9. Los números 13 - 31
9. Los números 13 - 31 Numbers 13 - 31 Now that pupils are familiar with the numbers 1-12 and the months of the year, learning the numbers 13-31 is the remaining step that will enable them to say when their birthdays are. Extending pupils’ familiarity with numbers also makes it possible for them to embark on a wider range of mathematical activities, paving the way towards telling the time, using money and measuring weight, length and speed.
VIDEO section 9 ANIMATION: The opening sequence shows animated numbers 13-20 appearing on screen. Children skipping in the playground count the numbers 13-20. Children playing a board game count numbers between 13 and 20 as they move their counters around the board. ANIMATION: Animated numbers 21-31 appear.
NEW WORDS AND PHRASES
21 22 23 13 trece 24 14 catorce 25 15 quince 16 dieciséis 26 17 diecisiete 27 18 dieciocho 28 19 diecinueve 29 30 20 veinte 31
veintiuno veintidós veintitrés veinticuatro veinticinco veintiséis veintisiete veintiocho veintinueve treinta treinta y uno
Scenes from video section 9: Skipping in the playground.
Children skipping in the playground count the numbers 21-31. Children playing a board game count numbers between 13 and 31 as they move their counters around the board. NUMBERS SONG : Children sing an authentic Spanish numbers song. (See this chapter's cross curricular activities.). ANIMATION: Animated numbers 10, 20 and 30 appear on screen.
HOW SPANISH WORKS These higher numbers can be quite difficult for beginners to pronounce. However, once pupils have learnt the Spanish for 13, 14 and 15 all the other numbers follow a logical pattern as shown in the table above. It is very simple if you are already familiar with the numbers 1-9.
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Scenes from video section 9: Board game.
9. Los números 13 - 31 ❑ Play “jump to the number” Divide the class into teams. Each team has an identical set of numbered cards. When you call out a number, the pupils holding that particular card try to be the first to jump up and call out the number.
Activities Before watching video section 9, it is a good idea to have a brief “warm up” session to revise the numbers 1-12.
❑ Everyone stands in a circle with you in the centre. Throw a soft ball to different pupils. As you throw the ball say “13”, the first pupil echoes “13” as he/she throws the ball back to you. Continue with 14, 15, 16, and so on. As pupils grow in confidence, ask them to say the next number in the sequence as they throw the ball back to you.
❑ Watch video section 9: “Los números 13-31”.
You may find it easiest to concentrate at first on the numbers 13-20. You can then repeat the activities in a later session to include the numbers 21-31.
❑ Play “hide the number” This game works best if you use the OHP. Alternatively, you could attach flashcards to the board and ask pupils to shut their eyes when you remove a card. Place transparencies on the OHP so that several numbers can be seen at the same time. Point to the different numbers and ask the class to name them. Now remove one of the transparencies. Point to the numbers again. The class calls out the numbers including the “missing”one. See how much of the sequence the class can remember as each visual prompt disappears.
❑ Echoing: Make flashcards to represent each number or use coloured transparencies on the OHP. Say the number as you show each card. Pupils echo the number. ❑ Give each pupil a flashcard representing a number. When you call out “13”, for example, all the pupils with the card number 13 hold it up for everyone else to see, and so on. Begin by calling out the numbers in order, starting with 13. Then call out the numbers in order starting with a different number. Gradually work towards calling random numbers.
❑ Play “lotto” Before the game starts, each pupil prepares a lotto card using their own choice of numbers from 1-31 without repeating any. You call out the numbers in Spanish and they cross them off on their cards. The first pupil to have crossed off all their numbers calls out “¡Yo!”
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9. Los números 13 - 31 ❑ Watch video section 9: “Los números 13 -31” again for reinforcement. Encourage pupils to echo the numbers as they hear them pronounced on the video.
❑ Play “swap numbers” Pupils arrange their chairs in a circle. Each is given a numbered flashcard, making sure that there are several children holding each number. When you call out “20” for example, the pupils with the card showing “20” swap places. As they do so, you run for an empty chair. The pupil left without a chair becomes the caller.
CROSS CURRICULAR ACTIVITIES
❑ Numeracy: Whenever you need a pupil to count something out (e.g. books, pencils) encourage them to do it in Spanish.
❑ Working in pairs: activity sheet Pupils can play the board game which is a simplified version of the game shown in video section 9 (see this chapter's talking point). Each pupil has a coloured counter. They take turns to throw the die and move around the board. If a player lands on a goose, s/he says the corresponding number, eg. “18”; moves to the next goose and says that number eg. “22”. If s/he lands on the dice, they take another turn in a similar way. The skull is unlucky - landing on that means you have to start all over again!
❑ Numeracy: When pupils are familiar with the numbers 1-31, they can practise them every day in a whole range of ways: e.g. ■ counting backwards ■ counting forwards, starting from a number chosen at random ■ counting backwards, starting from a number chosen at random ■ counting forwards and backwards in multiples of two, three and four, e.g.: 2, 4, 6, 8, 10, 12, 14, 16, 18, 20 3, 6, 9, 12, 15, 18, 21, 24, 27, 30
See chapter 16 for some useful extra words that pupils can use whilst playing this game.
❑ Numeracy: You can use the board game for mathematical activities. Remove the jokers, jacks, queens and kings from a pack of playing cards. Shuffle the cards and place them in two piles face down beside the board game. When a player lands on a goose, he/she takes a card from the top of each pile. The idea is to say the figure that the two cards add up to. If this is correct the player takes another turn.
♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦
❑ Working in groups: activity sheet When pupils are familiar with the numbers 1-31, you can add variations to the game. Make a pile of “chance” cards from your collection of flashcards. These could be colours, numbers and reduced size photocopies of the greetings and “goodbye” flashcards. Place these face down next to the game board. When a player lands on a goose he/she takes a card from the top of the pile. The idea is to say the appropriate number, colour or greeting. If this is correct, the player takes another turn.
+
♠ ♠ ♠ ♠ ♠ ♠
= 14
❑ Numeracy: Pupils take it in turns to roll two or three dice and add the numbers together. ❑ Science/geography: Now that pupils can count up to 30, they can measure temperatures (in degrees C) and read the results out in Spanish (see extra words and phrases at the end of this chapter). They could do this hourly through the school day and draw a graph of the results.
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9. Los números 13 - 31 ❑ PE: Play “run to the number” Attach number cards to plastic bollards or rounders' posts on the school field, to apparatus in the hall, or place them inside plastic hoops. Call out a number in Spanish and the pupils run to the corresponding number.
Song: Dos y dos son cuatro The song “Dos y dos son cuatro” is an authentic song used to help Spanish children learn numbers and multiplication.
Dos y dos son cuatro 2 + 2 = 4 Cuatro y dos son seis 4 + 2 = 6 Seis y dos son ocho 6+2=8 Y ocho, dieciséis + 8 = 16 Y ocho, veinticuatro + 8 = 24 Y ocho, treinta y dos + 8 = 32 Ánimas benditas me arrodillo yo.
❑ PE: Pupils count in Spanish whilst skipping as the children do on the video. ❑ PE: Play “numbers and colours” Divide the class into four teams. Each team is identified by a colour. Attach number cards to the aparatus as described above. Call out combinations of numbers and colours e.g. “azul y verde - 20.” Pupils in the blue and green teams run to try and be first to touch number card 20. ❑ Music: Pupils can join in with the numbers song on the video.
The final line of the song literally means “blessed souls - I kneel down”. You may prefer pupils simply to join in with singing the sums when you play the video.
❑ Music: Pupils can compose their own tune and chants to fit the rhythm of the numbers 1-31.
Dos y dos son cuatro C
C
y
dos
son cua - tro
cua - tro y
dos
son
seis
(
Dos
G
y
dos
son
o - cho
C
y o - cho
die
(
Seis
-
ci
-
séis
C - cua - tro
trein
-
ta y
G
G
(
- ni - mas ben - di - tas me a - rro
G di
C -
llo
dos
(
(
y o - cho
yo
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-
di
C -
llo
yo
me a - rro -
(
vein - ti
(
y o - cho
Á
C
G
9. Los números 13 - 31
Talking point THE GOOSE GAME
EL JUEGO DE LA OCA The children shown in the video are playing a traditional board game - el juego de la oca. The goose game can be found right across Europe, with the oldest examples going back to the 16th century. No one knows for certain in which country the game originated. Some sources suggest it came from Germany, others suggest Spain or France. We do know that the game was given to King Phillip II of Spain as a present in about 1580 by Francesco I de Medici, Grand Duke of Tuscany. There is also an English document dated 16 June 1597 which refers to it. The earliest Italian written sources date back to the 17th century.
Scenes from video section 9: El juego de la oca.
The game board represents a journey. One theory is that it is based on the idea of the medieval pilgrimage. In the traditional version, the board has a path of 64 squares set in a spiral leading towards the goal. Sometimes there is a picture of a castle on the final square, sometimes a goose - and very often both are portrayed. The authentic game has more icons than the adaptation included in this book for young learners. There are also slightly different rules. If you land on a goose, the dice, or a bridge, you move to the next square showing that particular icon. If you land on a square showing a picture of a well, you miss a turn. If you land on the skull, you have to start all over again.
Scenes from video section 9: Playing the goose game.
EXTRA WORDS AND PHRASES
32 33 34 35
treinta treinta treinta treinta
y y y y
dos tres cuatro cinco
36 37 38 39
treinta treinta treinta treinta
y y y y
seis siete ocho nueve
It is usually a good idea not to try to learn too many numbers all at once. If you are confident with your Spanish and your pupils are coping well with the numbers 1-31, it is a straightforward step to continue counting up to 39.
grados - degrees When pupils are measuring temperatures they can either simply say the number, or they can say “20 grados”etc. 64
This page may be photocopied for classroom use.
Early Start Spanish “Tú y yo”