how to start out - keansburg school district / · pdf file · 2013-12-18how to...

How to start out During the first few days of instruction on double digit addition with regrouping, my students are using base ten blocks with a place value mat. We walk through the problems very slowly and ALWAYS start with the ones place first. If you don’t have place value blocks, you can always use popsicle sticks for the tens block and beans for the ones block. Helpful Hints� •  Before the lesson begins, have a baggie ready for each

student that contains at least 10 “tens” and 20 “ones.”

•  Review double digit addition without regrouping first and then move to regrouping.

•  You can refer to it as “making a trade.” Use whatever lingo that works best for your kids.

•  When solving problems, have students use a highlighter or light marker to highlight the ones place. This helps draw their eyes to the ones column first.

•  Allow students to work with the manipulatives for as long as needed. Only take them away when you feel your kids are ready to work without them!

Made by Amy Lemons � http�//stepintosecondgrade.blogspot.com

Add the ones place first!

Add the tens place last!

Double Digit Addition If 10 or MORE, carry next door. If 9 or LESS, let it rest!





Addition with Regrouping Visual

There are several different activities that you can do with the plus sign visual in the following pages. In the past, my students have traced a plus sign and we wrote the steps together. I have also included it to where the students could simply cut out the steps and glue them in the appropriate order on the plus sign. This serves as a great visual to remind students each step to take when solving an addition problem. Students can also glue this into a math journal for future reference!


First, add the ones place.

Next, decide if it is ten or more.

CARRY NEXT DOOR!

Then, add the tens place!

Last, find your sum! Addition

With Regrouping

27 +15

27 +15

27 +15 42

12

12 2

1

27 +15 12 42

1


First, add the ones place.

Last, find your sum! Addition

With Regrouping

27 +15

27 +15 42

12


Next, decide if it is ten or more.

CARRY NEXT DOOR!

27 +15 12

2

1

Then, add the tens place!

27 +15 12 42

1

Addition With

Regrouping By:

��


Double Digit Addition

workspace When first learning how to add with regrouping, I do not use a lot of “worksheets” that have several problems to a page. I find that it’s too difficult for the kiddos, plus it’s hard to quickly check if they are “getting it” or not. So, when first working problems on our own, we do about four per page. We complete all of the steps in order for each problem. I might do four with the class, and then the students can do 4 problems on their own on the back of the sheet. You can also use this in conjunction with a place value mat and base ten blocks!


Name: �� Double digit addition workspace

One

s

tens

Hundre

ds

One

s

tens

My Pocket Book

To make this foldable�

•  Copy the following page onto construction paper or cardstock.

•  Have students fold on the dotted lines and glue on the tabs.

•  Students write titles on pockets and cover or use printable titles.

•  Students solve problems and sort into appropriate pockets!


My

Ad

dit

ion

Po

ck

et

B

oo

k

By� ��

My

Ad

dit

ion

Po

ck

et

B

oo

k

By� ��


18 +10

25 +17

19 +11

22 +16

34 +26

37 +18

42 +35

47 +31

52 +19

55 +17

35 +24

68 +28

64 +32

73 +22

78 +17

27 +22

35 +38

82 +10

76 +19

68 +29


Name: �� Addition WITH Regrouping In your own words, write how to solve a double digit addition problem with regrouping. Show your work in the oval below. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________"

1. There are 45 second graders and 37 first graders. How many students are there in all?

2. Students were collecting bugs for a project. Jose caught 56 bugs and Sarah caught 28 bugs. How many bugs did Jose and Sarah catch together?

3. The dog hid 27 bones and 13 chew toys. How many things did the dog hide in all?

4. We fed the class snake 17 crickets on Monday and 19 crickets on Tuesday. How many crickets did we feed the snake?

5. If there are 45 red cars and 48 blue cars, how many cars are there in all?

6. The class has 14 boys and 18 girls. How many students are in the class?

Name: ________________ Double Digit Addition

Word Problems


“I Spy” Double Digit Addition Problems

•  Print and cut out the 10 “I” Spy” cards (laminate for durability).

•  Place cards around the room.

•  Allow students to take their recording sheet around to each card.

•  Students will solve the addition problem that is on the card next to the corresponding letter.


A.

B.

C.

D.

E.

F.

G.

H.

I.

J.

“I” Spy Double Digit Addition Problems!

Name: _____________________________ Made by Amy Lemons � http�//stepintosecondgrade.blogspot.com

“I” Spy Double Digit Addition Problems!


An activity that includes counting coins and double digit addition!

Place the “menu” where students can see the items for sale.

Students choose what type of ice cream they want to purchase, and add the amounts together to find

the total! Made by Amy Lemons � http�//stepintosecondgrade.blogspot.com

Draw the items you are buying from the ice cream shop�

How much will it cost? Do the math here�

What does your final purchase look like?


how to start out - keansburg school district / · pdf file · 2013-12-18how to...

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