Idea: Different look, same value
Reflection 1: I understand the idea about equivalent fractions well mainly because I understand how things are related and match up. What this means is, I can see how there parts of a whole and if you have the correct number of these parts to make a whole, than you have made a whole.
Reflection 2: Many children may not feel the same way as I do when first learning about equivalent fractions. For a child with a fairly concrete mind, once they are told that a whole is a whole number (3, 4, 5, 6 etc), than it is challenging for them to understand that there are many pieces to the while that they do not see (halfs, quarters, thirds etc).
Reflection 3: I'm glad to see that I am thinking about student's developmental stages as a student teacher. I am a psychology lover and have a large background in psychology (and eventually would like to continue in this field), therefore it is important to me to really see the cognitive, behavioral and physical stages these students are at.
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