Sensemaking is widely recognized in PER as an essential learning and reasoning process for physics students to figure out physical phenomena for themselves. There is less emphasis in the literature on how this process develops and the early stages between sensemaking and answer-seeking, which we refer to as emerging sensemaking. We argue that instructors recognizing emerging sensemaking moments are productive for supporting students in sensemaking. Since answer-seeking is relatively common in physics classrooms, it is a promising entry point for students to engage in deeper sensemaking. We use qualitative video data from introductory physics labs for life scientists (IPL2S) to explore the complex reasoning process occurring and discuss emerging sensemaking. We also consider the dynamic relations of answer-seeking processes and provide three examples: TA, graphical, and recall answer-seeking. Through a detailed analysis of these moment-by-moment reasoning processes, we shed light on the complexities of small group dynamics and offer suggestions for future work.