Numbers 0–30: Count, Spell and Add in Spanish

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World Languages · Spanish 1
SP-SPAN-002 · Free to print and use in your classroom · substituteplans.com
Page 2
Numbers 0–30: Count, Spell and Add in Spanish
World Languages · Spanish 1 · Grades 8-9 · 50 minutes
Time needed
50 minutes (one class period)
Prep
Copy the 2-page worksheet (one per student). Write three words and their meanings on the
board (see Before Class).
Technology
None. Calculators are not needed.
Student
independence
High. Students work alone with a number list, then check answers together.
Copies to make
One 2-page worksheet per student
Materials
Pencils, Worksheet, Whiteboard or chalkboard
Goal for today: Students will read, write and spell Spanish numbers from 0 to 30 and will solve simple addition and
subtraction sentences written in Spanish.
Before the bell
☐ Copy the worksheet, one per student (2 pages).
☐ Write on the board: más = plus | menos = minus | son = equals (is / are).
☐ Keep the answer key on your desk. It lists every answer in Spanish and in digits, so you do not need to speak
Spanish.
Say this to start
Good morning! Today we are practicing numbers in Spanish. You will read and write numbers in Spanish, spell them,
and then do math problems written in Spanish. There is a number list on the first page. It starts at zero and goes in
order up to thirty. Use it as a helper, then try the problems.

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World Languages · Spanish 1
SP-SPAN-002 · Free to print and use in your classroom · substituteplans.com
Page 3
Run of show
Minutes
What you do
What students do
0–5
Take attendance the way the school requires. Hand out the
worksheet. Point to the board: más means plus, menos
means minus, and son means equals.
Settle in, take out a pencil, and look at the
number list.
5–15
Tell students to complete Part A (questions 1–6): read the
Spanish number and write the digits. Remind them the list
is in order from 0.
Write the digits for each Spanish number.
15–25
Tell students to complete Part B (questions 7–12): read the
digits and write the Spanish word. Say that accents matter
(dieciséis, veintidós). They may copy the spelling from the
list.
Write the Spanish word for each number.
25–38
Tell students to do Part C (questions 13–18), the math
problems. Students write the answer as a Spanish word.
Show the first one on the board in English: five plus three
equals eight.
Solve each problem and write the answer
as a Spanish number word.
38–45
Tell students to answer questions 19 and 20 (multiple
choice) and write two math sentences of their own for
question 21.
Choose the correct answers, then write two
original Spanish math sentences.
45–50
Read the answers for questions 1–20 from the key.
Students mark their work. Collect the worksheets.
Check answers and hand in the worksheet.
If things go wrong
• If students ask how to say a number out loud, say you do not speak Spanish and ask if a classmate can say it.
They can also sound it out from the spelling.
• If students say they have not learned all the numbers, point to the number list on page 1 and say they are
allowed to use it.
• If a student finishes in under 25 minutes, check that accents are in dieciséis, veintidós, veintitrés and
veintiséis, then use the early finisher list.
• If students call out answers, remind them that the answers will be read from the key at the end.
Early finishers
• Write all the even numbers from 2 to 30 in Spanish words, in order.
• Write three more math sentences using más or menos and trade with a neighbor to solve.
• Count from 0 to 10 in Spanish in your head or in a whisper, with a partner taking turns.
Support and challenge
• Support: Let students use the number list for every question and complete only questions 1–4, 7–10 and
13–16.
• Challenge: Write three math sentences in Spanish with answers between 20 and 30, and include one that
uses menos.

SubstitutePlans.com
World Languages · Spanish 1
SP-SPAN-002 · Free to print and use in your classroom · substituteplans.com
Page 4
Notes for the teacher (you fill this in)
Jot a few lines before you leave. A full Daily Sub Report is in the free Sub Survival Kit at SubstitutePlans.com.
How far the class got / what to pick up next:
Students who were especially helpful:
Anything the teacher should know: