NS5-5 Multi-Digit Addition
Pages 27–29
CURRICULUM Goals
REQUIREMENT
AB: required Students will add up to six-digit numbers with and without regrouping.
BC: required
MB: required
PRIOR KNOWLEDGE REQUIRED
ON: required
Is familiar with base ten materials
Knows place values for ones, tens, hundreds, thousands, and
ten thousands
VOCABULARY Knows place values for ones, tens, hundreds, thousands, and
algorithm ten thousands
expanded form
place value chart
MATERIALS
regrouping
standard notation 1 die per pair of students
for addition
Mental math minute. Give students questions subtracting one-digit
numbers from two-digit numbers that require regrouping, such as 35 - 7.
Have volunteers explain how they got the answer; i.e., to subtract 7 from
35, I first tried to subtract 7 from 5, but 5 was too small, so I borrowed a ten
and subtracted 7 from 15, which is 8. So the answer is 28.
Review regrouping when using base ten materials for addition. Tell
students you want to add 27 and 15. Begin by drawing base ten models
of 27 and 15 on the board:
27 = 15 =
Then write the addition statement and combine the two models to represent
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the sum:
27
+ 15 =
ASK: How many ones do we have in total? (12) How many tens? (3)
Replace 10 ones with 1 tens block. ASK: Now how many ones do we have?
(2) How many tens? (4) How many do we have altogether? (42)
27
+ 15 =
Exploring addition with regrouping using place value charts. Use a tens
and ones chart to summarize how you regrouped the ones, as shown on
the following page.
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Tens Ones
2 7
+ 1 5
3 12 After combining the base ten materials
4 2 fter regrouping 10 ones blocks
A
as 1 tens block
Exercises: Draw a base ten model and a tens and ones chart for the
addition statement.
a) 36 b) 28 c) 46 d) 19
+ 45 + 37 + 36 + 28
Bonus
e) 32 f ) 29
46 11
+ 13 + 34
Selected solution: a) 7 tens blocks + 11 ones blocks = 8 tens blocks
+ 1 ones block = 81
Answers: b) 65, c) 82, d) 47, Bonus: e) 91, f ) 74
Using standard notation for addition with regrouping—2 digits. Ask
students if they really need the base ten materials or if they can add without
them. Draw on the board:
Tens Ones
3 7
+ 4 6
7 13 Add each digit separately
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8 3 Regroup 10 ones as 1 ten: 70 + 13
= 70 + 10 + 3
= 80 + 3
SAY: When you use a chart, you can add the tens and ones first, then
regroup. When you do the sum directly, you regroup right away:
7 + 6 = 13, which is 1 ten + 3 ones, so you put the 3 in the ones column
and add the 1 to the tens column.
Demonstrate the first step of writing the sum of the ones digits:
2 7
+ 4 8
5
Ask students how many ones there are when you add the ones digits and
how you are regrouping them. Tell them that when we regroup 10 ones
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for a ten, we put the 1 on top of the tens column. Mathematicians call
this process “carrying the 1.” Ask students for reasons why this name is
appropriate for the notation.
Have students do the first step for several problems, then move on to
problems in which students need to do both steps. Some students may
need to begin by having the first step done for them so they can focus only
on completing the second step.
Include examples in which the numbers add up to more than 100
(examples: 85 + 29, 99 + 15).
Exercises: Add the numbers.
a) 56 + 29 b) 39 + 45 c) 76 + 14 d) 37 + 48
e) 85 + 28 f) 99 + 15 g) 78 + 9
Bonus: 29 + 74 + 63
Answers: a) 85, b) 84, c) 90, d) 85, e) 113, f ) 114, g) 87, Bonus: 166
Adding three-digit numbers using expanded form. Have volunteers draw
base ten models for 152 and 273 on the board. Tell students that you want
to add these numbers. ASK: How many hundreds, tens, and ones are there
altogether? (3 hundreds + 12 tens + 5 ones) Do we need to regroup? (yes)
How do you know? (there are more than 9 tens) How can we regroup?
(since there are 12 tens, we can trade 10 of them for 1 hundred) After
regrouping, how many hundreds, tens, and ones are there? (4 hundreds
+ 2 tens + 5 ones) What number is that? (425) Write out and complete the
following statements as you work through the example:
152 hundred + tens + ones
+ 273 hundreds + tens + ones
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hundreds + tens + ones
After regrouping: hundreds + tens + ones
Have students add more pairs of three-digit numbers. Provide examples in
the following sequence:
• either the ones or the tens need to be regrouped
(examples: 349 + 229, 191 + 440)
• both the ones and the tens need to be regrouped
(examples: 195 + 246, 186 + 593)
• the tens need to be regrouped, but you don’t realize it until you regroup
the ones (examples: 159 + 242, 869 + 237)
Using standard notation for addition with regrouping—3 digits.
Now show students the standard algorithm alongside a hundreds, tens,
and ones chart for the first example you did together (152 + 273), as shown
on the following page.
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Hundreds Tens Ones 1
1 5 2 1 5 2
2 7 3 + 2 7 3
3 12 5 4 2 5
3+1=4 12 − 10 = 2 5
Point out that after regrouping the tens, you add the 1 hundred that you
carried over from the tens at the same time as the hundreds from the two
numbers, so you get 1 + 1 + 2 hundreds.
Have students add more three-digit numbers using the chart and the
algorithm at first, then using only the algorithm. Do examples in the same
sequence as before: either the ones or tens need to be regrouped; both the
ones and tens need to be regrouped; the tens need to be regrouped after
the ones have been regrouped.
Exercises: Add using the standard algorithm.
a) 358 + 217 b) 475 + 340 c) 643 + 847 d) 978 + 791
e) 695 + 258 f) 487 + 999 g) 658 + 247 h) 675 + 325
Bonus: 427 + 382 + 975 + 211
Answers: a) 575, b) 815, c) 1490, d) 1769, e) 953, f ) 1486, g) 905,
h) 1000, Bonus: 1995
Adding four-, five-, and six-digit numbers. When students have mastered
three-digit numbers, repeat the lesson with four-digit numbers, then with
five-digit numbers. Do not assume that students will be so familiar with the
method that you can skip steps in the process. Use a chart alongside the
algorithm to start and provide examples in which different digits need to
be regrouped.
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Finally, include both four- and five-digit numbers as addends in the same
sum (example: 32 405 + 9736).
Exercises
1. Add the four-digit numbers.
a) 1358 + 7217 b) 3973 + 2590 c) 6695 + 8258
d) 1235 + 7958 e) 4658 + 8347 f) 4675 + 5325
Bonus: 3875 + 5827 + 2132
Answers: a) 8575, b) 6563, c) 14 953, d) 9193, e) 13 005, f ) 10 000,
Bonus: 11 834
2. Add the five-digit and six-digit numbers.
a) 81 973 + 12 584 b) 13 485 + 79 756 c) 94 358 + 18 647
d) 762 595 + 198 857 e) 394 348 + 415 656 f ) 146 075 + 853 924
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Bonus: g) 15 891 + 23 114 + 36 209 h) 3 789 456 + 5 654 987
Answers: a) 94 557, b) 93 241, c) 113 005, d) 961 452, e) 810 004,
f ) 999 999, Bonus: g) 75 214, h) 9 444 443
ACTIVITY (Optional)
Students play this game in pairs. Each player makes a copy of this grid:
Players take turns rolling a die and writing the number rolled in
one of their own grid boxes. The winner is the player who creates
2 three-digit numbers with the greatest sum.
Variations:
• the addends have different numbers of digits (example: 3 digits and
4 digits, 3 digits and 5 digits, both 5 digits)
• add 3 numbers instead of 2
• the winner is the player whose sum is closest to a given number, such
as 400
• the winner is the player who has the least sum
Extensions
1. Add the numbers.
a) 427 + 382 + 975 + 211 b) 3875 + 5827 + 2132
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c) 15 891 + 23 114 + 36 209 d) 17 432 + 946 + 3814 + 56 117
Answers: a) 1995, b) 11 834, c) 75 214, d) 78 309
2. When students are comfortable adding three-, four-, and five-digit
numbers, review with the class what a palindrome is. Ask a volunteer
to articulate what the rule is for determining whether a number is a
palindrome. (a palindrome is a number whose digits are in the same
order when written from right to left as when written from left to right)
Write on the board:
343 144 23 532 2332 4332 12 334 321
Point to each number, one at a time, and ask students whether the
number is a palindrome. (yes, no, yes, yes, no, no) Students can signal
their answers by giving a thumbs up or thumbs down. Repeat with
several more numbers.
When students are comfortable with the new terminology, ask them
to list the two-digit palindromes. (11, 22, 33, and so on to 99) Tell
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them that you are going to show them how to turn any number into a
palindrome by using addition. Write the number 13 on the board and
ask students to find numbers you can add to 13 to make a palindrome.
(9, 20, 31, 42, 53, 64, 75, 86) Tell students that one of these numbers
can be obtained from the original 13 in a very easy way. Which number
is that? (31) How can we obtain 31 from 13? (use the same digits, but in
reverse order)
Have students add these numbers to their reverse: 35, 21, 52 (example:
35 + 53 = 88). Do they always get a palindrome? (yes) Challenge
students to find a two-digit number for which a palindrome does not result
by adding it to its reverse. Tell them to follow the same process with their
resulting number. For example, if they started with 69, they will see that
69 + 96 = 165 is not a palindrome, so they could repeat the process with
165 (165 + 561 = 726). Ask how many have palindromes now.
Have students continue repeating the process until they end up with
a palindrome. Starting with 69 (or 96), the sequence of numbers they
get will be: 69 (or 96), 165, 726, 1353, 4884. Have students repeat the
process starting with various two-digit numbers (examples: 54, 74,
37, 38, 56, 28), then with multi-digit numbers (examples: 341, 576,
195, 197, 8903, 9658, 18 271). Tell students that most numbers will
eventually become palindromes, but that mathematicians have not yet
proven whether all numbers will. Over 2 000 000 steps have been tried
(using a computer, of course) on the number 196, and mathematicians
have still not found a palindrome.
Ask students to find a number that will not become a palindrome even
after five or ten steps.
3. Hanna writes two number sequences. The first sequence starts at 0.
Any term in the second sequence is always 5 less than the next term in
that sequence. Each term in the second sequence is 10 more than the
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same term in the first sequence.
a) Write a rule for each sequence.
b) In pairs, explain why your rules are correct. Do you agree with each
other? Discuss why or why not.
Answers
a) First sequence: Start at 0, add 5 each time. Second sequence: Start
at 10, add 5 each time.
b) Since each term in the second sequence is 10 more than the same
term in the first sequence, and since the first sequence starts at 0, the
second sequence starts at 10. Since each term in the second sequence
is 5 less than the next term, the rule for the second sequence must be
to add 5 each time. Since each term in the first sequence is 10 less than
the same term in the second sequence, each term in the first sequence
will also be 5 less than the next term. So the rule for the first sequence
is also to add 5 each time.
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