Creating a Culture of Collaborative Learning

All Grades / Math / Professional Learning
CCSS: Math.3.OA.B.5 Math.Practice.MP7

Common Core State Standards




Grade 3


Operations & Algebraic Thinking


Understand properties of multiplication and the relationship between multiplication and division


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




Mathematical Practice Standards


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 Objective

Engage in a learning lab cycle


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.

Common Core Standards
Math.3.OA.B.5, Math.Practice.MP7

Supporting Materials

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  • 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

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