Creating a Culture of Collaborative Learning
Common Core State Standards
Math 
Math 
3 
Grade 3 
OA 
Operations & Algebraic Thinking 
B 
Understand properties of multiplication and the relationship between multiplication and division 
5 
Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) 
Download Common Core State Standards (PDF 1.2 MB) 
Common Core State Standards
Math 
Math 
Practice 
Mathematical Practice Standards 
MP7 
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 x 8 equals the well remembered 7 x 5 + 7 x 3, in preparation for learning about the distributive property. In the expression x2 + 9x + 14, older students can see the 14 as 2 x 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. 
Download Common Core State Standards (PDF 1.2 MB) 

Lesson Idea (Common Core)A Passion for FractionsGrades 35 / Math / ReasoningMath.5.NF.B.4b / Math.Practice.MP2 / Math.Practice.MP3
 517
 59

Planning/CollaborationReflecting on Teaching & Learning About FractionsGrades 35 / Math / Teacher CollaborationMath.5.NF.B.4 / Math.5.NF.B.6
 111
 2

Lesson Idea (Common Core)Chessboard Algebra and Function MachinesGrades 35 / Math / FunctionsMath.4.OA.A.2 / Math.4.OA.C.5
 8
 5

Lesson Idea  Common CoreSubtraction as a Confidence BuilderGrades 35 / Math / Multiple MethodsMath.3.NBT.A.2
 160
 3

Teaching PracticeFormative Assessment: Understanding FractionsGrades 34 / Math / Fractions
 45
 23

Lesson Idea (Common Core)Multiplying Whole Numbers & FractionsGrades 35 / Math / ReasoningMath.4.NF.B.4b / Math.Practice.MP2 / Math.Practice.MP3
 225
 35

Lesson Idea (Common Core)Reasoning About DivisionGrades 35 / Math / StrategiesMath.4.NBT.B.6
 951
 95

Lesson Idea  Common CoreUnderstanding Fractions through RealWorld TasksGrade 3 / Math / ModelingMath.3.NF.A.1 / Math.3.NF.A.2a / Math.Practice.MP4
 53
 9
Lesson Objective
Engage in a learning lab cycle
Length
12 min
Questions to Consider
 How does Ms. Gray create a collaborative culture that allows for authentic professional learning?
 How does the learning lab cycle help teachers deepen their understanding of the mathematical content?
 How do the teachers support each other? How do they push each other's thinking?
See Kristin's Laureate page here.
Watch all the videos in this series:
Coaching Towards Collaborative Learning.
Watch an interactive segment from this video at Tch Video Lounge.
Teacher & School Info

Kristin Gray
 School Details
 Shields (Richard A.) Elementary School Lewes, DE
 Population
 722 students
 District Spending
 $14,381
Supporting Materials

Creating a Culture of Collaborative Learning Transcript

Lesson Plan: Learning Lab Plan.PDF

Worksheet: Learning Lab Planning Sheet.PDF

Worksheet: Learning Lab Planning with Dot Images.PDF