Multi-Digit Addition with Regrouping Practice Packet

Lesson Overview

About this practice packet

Multi-digit addition with regrouping is the bridge between single-digit fluency and the standard algorithm students rely on through the rest of elementary school. This packet sequences practice carefully so students start with familiar two-digit problems, move to three-digit work where regrouping happens in two columns, and finish with four-digit problems that exercise carrying across the thousands place.

The reference box on page 1 walks through the standard algorithm one column at a time using the example 348 + 275. Students see the ones digits add to 13 (write the 3, carry the 1), the tens column total 12 (write the 2, carry the 1), and the hundreds column total 6, producing the sum 623. The procedure is the same at every level – only the number of columns changes.

Section A is a horizontal warm-up of sixteen two-digit addition facts that all require regrouping into the tens place. Section B converts the same kind of problem into stacked form so students can practice the column algorithm directly. Section C moves to three-digit addition, including problems where regrouping happens twice in a row. Section D mixes three-digit and four-digit addition with carries across multiple columns. Section E is a small missing-addend set so students must reason backward from a sum. Section F closes with four classroom word problems that ask students to choose the operation, set up the calculation, and write the answer in context.

The full answer key on page 6 lists every assessed item in section order, with the full equation shown for Sections B-D so students or aides can spot-check both the procedure and the sum.

How to Use This Lesson

Read the reference box aloud as a whole-class warm-up and work through 348 + 275 on the board, narrating the carry digits as you write them.

Have students complete Section A independently as a 5-minute fluency check; review answers together before moving on.

Use Sections B and C for guided practice in pairs – have one student work the problem while the other narrates the carry steps.

Assign Section D as independent practice; circulate to catch students who lose track of carry digits when working with four-digit numbers.

Use Section E to extend the strongest students into missing-addend reasoning while others finish.

Finish with Section F as a homework or exit-ticket; remind students to write the full equation before the final sentence-form answer.

Use the answer key on page 6 for student self-check, small-group review, or aide spot-check.

Printable Resource

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