## Reflection: Developing a Conceptual Understanding Ambiguous Case Day 1 of 2 - Section 1: Bell Work

This year I have the opportunity to see my lessons taught by an intern. The intern adjust the lessons to fit her style but the content is the same as are the activities.

While observing this lesson I was reminded of many issues I have faced when teaching the ambiguous case. The intern has great questioning techniques and has the ability to let students think and discuss ideas. This can be a challenge for a new teacher. During this lesson I saw a student get very frustrated because some students were not immediately seeing what he saw. Being able to facilitate a mathematical discourse can be a challenge especially if there are outside issues with the students.

It is hard to know when students have lost focus and need to be brought back to the question. It is important to consider the point you as the facilitator will stop a discussion. When 2 students are dominating the discussion I find is a time I will interrupt and ask someone in the class to explain what the 2 students are discussing and question the class on what we are trying to determine.

During the class discussion I noticed that students struggled when the given information was drawn in a different way than the students had explored. This tell me that I need to adjust the activity to do more exploration with the diagrams drawn in different ways.

For this lesson I found out after the lesson that the students have some old issues “drama” that distracted from the discourse. The outside issues caused a good class discourse to lose its effect. To recover from the loss of focus I intervened and brought the main concepts out by having very focused questions over the activity.

From this observation, I realized that I always have specific questions available if a discussion loses focus. I may or may not use the questions it depends on the class dynamics which I analyze on a daily basis.

Difficulty for New Teachers
Developing a Conceptual Understanding: Difficulty for New Teachers

# Ambiguous Case Day 1 of 2

Unit 6: Solving Problems Involving Triangles
Lesson 4 of 13

## Big Idea: After analyzing the ambiguous case for oblique triangles students will determine the number of possible solutions and find solutions when possible.

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Standards:
Subject(s):
Math, law of sines, triangles (Determining Measurements), Oblique Triangles, problem solving, pre
40 minutes

### Katharine Sparks

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