Reflection: Self-Talk Ambiguous Case Day 2 of 2 - Section 3: Testing Students Methods for Ambiguous Case


When I began teaching trigonometry I was a teacher that just went over the rules in the book with no explanation. I never develop why the new triangle had an angle that was supplementary to the angle found in the first equation. I sometimes just told the students anytime you have an acute angle you may have 2 solutions so you need to check.

As I develop my understanding and teaching approaches I realized that having a deeper understanding of the ambiguous case helps the students in all areas of solving triangles. Students need to explore to see the relationships among the sides and angles.

For me to develop the activities in these last 2 lessons I have had to look at the structure of the book explanation and then see how I could make an activity that would help students understand the structure. I am still working on improving the activity for this topic as well as how I facilitate students learning.

I may never have the perfect lesson but I know this lesson is far above what I did 20+years ago.

  When I first taught Ambiguous Case
  Self-Talk: When I first taught Ambiguous Case
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Ambiguous Case Day 2 of 2

Unit 6: Solving Problems Involving Triangles
Lesson 5 of 13

Objective: SWBAT determine the number of solutions possible from given information.

Big Idea: By analyzing the information given a student can determine the number of possible solutions and find the solutions.

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Math, law of sines, triangles (Determining Measurements), Oblique Triangles, Ambiguous Case, problem solving, pre
  45 minutes
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