Free Printable Worksheet Library

Browse original practice for Pre-K through Grade 12. Each resource explains its learning goal and opens a workspace to preview, customize where supported, and print or save as PDF.

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74 resources · Page 2 of 4

Grade 11

Key

Source Perspective Investigation: Club File

Practice · Independent · 30 min

Source Perspective Investigation: Club File. Grade 11 printable practice: Interpret audience and purpose while corroborating a historical access claim. Includes five tasks, matching answers, and teacher guidance. Print on US Letter or A4, or save as PDF from the print window.

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Grade 11

Key

Source Perspective Investigation: Garden File

Practice · Independent · 30 min

Source Perspective Investigation: Garden File. Grade 11 printable practice: Interpret audience and purpose while corroborating a historical access claim. Includes five tasks, matching answers, and teacher guidance. Print on US Letter or A4, or save as PDF from the print window.

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Grade 11

Key

Source Perspective Investigation: Library File

Practice · Independent · 30 min

Source Perspective Investigation: Library File. Grade 11 printable practice: Interpret audience and purpose while corroborating a historical access claim. Includes five tasks, matching answers, and teacher guidance. Print on US Letter or A4, or save as PDF from the print window.

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Grade 11

Key

Source Perspective Investigation: Workshop File

Practice · Independent · 30 min

Source Perspective Investigation: Workshop File. Grade 11 printable practice: Interpret audience and purpose while corroborating a historical access claim. Includes five tasks, matching answers, and teacher guidance. Print on US Letter or A4, or save as PDF from the print window.

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Grade 11

Key

Evaluate a Creative Choice

Practice · Independent · 30 min

Evaluate a Creative Choice. Connect critique and revision to a stated creative purpose. Includes a contextual transfer task and answer criteria. Print on US Letter or A4, or save as PDF from the print window.

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Rhetoric Warrants and Qualified Counterclaims

A Peer Review Proposal

Invented practice data or scenario; not a report of a real study.

Document A — Student editor: A new peer-review session should become part of each report deadline. In our fictional first trial, twelve volunteers exchanged drafts for twenty minutes. Ten reported that a partner noticed something they had missed. We cannot ignore ten voices simply because the trial was small. Readers who have stared at an unclear paragraph know the relief of a useful question. I propose a required session, with a checklist that asks partners to examine evidence and organization as well as spelling. Writers would keep responsibility for their own revisions.

Document B — Teacher response: The reports describe what volunteers felt, not whether their finished arguments became stronger. People who volunteer may already like discussion, and the trial did not compare completed drafts. A required session might help some writers while distracting others or exposing work they are not ready to share. The proposed checklist addresses the risk of focusing only on spelling, but it does not establish that partners can judge evidence accurately. We could test the checklist with anonymous sample paragraphs first, offer a quiet written-feedback option and compare revisions against explicit criteria. Evidence of improvement would justify a broader trial; enthusiastic reports alone would not.

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Grade 11

Key

Rhetoric Warrants and Qualified Counterclaims

Practice · Independent · 50 min

Identify a claim, audience and warrant. Evaluate rhetorical choices and a substantive counterclaim. Write and revise an evidence-based analysis with verification questions. A complete set with exploration, practice and application. Use the linked unit for the learning sequence and teaching guide.

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Paraphrase Attribution and Reporting Strength

A Repair Note

Source A — Coordinator note: “Repairing suitable objects may reduce waste. Unsafe or badly damaged objects may require replacement.” The coordinator describes a possible benefit with an exception. The note gives no counts.

Source B — Student response: “I prefer repair when it is safe because I enjoy learning how an object works.” This states a preference, not a measured result.

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Grades 10–12

Key

Paraphrase Attribution and Reporting Strength

Practice · Independent · 40 min · Expanding academic English: attribution and accurate paraphrase

Separate a source suggestion from a personal preference. Paraphrase, quote and choose reporting verbs accurately. Write and revise a source-based summary with a marked personal response. A complete set with exploration, practice and application. Use the linked unit for the learning sequence and teaching guide.

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Exponential Growth Decay and Model Domains

A discrete exponential model

Invented practice data or scenario; not a report of a real study.

An idealized sequence follows y = 4 × (2)^n for whole-number steps n ≥ 0. Values are units, not a verified prediction. Compare ratios between consecutive steps and specify the meaning of step zero.

Worked example: For y = 10(0.8)^n, the initial value is 10 and each step retains 80%, a 20% decrease. At n = 2, y = 6.4. Use the material to work through each task. Show the requested response.

1.What is y at step zero, and what does it represent?

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Grade 11

Key

Exponential Growth Decay and Model Domains

Practice · Independent · 45 min

Read an exponential rule and its initial value. Calculate values, exponents and per-step percent change. Compare models and preserve units and domain assumptions. A complete set with exploration, practice and application. Use the linked unit for the learning sequence and teaching guide.

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Inverse Functions Domains and Branches

Reverse a restricted mapping

Use f(x) = 2x + 3 on the real numbers. Separately use q(x) = x² restricted to x ≥ 0. Reversing a mapping exchanges its domain and range; do not remove the restriction.

Worked example: If p(x) = 5x + 2, p⁻¹(x) = (x − 2)/5. If r(x) = x² for x ≥ 0, r⁻¹(x) = √x for x ≥ 0. Use the material to work through each task. Show the requested response.

1.Find f(3) and identify which inverse input returns 3.

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Grade 11

Key

Inverse Functions Domains and Branches

Practice · Independent · 45 min

Reverse a one-to-one mapping. Calculate inverse values with domain restrictions. Justify a root branch and interpret inverse notation and graphs. A complete set with exploration, practice and application. Use the linked unit for the learning sequence and teaching guide.

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Logarithms Laws Domains and Valid Equations

Logarithms reverse positive powers

Use base 2. For positive y, log_2(y) = x means 2^x = y. Consider log_2(x − 1) + log_2(x + 1) = 3. Both logarithm arguments must be positive. Apply a law only on its valid domain.

Worked example: log₄(16)=2 because 4²=16. For positive u and v, log₄(u)+log₄(v)=log₄(uv); adding the arguments is a different operation. Use the material to work through each task. Show the requested response.

1.Evaluate log_2(8).

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Grade 11

Key

Logarithms Laws Domains and Valid Equations

Practice · Independent · 45 min

Interpret a logarithm as the inverse of an exponential rule. Apply product laws and solve with positive-argument restrictions. Explain invalid laws, extraneous roots and base conditions. A complete set with exploration, practice and application. Use the linked unit for the learning sequence and teaching guide.

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Rational Radical Equations and Valid Solutions

Equations before and after squaring

Work over real numbers. Consider √(x + 4) = x − 2. Squaring produces candidates, not automatically valid solutions. Also compare R(x) = (x² − 4)/(x − 2) with its simplified rule; its original denominator restriction remains.

Worked example: √(x + 1) = x − 1 gives x = 0 or 3 after squaring. Only 3 satisfies the original equation; 0 has a negative right side. Use the material to work through each task. Show the requested response.

1.What restriction follows because the square root must equal a nonnegative right side?

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Grade 11

Key

Rational Radical Equations and Valid Solutions

Practice · Independent · 45 min

Record domains before algebraic transformations. Find candidates and check original equations. Explain extraneous roots and excluded inputs. A complete set with exploration, practice and application. Use the linked unit for the learning sequence and teaching guide.

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Grade 11

Key

Read Velocity Data

Practice · Independent · 30 min

Read Velocity Data. Calculate average acceleration and state the prediction condition. Includes a contextual transfer task and answer criteria. Print on US Letter or A4, or save as PDF from the print window.

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Grade 11

Key

Recognize a Decision Tradeoff

Practice · Independent · 30 min

Recognize a Decision Tradeoff. Explain a tradeoff using commitments and priorities. Includes a contextual transfer task and answer criteria. Print on US Letter or A4, or save as PDF from the print window.

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Grade 11

Key

Compare Historical Perspectives

Practice · Independent · 30 min

Compare Historical Perspectives. Evaluate a source through its purpose and corroborating evidence. Includes a contextual transfer task and answer criteria. Print on US Letter or A4, or save as PDF from the print window.

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Grade 11

Key

Evaluate a Creative Choice: Apply and Create

Apply · Independent · 20 min

Evaluate a Creative Choice — Apply and Create. Connect critique and revision to a stated creative purpose. Includes a contextual transfer task and answer criteria. Print on US Letter or A4, or save as PDF from the print window.

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Grade 11

Key

Evaluate a Creative Choice: Explore and Explain

Explore · Independent · 15 min

Evaluate a Creative Choice — Explore and Explain. Connect critique and revision to a stated creative purpose. Includes a contextual transfer task and answer criteria. Print on US Letter or A4, or save as PDF from the print window.

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Evaluate a Creative Choice: Practice Independently

An invented design intention

Invented practice data or scenario; not a report of a real study.

A designer wants a poster to feel calm and guide readers to one short message. The draft uses many bright shapes and several different type sizes.

Use the material to work through each task. Show the requested response.

1.What draft feature may conflict with the intention?

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Grade 11

Key

Evaluate a Creative Choice: Practice Independently

Practice · Independent · 15 min

Evaluate a Creative Choice — Practice Independently. Connect critique and revision to a stated creative purpose. Includes a contextual transfer task and answer criteria. Print on US Letter or A4, or save as PDF from the print window.

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Grade 11

RI.11-12.8 Key

Foundational Declarations: Equality Language and Rhetorical Adaptation

Practice · Independent · 35 min

Selected high-school practice with evidence, conditions and a written explanation.

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Rhetoric Warrants and Qualified Counterclaims: Apply and Create

A Peer Review Proposal

Invented practice data or scenario; not a report of a real study.

Document A — Student editor: A new peer-review session should become part of each report deadline. In our fictional first trial, twelve volunteers exchanged drafts for twenty minutes. Ten reported that a partner noticed something they had missed. We cannot ignore ten voices simply because the trial was small. Readers who have stared at an unclear paragraph know the relief of a useful question. I propose a required session, with a checklist that asks partners to examine evidence and organization as well as spelling. Writers would keep responsibility for their own revisions.

Document B — Teacher response: The reports describe what volunteers felt, not whether their finished arguments became stronger. People who volunteer may already like discussion, and the trial did not compare completed drafts. A required session might help some writers while distracting others or exposing work they are not ready to share. The proposed checklist addresses the risk of focusing only on spelling, but it does not establish that partners can judge evidence accurately. We could test the checklist with anonymous sample paragraphs first, offer a quiet written-feedback option and compare revisions against explicit criteria. Evidence of improvement would justify a broader trial; enthusiastic reports alone would not.

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Grade 11

Key

Rhetoric Warrants and Qualified Counterclaims: Apply and Create

Apply · Independent · 30 min

Identify a claim, audience and warrant. Evaluate rhetorical choices and a substantive counterclaim. Write and revise an evidence-based analysis with verification questions. A focused apply activity. Use the linked unit for the learning sequence and teaching guide.

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Rhetoric Warrants and Qualified Counterclaims: Explore and Explain

A Peer Review Proposal

Invented practice data or scenario; not a report of a real study.

Document A — Student editor: A new peer-review session should become part of each report deadline. In our fictional first trial, twelve volunteers exchanged drafts for twenty minutes. Ten reported that a partner noticed something they had missed. We cannot ignore ten voices simply because the trial was small. Readers who have stared at an unclear paragraph know the relief of a useful question. I propose a required session, with a checklist that asks partners to examine evidence and organization as well as spelling. Writers would keep responsibility for their own revisions.

Document B — Teacher response: The reports describe what volunteers felt, not whether their finished arguments became stronger. People who volunteer may already like discussion, and the trial did not compare completed drafts. A required session might help some writers while distracting others or exposing work they are not ready to share. The proposed checklist addresses the risk of focusing only on spelling, but it does not establish that partners can judge evidence accurately. We could test the checklist with anonymous sample paragraphs first, offer a quiet written-feedback option and compare revisions against explicit criteria. Evidence of improvement would justify a broader trial; enthusiastic reports alone would not.

Practice preview

Grade 11

Key

Rhetoric Warrants and Qualified Counterclaims: Explore and Explain

Explore · Independent · 15 min

Identify a claim, audience and warrant. Evaluate rhetorical choices and a substantive counterclaim. Write and revise an evidence-based analysis with verification questions. A focused learn activity. Use the linked unit for the learning sequence and teaching guide.

Choose another practice set

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Rhetoric Warrants and Qualified Counterclaims: Practice Independently

A Peer Review Proposal

Invented practice data or scenario; not a report of a real study.

Document A — Student editor: A new peer-review session should become part of each report deadline. In our fictional first trial, twelve volunteers exchanged drafts for twenty minutes. Ten reported that a partner noticed something they had missed. We cannot ignore ten voices simply because the trial was small. Readers who have stared at an unclear paragraph know the relief of a useful question. I propose a required session, with a checklist that asks partners to examine evidence and organization as well as spelling. Writers would keep responsibility for their own revisions.

Document B — Teacher response: The reports describe what volunteers felt, not whether their finished arguments became stronger. People who volunteer may already like discussion, and the trial did not compare completed drafts. A required session might help some writers while distracting others or exposing work they are not ready to share. The proposed checklist addresses the risk of focusing only on spelling, but it does not establish that partners can judge evidence accurately. We could test the checklist with anonymous sample paragraphs first, offer a quiet written-feedback option and compare revisions against explicit criteria. Evidence of improvement would justify a broader trial; enthusiastic reports alone would not.

Practice preview

Grade 11

Key

Rhetoric Warrants and Qualified Counterclaims: Practice Independently

Practice · Independent · 25 min

Identify a claim, audience and warrant. Evaluate rhetorical choices and a substantive counterclaim. Write and revise an evidence-based analysis with verification questions. A focused practice activity. Use the linked unit for the learning sequence and teaching guide.

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Paraphrase Attribution and Reporting Strength: Apply and Create

A Repair Note

Source A — Coordinator note: “Repairing suitable objects may reduce waste. Unsafe or badly damaged objects may require replacement.” The coordinator describes a possible benefit with an exception. The note gives no counts.

Source B — Student response: “I prefer repair when it is safe because I enjoy learning how an object works.” This states a preference, not a measured result.

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Grades 10–12

Key

Paraphrase Attribution and Reporting Strength: Apply and Create

Apply · Independent · 20 min · Expanding academic English: attribution and accurate paraphrase

Separate a source suggestion from a personal preference. Paraphrase, quote and choose reporting verbs accurately. Write and revise a source-based summary with a marked personal response. A focused apply activity. Use the linked unit for the learning sequence and teaching guide.

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Paraphrase Attribution and Reporting Strength: Explore and Explain

A Repair Note

Source A — Coordinator note: “Repairing suitable objects may reduce waste. Unsafe or badly damaged objects may require replacement.” The coordinator describes a possible benefit with an exception. The note gives no counts.

Source B — Student response: “I prefer repair when it is safe because I enjoy learning how an object works.” This states a preference, not a measured result.

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Grades 10–12

Key

Paraphrase Attribution and Reporting Strength: Explore and Explain

Explore · Independent · 12 min · Expanding academic English: attribution and accurate paraphrase

Separate a source suggestion from a personal preference. Paraphrase, quote and choose reporting verbs accurately. Write and revise a source-based summary with a marked personal response. A focused learn activity. Use the linked unit for the learning sequence and teaching guide.

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Paraphrase Attribution and Reporting Strength: Practice Independently

A Repair Note

Source A — Coordinator note: “Repairing suitable objects may reduce waste. Unsafe or badly damaged objects may require replacement.” The coordinator describes a possible benefit with an exception. The note gives no counts.

Source B — Student response: “I prefer repair when it is safe because I enjoy learning how an object works.” This states a preference, not a measured result.

Practice preview

Grades 10–12

Key

Paraphrase Attribution and Reporting Strength: Practice Independently

Practice · Independent · 15 min · Expanding academic English: attribution and accurate paraphrase

Separate a source suggestion from a personal preference. Paraphrase, quote and choose reporting verbs accurately. Write and revise a source-based summary with a marked personal response. A focused practice activity. Use the linked unit for the learning sequence and teaching guide.

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