Justification Paper

MiChelle Kollmann
Edtech 506
Focusing on the addition and subtraction of fractions, this unit addresses one of two parts of
the common core standards for fractions at the fifth grade level. The unit is broken into three
topics of adding and subtracting fractions including like denominators, unlike denominators,
and mixed numbers.

User Assumptions
This unit of instruction was created for fifth grade students based on Fifth Grade Common Core
Standards. Although appropriate for most fifth grade students, this unit was created with my
own fifth grade class in mind. Students are enrolled in a public K-6 school in a split grade class
of fifth and sixth graders. Although the class is a combined grade level, instruction is delivered
to each grade level separately. Fifth graders account for 70% of the class enrollment. Each
student has a Chromebook as many lessons are accessed by students using online programs
and instruction. Students are able to read near a fifth grade level and have average math skills.
Fifth grade students are expected to enter fifth grade with a basic knowledge of creating
equivalent fractions based on third and fourth grade standards. The fifth grade standards are
listed in the Numbers and Operations- Fractions strand. The instruction covered in this unit
addresses two of the seven standards for fractions.

Use equivalent fractions as a strategy to add and subtract fractions.

CCSS.MATH.CONTENT.5.NF.A.1 Add and subtract fractions with unlike denominators
(including mixed numbers) by replacing given fractions with equivalent fractions in such
a way as to produce an equivalent sum or difference of fractions with like
denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d =
(ad + bc)/bd.)
CCSS.MATH.CONTENT.5.NF.A.2 Solve word problems involving addition and
subtraction of fractions referring to the same whole, including cases of unlike
denominators, e.g., by using visual fraction models or equations to represent the
problem. Use benchmark fractions and number sense of fractions to estimate mentally
and assess the reasonableness of answers. For example, recognize an incorrect result
2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.

Graphic Description
I wanted to create a graphic which would provide a concrete definition for
my fifth grade students as they begin adding and subtracting fractions. To
simplify the message and focus on the information presented, I used white
space to create focus on the definition of a fraction. The text is simple and
balanced on top and bottom with the graphic in the middle. As students

read left to right, the text was offset to keep the students' focus moving from top to bottom,
left to right across the graphic.
For the image representing a fraction, it was important to show only the fractional pieces. In
this case, two fractional pieces are represented while there is still a piece of the whole missing.
I wanted to make sure students were not confused by seeing a whole and a part.
White space can be used to as a tool to clarify text, construct perception of time, and create
balance. According to Lohr (2008) background color can also be considered white space.
Learners often prefer graphics and text which include plenty of white space because they are
"less overwhelmed by the volume of information presented" (Lohr, 2008).
Originally, I wanted to create a graphic organizer demonstrating the whole
process of both adding and subtracting fractions. Since there are many
steps involved, I decided to break down the process into smaller chunks.
This graphic represents three different ways I teach my fifth graders to
find the common denominators of two numbers. The purpose of this
graphic is for a reference for students after they have learned each
method of finding a common denominator. As I designed the graphic
below, I used the ACE (Analyze, Create, and Evaluate) design model.
Lohr (2008) explains that "during the design phase, you identify the purpose of the instructional
visual". I began by analyzing the steps of adding and subtracting fractions. Students are usually
successful with adding and subtracting with like denominators, however, as they encounter
unlike denominators the procedure becomes more difficult. I realized finding a common
denominator is a big piece of the puzzle when adding and subtracting fractions. Not all fifth
graders are fluent with their multiplication facts, so often students use the method of finding a
common denominator that works best for them. I decided a graphic organizer would help
students remember the three different ways we learn to find a common denominator.
Next, in the design process the concept moves to its physical form which is considered the
create phase (Lohr, 2008). After listing the methods of finding a common denominator, I
decided I didn't want give a detailed explanation. Instead, I wanted to create a model using
each of the methods to find a common denominator. At first I showed a new problem with
each method. The graphic seemed too busy and lacked repetition. Using the same problem for
each of the methods seemed to simplify the graphic. For each method, I simply demonstrated
how to find a common denominator. Students would have pages in their notebook showing the
specific process of each method including words and graphics. The organizer was simply a
representation of each method.
Finally, the evaluation phase involves careful editing and changing of the visual (Lohr, 2008).
Originally, the visual had color in the two ovals in the cross multiply section. I added color to the
background of the design and changed the ovals in the cross multiply section from red to pink. I
wanted to keep the three methods similar colors while having a different color for the title.
Edward Tufte (1990) describes four instructional functions of color (Lohr, 2008).

Labeling- Color can be used to label or differentiate

information. Maps use color to label information to make
features easy to identify.
Identifying Quantity and Measurement- Charts and graphs
use color to identify quantity or measurement.

Representing Reality- Realistic illustrations often use color to depict the color of objects
to differentiate them from others.
Creating Aesthetic Appeal- Color can be strictly decorative creating a visual appeal since
people tend to prefer color to black and white.

I chose to illustrate how to solve a word problem including subtracting fractions from a whole
number. I used color in several ways as I created my graphic.
Labeling- I used red to draw attention to just the denominator in the fraction. I hoped to tie
information together with color by making the number match the circle where the
denominator is shown.
Representing Reality- I tried to create pizza that would have a realistic look to contrast with the
grey of the pan as pieces were removed.
Creating Aesthetic Appeal- I hoped to create a graphic that was visually appealing by adding
color to the background. Originally, the background was yellow, but to create a better contrast
between the graphics and the background, I changed it to blue.

I designed a graphic organizer for the math vocabulary in my adding and

subtracting fractions unit using the selection principle. Mayer (2008)
describes the three characteristics of the selection principle to be
concentrated, concise, and concrete. I focused on two of the three
characteristics: concentrated and concise. When creating the graphic, I
made the words the emphasis of the graphic keeping the main elements
concentrated. I removed any unnecessary wording or graphics to keep it
concise. I had originally added a few graphics of fractions, but realized as
the students completed the organizer, I wanted their definitions and
graphics to become the focus. Any graphics I would have added would have distracted from the
focus. I used grey for the lines in the organizer to help keep the students work organized
without being the focus of the graphic. Although the heading is big, using blue instead of black
softens the look. The main focus should be on the words in the organizer, so I chose black for all
words. I used a bolder and larger font to make the subheadings stand out. As I listed the words,
I made sure to keep multiple words close to each other, limiting the space of the return.
Another version of the same graphic is available on the website listing the definitions. Students
who struggle with writing definitions will benefit from the prerecorded definitions.

The use of shape can create both an aesthetic and functional design
perspective (Lohr, 2008). I have created the prime and composite image to
introduce the meaning of each word in a fifth grade math unit focusing on
adding and subtracting fractions. Teaching this unit requires students to
understand the difference between prime and composite numbers when
finding prime factors to create like denominators.
Knowing this image would be used to communicate the meaning of the
vocabulary words, I began with a rectangle to display the information. Next, I decided to split
the rectangle into two columns separating the words and supporting information. To

emphasize the examples following the definitions, I created a smaller graphic continuing to use
the rectangle shape.

CARP- Contrast, Alignment, Repetition, and Proximity

According to Lohr (2008), most of the information regarding these
actions are based on aesthetic design principles instead of research.
Contrast is created by producing a difference between elements in a
visual by altering text weight or size. The alignment of text may improve
the readability. Left justified words are usually easier to read, while
centered text has a more formal look (Lohr, p. 201). "Repetition can
create a sense of harmony and unity" and is easily created by repeating an aspect of the design
(Lohr, p. 203). Proximity can describe the relationship between aspects
within a visual or even between a visual graphic and its related text.
When text is placed too far from the visual example the relationship may
be lost.
Based on the first graphic, a second graphic was designed to show the
opposite process. Keeping the colors and design from the first graphic
ties the concepts together.

Lohr (2008) tells us the goal of chunking is to "help the learner think about
information in a meaningful or efficient way." For this graphic I focused on
chunking the information my fifth grade students will need to make sure
their answer is simplified. Students often try one method of checking for a
simplified fraction but forget (or choose not to) use any others. By creating
an organized chart, I'm hoping students will check their fraction with each of
the steps if necessary.
When creating the chart, I chose to use specific numbers to give examples of each step. In each
step, words are placed before the examples and are kept a reasonable space apart. The
information has been aligned to form columns which created uneven space between words and
numbers. However, I felt the words were in close proximity so meaning would not be lost. I
kept the background and steps the same color but changed the shade to show separation
between each step.
To create emphasis on important words I chose a color that would contrast the background.

Design Process
Video- The multimedia principle explains learners benefit from having both text, either spoken
or written, and graphics included in instruction (Clark and Mayer, 2008). I chose to use video
lessons to present instructional material when possible. Videos were chosen on their precise
instruction of the skill being taught through the use of clear language and graphics.

Fonts- For paragraph text containing directions I chose sans serif fonts for their legibility on a
computer screen. According to Lohr (p. 221), "many consider sans serif type more legible for
computer-based instruction or presentation". Although this claim has not been supported by
research, I find in this case, the sans serif was a good choice for my web based project.
For the page titles and headings, I also chose a sans serif font. However, the fonts for these
were more decorative in nature and chosen for their fun look which would appeal to the
intended audience.
Chunking and Proximity- Information presented in the website was chunked to make it easier
for students to understand and navigate. Words were kept near icons and headings to tie
information to the intended graphic.
Icons- When possible I created icons by taking screen shots of the online games students were
asked to play. I hoped by offering a friendly visual, the games would be appealing to the
students as opposed to using lines of text linked to the games.
Repetition- Repeated format on pages including learning target and to do titles. I felt the
repetition would help students navigate through the website and follow the intended
directions.

Resources
California Department of Education (2014). The california common core state standards:
Mathematics. Retrieved from
http://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf.
Clark, R. C., & Mayer, R. E. (2008). E-learning and the science of instruction, 2nd edition. San
Francisco, CA: Pfeiffer.
Ertmer, P. A., Quinn, J., & Glazewski, K. D. (2013). The ID casebook: Case studies in instructional
design. New York, NY: Pearson Higher Ed.
Larson, M. and Lockee, B. (2014). Streamlined ID: A practical guide to instructional design. New
York and London: Routledge.
Lohr, Linda L. (2008). Creating graphics for learning and performance, second edition. Upper
Sadle River, NJ: Pearson
Williams, R. & Tollett, J. (2006). The non-designers web book, third edition. Berkley, CA:
Peachpit Press.
Wu, H. (2014). Teaching fractions according to the common core standards. Retrieved from
https://math.berkeley.edu/~wu/CCSS-Fractions_1.pdf.