WeSolve+ is best for a teacher or a parent turning material they already have, a textbook page or a set of notes, into practice a student can do unaided. The tool below converts pasted text into items with the answers hidden, which you can print or hand over as they are.
WeSolve+ reads the whole document and writes the questions for you
Upload your PDF, photograph your notebook, or point the camera. WeSolve+ writes questions from that material, explains why each answer is right, reads the chapter back to you as a podcast, and remembers every item you missed until you own it.
The tool below is a small browser-only tool and it is not WeSolve+: paste a few lines and text rules turn them into cards on the spot. The real app, the one that uses AI, is behind the link above.
Text to worksheet items
This is a browser-only tool, and that is all it isIt splits the text you paste by rule, and nothing else. WeSolve+ is a different thing entirely: it reads your whole PDF with AI, writes the reasoning behind every question, speaks the chapter back to you, and remembers what you missed so it can return it. Try the real app now, free!
This tool uses text rules, not AI. Lines written as "term: meaning" become two sided items, plain statements lose their longest word so the student supplies it, and numbered questions keep their options and their answer line. It cannot vary difficulty or write a new question, which is the part described below. Your text stays in the browser and is never sent anywhere.
The order on the page changes what is learned
A sheet with ten questions on the same operation is blocked, and blocked practice produces fast, confident work during the lesson and poor recall a fortnight later. Mixing the operations, so the student has to decide which method applies before applying it, is interleaving, and it reverses both halves of that: the sheet feels harder, takes longer, and holds. The decision that matters is which one the student needs today. A method met this morning needs a blocked run to get the steps in place; a method met last week needs mixing, because by then the difficulty is not executing the method but recognising that it applies. Most published worksheets are blocked, because blocked sheets look better when they come back marked.
How many items before the returns fall away
Practice beyond the point of reliable success is overlearning, and it buys much less than the time it costs. Three correct in a row is a reasonable stopping rule for a procedure; after that another six of the same thing mostly buys speed you would have got anyway. What does pay is returning to the same material on another day, which is distributed practice. Practically that means a shorter sheet today plus five questions from last week's sheet at the bottom, rather than a long sheet today and nothing until the test. The old material at the bottom of the page costs nothing to add and is the single highest value change most worksheets could make.
The answer key should show working, not letters
A key that lists twenty eight, fifteen, forty two tells a student who got the second one wrong precisely nothing about where they went wrong. A key with one line of working per item lets them find the step, which is the difference between marking and learning. This is the same argument as the worked example effect, the finding that studying a full solution beats unaided struggle when the material is new. Where the answers are not numbers but judgements, a short rubric does the same job and keeps marking consistent between one student and the next.
Differentiating without producing three sheets
The usual approach makes an easy sheet, a middle sheet and a hard sheet, and triples the preparation. A single sheet with a low floor and no ceiling does the same work: start with items everybody can complete, put the harder ones after, and finish with one open question that has no single right answer. Nobody stalls at question one and nobody runs out. The parallel structure in scaffolding is fading support: the first items carry a worked example beside them, the middle ones a prompt, the last none at all. One sheet, three levels of help, and the student chooses where they need it rather than being sorted in advance.
What a sheet cannot do, said plainly
A worksheet checks whether a procedure runs. It does not show whether somebody understands why the procedure is the right one, and a student can complete a page of correct answers while holding a misconception that the page never touches. Catching that needs a question with no procedure attached, of the explain why or which of these is not an example kind, and one such question is worth five more of the same drill. It is worth writing on this page precisely because the tool above will happily produce twenty items of drill and none of the other thing.
Producing one from a chapter you already have
Photograph the textbook page, upload the PDF or take a camera shot and WeSolve+ reads it and writes questions from that material with the reasoning attached, plus a card deck and a short audio recap of about a minute. Because the questions come from your own chapter rather than a general bank, they use your notation and your worked examples, which is what makes a sheet usable in a specific classroom. At wesolveapp.com in any browser and on the App Store for iPhone and iPad, free to begin. Figures on pricing, and classroom use on the teachers page.
Sources used on this page
- Worksheet
- Interleaving
- Distributed practice
- Overlearning
- Worked-example effect
- Cognitive load
- Instructional scaffolding
- Rubric (academic)
- Cepeda et al., distributed practice meta analysis (2006)
- Kornell and Bjork, is spacing the enemy of induction (2008)
- Roediger and Karpicke, Test-Enhanced Learning (2006)
- Dunlosky et al., improving students' learning (2013)
- What Works Clearinghouse, organizing instruction and study
- The Learning Scientists, retrieval practice
- Retrieval Practice, the research library
- Cloze test
- Active recall
- Spaced repetition
- Anki manual, importing text files
- MDN, the textarea element
- MDN, the details element
- MDN, the Clipboard API
- W3C, the disclosure pattern
- WeSolve+ on the App Store
- Differentiated instruction
- Textbook
- Lesson plan
- Curriculum
- Direct instruction
- Educational stage
- Feedback
| Design choice | Ten of the same | Mixed, with old material at the bottom |
|---|---|---|
| How it feels in the lesson | Fast and confident | Slower, more hesitation |
| What the student practises | Executing a known method | Choosing the method, then executing |
| Marks on the day | Higher | Lower |
| Recall two weeks later | Lower | Higher |
| Preparation cost | Same | Same, plus five old questions |
How many questions should a worksheet have?
Fewer than most have. Three correct in a row is a reasonable stopping point for a procedure; beyond that you are mostly buying speed. Use the space for five questions from last week instead.
Should the questions be mixed or grouped by type?
Grouped on the day a method is introduced, mixed after that. Once the steps are in place, the real difficulty is recognising which method applies, and grouping hides that.
Is this tool free to use?
Yes, with no account and no cap, because the page does the work locally. There is nothing on our side to meter.
Does anything I paste leave the page?
No. Everything happens in your own browser and nothing is transmitted. You can check by watching the network panel while you type.
What should the answer key contain?
One line of working per item, not just the final value. A bare list of answers tells a student that they were wrong without telling them where.
Can it make a sheet harder or easier?
No, it converts what you give it. Difficulty comes from the material and from the order you put it in, both of which are decisions rather than transformations.
Last updated: 2026-08-15