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Lesson Plan: Numbers (1-100)
DESCRIPTIVE DATA: This lesson is for a 55 minute period in a 7th grade Exploratory
Spanish class of 25 students. Instead of having Spanish, gym, or art all year long, students take
each class for six weeks each and rotate between them. This lesson was taught on a Friday in the
second week of the six week class term. The unit is focused on reviewing basic vocabulary that
students should have learned already in previous classes, including: introductions (i.e.
conversations), months of the year, days of the week, alphabet, and weather. The topic of this
lesson is numbers from 1 to 100.
OBJECTIVE: By the end of this lesson, students will be able to recognize the numbers from 1
to 100 when spoken and will be able to convey information themselves using numbers.
Standards (Michigan Merit Curriculum):
1.1.N.SL.b (Ask and answer basic questions about the weather, health/physical conditions, self,
family and friends)
1.1.N.SL.d (Request, offer, invite, and reply appropriately using memorized phrases)
1.2.N.L.a (Demonstrate understanding of oral classroom language in the target language
including directions, commands, and requests)
PROCEDURES:
Presentation of Content
a) Warm-up (5-6 minutes)
The lesson begins with a warm-up in which students work in groups to generate a list of
the ways they use numbers in their everyday lives. After about five minutes, the teacher
begins asking the class by groups for one item on their list. The teacher writes each
group’s suggestions on the white board and concludes the warm-up by emphasizing the
importance of learning numbers in order to function in society.
b) Direct Instruction (7-8 minutes)
Next the teacher shows a PowerPoint that reviews how to say the numbers from 1 to 100
in Spanish. As a class, students practice reciting the numbers from 1 to 20, 30, 40, 50, etc.
The teacher then calls on volunteers to say more complicated numbers, such as 23, 56,
and 84.
c) Activity 1 (5 minutes)
Students are asked to walk around the room and ask ten other people what their phone
number is. The teacher models this first by engaging in a sample exchange with a random
student in the class, asking the student his/her phone number and then providing her own
“phone number” (students are encouraged to give an imaginary phone number if they
would prefer not to give out their real number). This activity also practices the
construction “¿Cúal es tu número de teléfono?” (What is your phone number?) and ¨Mi
número de teléfono es___” (My phone number is_____). As the students engage in the
