One of the major benefits of the face-to-face teaching environment is that social interaction opportunities are a natural part of the course: Learners meet in the same room for the same allotted period of time each week. This social opportunity is not organic to online courses; therefore, to have this social interaction as a part of online classes requires purposeful design. The best use of asynchronous and synchronous social activities in online math courses come from intentional design. These social activities can improve the quality of student learning, and can help students gain mathematical process skills, literacy and confidence. In this article, the author provides strategies for building both asynchronous and synchronous collaborative math activities in online learning environment.