When solving word problems, students can visualize the word problem by creating a diagram representing the problem needing to be solved.

Labeled diagrams can be integrated into assessments. Depending on the level of the student, the diagrams can have as little or as much information as necessary to serve as scaffolded support on the exam. Some students may need a detailed diagram showing a shape, the formula for calculating its area and definitions for each of the variables in the formula. Other students might need to have only the shape and a formula shown. For example, a test could have a blank circle diagram where the student is expected to label the radius, circumference and diameter, or the student could refer to a labeled diagram while answering specific questions about the concept on the exam.

Students are learning about different types of triangles. In the classroom, there is a poster on the wall that shows several types of triangles (e.g. isosceles, equilateral, scalene). Each type of triangle is labeled with distinguishing characteristics. For example, the isosceles triangle is shown to have two sides of equivalent lengths (see diagram above, tick marks) and two angles that are equivalent (see diagram above, angles are labeled as congruent). Following teacher instruction, using the information outlined on the labeled diagram, students practice measuring the side lengths and angles of a different assigned triangle to identify the type.

A glossary handout contains labeled diagrams of basic shapes, including a triangle, rectangle, square and parallelogram. The base and height of each shape is labeled and the formula for calculating the area of each shape is printed. Students use the glossary as a reference when working on mathematical problems for finding the area.

Students are studying a unit on flowers. As part of the unit, students dissect flowers and use a labeled diagram to identify the parts of the flower (e.g. style, stigma, petal, sepal).

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