Equivalent fractions look different, but they represent the same amount. We create equivalent fractions in class first concretely with manipulatives, then pictorially, then abstractly. Again, we make area models, linear models, and set models.
After students can recognize and create equivalent fractions with concrete materials, they are ready to do the same thing with pictures. I generally recommend using groups, rectangles and number lines, not circles, since it is hard to draw equal parts inside circles.
After the picture model is mastered, students learn how to create equivalent fractions abstractly, in their head or using a paper-and-pencil method. First, students must understand that when you multiply or divide any number by 1, you get the same number you started with. They also must understand that numbers like 4/4 and 5/5 are the same thing as 1, or a whole. Therefore, you can create equivalent fractions abstractly by multiplying or dividing by a whole.