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

Here is an example of what students determined during the activity. On the second page students wanted to be very brief in answering the questions. This is obvious in question 6. As I question why the student said one is acute and one is obtuse I realize the student did not look at the sides. This student misunderstood the question. I need to question the student more to know what the student is thinking. I would ask questions such as:

• Why did you say one is acute and one is obtuse?
• What do you know notice about the known sides?

My first idea about the answer is that the student was looking at the measure of the angle C since when we found the 2 triangles in question 1 one of the angles was acute and the other was obtuse. My goal was for the students to notice that the opposite side is smaller than the other given angle and the given angle is acute for us to have a possibility of 2 solutions.

Developing a Conceptual Understanding: Student Example of Activity

# 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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