While collaborative Intelligent Tutoring Systems (ITSs) have been designed for older students and have been shown to support sense-making behaviors, there has not been as much work on creating systems to support collaboration between elementary school students. We have developed and tested, with 84 students, individual and collaborative versions of an ITS that supports students' learning of equivalent fractions. The current paper presents preliminary data analysis focused on understanding what design patterns are associated with sense-making behaviors. Triangulating between log data, eye-tracking data, and transcript data, we find evidence of sense-making behaviors for students who work collaboratively on procedural problems as shown by a correlation of increased levels of joint visual attention and conceptual learning gains, longer time spent on hints compared to students working individually, and example di-alogue. Future work will examine collaborative episodes more closely to isolate design features that are beneficial for elementary school students.