Free Printable WorksheetEnglishGrade 8English CurriculumRI.8.7

8.33 Synthesize text + data visual Worksheet

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Worksheet Overview & Skills Covered

Core academic competencies and curriculum alignment

This Grade 8 English worksheet provides structured practice on 8.33 Synthesize text + data visual. Students are guided through targeted exercises that build foundational understanding, computational accuracy, and critical thinking skills.

Synthesize text + data visual — RI.8.7: Synthesize text + data visual. Primary standard selected for prompt fields in this prompt cell: CCSS RI.8.7. Skill statement in this prompt cell: Integrate a short passage with a chart or infographic: state a conclusion supported by both sources and note any limitations. Associated standards listed with this skill in this prompt cell: CCSS RI.8.7, W.8.9; TEKS 8.8(F), 8.6(F); NY 8R7, 8W5. Use this prompt-provided wording as the supporting standard description for this workflow

Whether you are an educator preparing classroom handouts, a tutor reinforcing weekly topics, or a parent supporting homeschool learning, this printable resource gives students the deliberate practice required to achieve subject fluency and master state standards.

Grade

Grade 8

Subject

English

Domain

English Curriculum

Formats

PDF & DOCX

Sample Practice Problems

Preview the types of problems and questions covered in this worksheet

Below are sample questions representative of the exercises included on this worksheet and related 8.33 Synthesize text + data visual skill assessments:

Problem 1Difficulty: Mastery

A makerspace coordinator says the new reservation system helped students finish more long-term design projects. Data table: Maker Lab Use After the Reservation System Measure | Before System | After System Reservation slots filled | 61 | 92 Project completion rate | 78 | 86 Average waitlist length | 8 | 14

Which statement shows the most accurate synthesis of both sources and their limits?

ALab use and project completion both fell after the reservation system began.

BThe reservation system improved every measure without creating any new challenge.

CThe table proves every student who wanted a slot got one immediately.

DProject completion and lab use both increased after the reservation system began, but the longer waitlist shows that higher demand created a new limitation.

Solution & Explanation:The coordinator says the new system helped students finish projects, and the table shows slots filled rising from 61 to 92 percent and project completion from 78 to 86 percent. But the waitlist also grows from 8 to 14, so the strongest conclusion includes both the benefit and the new constraint.

Problem 2Difficulty: Mastery

A district technology brief says the digital hall pass system reduced classroom interruptions. Data visual: Use the paired-bar chart titled "Classroom Disruption Measures."

Which claim should a careful reader support after using both the passage and the visual?

ABoth measures improved by exactly the same amount after the digital pass system began.

BInterruptions and minutes out of class both increased after the system began.

CThe system seems more effective at reducing interruptions than at reducing total time students spend out of class, because interruptions fell more sharply than minutes away did.

DThe chart proves students no longer missed any class time once digital passes were introduced.

Solution & Explanation:The brief says the system reduced interruptions, and the chart shows interruptions per class dropping from 5.2 to 3.7 while average minutes out of class fall from 14.1 to 12.9. Both improve, but the stronger change is in interruptions, so the best synthesis distinguishes between the two measures.

Problem 3Difficulty: Mastery

An athletics memo says offering an after-school supper helped more students stay for sports practices. Data table: Sports Participation and Student Survey Results Measure | Before Supper | After Supper Team participants | 146 | 169 Bus riders to away practice | 52 | 51 Surveyed students agreeing "I stayed because dinner was available" | 0 | 44

Which sentence would be strongest in an evidence-based paragraph about these two sources?

ATeam participation increased after supper was offered, and the survey suggests dinner mattered for many students, but the evidence does not show it was the reason every student stayed.

BThe table proves transportation became much easier after supper was added.

CThe supper program caused every athlete to stay for practice.

DTeam participation fell after the supper program began.

Solution & Explanation:The memo says supper helped more students stay, and the table shows participation rising from 146 to 169. The survey adds evidence that dinner mattered for many students, but bus-rider counts hardly change, so the sources do not support a claim about every student or every possible reason.

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Frequently Asked Questions

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QHow do I download and print this 8.33 Synthesize text + data visual worksheet?

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Yes! In addition to this printable worksheet, students can practice 8.33 Synthesize text + data visual interactively on our platform with automated grading, instant score tracking, and detailed step-by-step solutions.

QWhat grade level and standards does this worksheet align with?

This worksheet is designed specifically for Grade 8 English students. It aligns with educational standard RI.8.7 (Primary standard selected for prompt fields in this prompt cell: CCSS RI.8.7. Skill statement in this prompt cell: Integrate a short passage with a chart or infographic: state a conclusion supported by both sources and note any limitations. Associated standards listed with this skill in this prompt cell: CCSS RI.8.7, W.8.9; TEKS 8.8(F), 8.6(F); NY 8R7, 8W5. Use this prompt-provided wording as the supporting standard description for this workflow.).