According to Bruner’s CPA approach, children will need the concrete experiences where they are given the sticks to bundle into tens and ones. By doing so, they are able to say they have 3 bundles of tens and 4 ones.
The next step is to allow the children to transfer their knowledge of having 10 sticks in a bundle to the base ten block, doing so they have acquired a new idea and they will be able to do away with the real concrete and rely on the base ten blocks in the future.
The next step is to transfer the value of the base ten blocks to non-proportional materials like the coins. Each ten cent coin represents each base ten block. This is a higher level of understanding for the children to acquire.
Children who have the knowledge of using non-proportional materials are ready to move on to using abstract that is representing with number on the place value chart.
Knowing where to place the values on the place value chart, the children will be able to read and write them in tens and ones notations.
Next they will need to expand on the notation, that is to be able to tell that 3 tens is 30 and 4 ones is 4, thus able to move to numerals (34) which will represent 3 tens and 4 ones.
The next step, they can be introduced to number in words which spelled out the numeral; thirty-four.
The five tasks are in the following sequence:
1. Place value chart
2. Tens & ones notations
3. Expanded notations
4. Numerals
5. Numbers in words
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