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Mathematics learning is dealing with numerical skills. One way to improve numerical skills is to use appropriate learning models. This study aimed to determine the influence of the Auditory Intellectually Repetition learning model and the Trade A Problem learning model on numerical skills on row and series of algebra. This research was a quasi-experimental research. Hypothesis testing employed a t-test with a significance level of 5%. The test results revealed that the Auditory Intellectually Repetition learning model and the Trade A Problem provided different influences. Based on the results of the study, it can be concluded that the Auditory Intellectually Repetition learning model had a better influence on increasing numerical skills in row and series compared to the Trade A Problem learning model.