relationship between concentration and the population figures.

LessonPrint · SL.5.2 · Set 22 · free to copy for classroom use

Answer key — Information in Other Forms

Set 22. Prints on its own sheet.

  1. 1.1. Each claim could be named, so a reader could find the memory claim without rereading. 2. Experiences are replayed and moved to long-term storage during deep sleep, so interrupting it reduces recall. 3. The widened spaces between brain cells with fluid moving through them.
  2. 2.1. Which towns held the mills, to make the concentration argument visible. 2. It could show textile employment falling from 1965 to 1990 against national employment. 3. Because mills were the only employer in particular towns, the losses show in those towns' populations rather than in national ones.

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