Double Digit Addition & Subtraction

Strategies Based on Place Value

Double Digit Addition &

Subtraction

©Stacey Fisher, 2015

Games, Activities, & Assessments

Differentiated Without Regrouping & With Regrouping

Table of Contents Strategy Help…………………………..3-4 Memory (4 levels)……………………………5-13 Write the Room (4 levels)………………..14-38 Choice Boards (4 levels)……………….39-47 Assessments (4 levels)…………………48-80


Hundreds Chart I have my students circle the first number in the addition or

subtraction problem. Then, they move up and down by tens and side to side by ones to either add the second addend or take away the

subtrahend. I have them circle the final number that they landed on and write the sum or difference beside the 100’s chart.

Open Number Line My students begin by drawing a blank number line. If they are

adding, they write the first addend on the left side of the number line. If they are subtracting, they write the largest number/minuend

on the right side of the number line. They will add or subtract by 10’s and 1’s until they have added the second addend or subtracted the subtrahend. When they are adding or subtracting, I have them draw “jumps” or “hills” for each group of tens or each one that they add or subtract. I have them label each jump with +10, -10, +1,

or -1 and write the answer underneath each jump. I encourage them to draw jumps that are large enough to leave space to write the new answer under each jump. If the jumps are too close to each other, students will often make mistakes by not adding or

subtracting each jump which will lead to calculation errors.

Place Value I have my students add the value of each digit, beginning with the

numbers in the tens place. They add the value of the number in the tens place of each addend. Then, they add the value of the number

in the ones place of each addend. Then, they add both sums together. For example, if the problem is 32 + 45, they would add 30 and 40, add 2 and 5, and then add both sums together. If they are

subtracting, they will subtract the values of the numbers in the tens places and the values of the numbers in the ones places. They will

ADD both differences together. For example, if the problem is 78 – 23, they would solve 70 – 20, 8 – 3, and then add both differences together. If they have to regroup, they will borrow ten ones from the tens place, either before or after they subtract the value of

the digits in the tens places.

Strategy Help


Base Ten Blocks I have my students start by drawing a quick t-chart labeled with “t” for tens and “o” for ones. They draw the first addend in base ten blocks,

using lines for the tens rods and x’s for the ones units. Then, they draw the second addend in base ten blocks at the bottom of the t-chart. I

encourage them to leave some space between the representations of both addends to make it easier for them to check their work and find any mistakes. If the problem does not require regrouping, they simply count the number of tens rods and the number of ones blocks in both addends to determine the sum. If regrouping is required, I have my kids circle a group of ten ones units, draw an arrow indicating that the group of ten

ones units is moving to the tens side of the t-chart, draw a new tens rod on the tens side of the t-chart, and scribble out the circled group of ten

ones that was traded in for a new tens rod. They count the remaining tens rods and ones units to determine the sum.

I have my kids set up a subtraction problem in the same way. They draw

the largest number (minuend) in base ten blocks on a t-chart. If regrouping is not required, they simply cross out/”squiggle” out the

number of tens rods and ones units being subtracted. They will count the remaining base tens blocks to determine the difference. If

regrouping is required, I have my students circle a tens rod to be traded in for ten ones units. After they circle the tens rod, they draw an

arrow indicating that it will be moving to the ones side of the t-chart. I have them draw a group of ten ones units on the ones side of

the t-chart. I encourage them to keep this new group of ones units separate from the ones units that were previously drawn as part of the

minuend. Then, they cross out the tens rod that was traded in, making sure it is still easy to see that it was previously circled (indicating a fair trade not subtraction). Next, they cross out the number of tens rods and ones units being subtracted. They will count the remaining base ten

blocks to determine the difference. I have found that students will frequently not subtract enough tens rods when solving a subtraction

problem with regrouping. They will see that a tens rod was crossed out when it was traded in for ten ones units and not realize the tens rod that

was crossed out for the trade was NOT subtracted. Therefore, I always have my kids circle the tens rod that is being traded in so they can see a difference between the tens rods being subtracted and the

tens rods being traded in for ten ones units.

Strategy Help


Memory Number of players: 2 or more Differentiation: There are four levels:

• Addition Without Regrouping • Subtraction Without Regrouping • Addition With Regrouping • Subtraction With Regrouping

Supplies: Print a set of the selected Memory cards on cardstock or thick paper for each group. Cut out the deck of cards for each group.

Directions: Spread the cards face down on the table or the floor. Students take turns flipping over 2 cards. If a student gets a match, he or she keeps the match and takes another turn. A match is an equation with an illustration of a strategy being used to solve that equation. If a student does not get a match, both cards are returned to the face down position and that student’s turn is over. Play continues until all the matches have been found. After all the matches have been found, students count their cards to see who has the most cards.


Memory-Addition Strategies without Regrouping (page 1)

32 + 26

13 + 42 10 + 40 = 50

3 + 2 = 5 50 + 5 = 55

62 + 15

53 + 41


Tens Ones

X X

X X X X X

.(((((.(((((.(((((.(((((.(((((. 53 63 73 83 93 94

+10 +10 +10 +10 +1

58

Memory-Addition Strategies without Regrouping (page 2)

22 + 57

35 + 14 30 + 10 = 40

5 + 4 = 9 40 + 9 = 49

82 + 11

16 + 31

Tens Ones

X X

X

.(((((.(((((.(((((.(((((. 16 26 36 46 47

+10 +10 +10 +1


79

Memory-Subtraction Strategies without Regrouping (page 1)

49 - 37

34 - 13 30 - 10 =20

4 - 3 = 1 20 + 1 = 21

77 - 45

82 - 41

Tens Ones

X X X X X X X

.(((((.(((((.(((((.(((((.(((((. 41 42 52 62 72 82

-1 -10 -10 -10 -10


12

Memory-Subtraction Strategies without Regrouping (page 2)

96 - 22

58 - 42 50 - 40 = 10

8 - 2 = 6 10 + 6 = 16

67 - 23

99 - 31

Tens Ones

X X X X X X X

.(((((.(((((.(((((.(((((. 68 69 79 89 99

-1 -10 -10 -10


74

Memory-Addition Strategies with Regrouping (page 1)

37 + 46

49 + 12 40 + 10 = 50

9 + 2 = 11 50 + 11 = 61

56 + 36

48 + 23

Tens Ones

X X X X X X

X X X X X X

.(((((.(((((.(((((.(((((.(((((. 48 58 68 69 70 71

+10 +10 +1 +1 +1


83

Memory-Addition Strategies with Regrouping (page 2)

39 + 49

18 + 47 10 + 40 = 50

8 + 7 = 15 50 + 15 = 65

16 + 26

39 + 14

Tens Ones

X X X X X X

X X X X X X

.(((((.(((((.(((((.(((((.(((((. 39 49 50 51 52 53

+10 +1 +1 +1 +1


88

Memory-Subtraction Strategies with Regrouping (page 1)

31 - 17

45 - 28 40 - 20 =20

5 - 8 = 7 10 + 7 = 17

54 - 36

91 - 23 .(((((.(((((.(((((.(((((.(((((. 68 69 70 71 81 91

-1 -1 -1 -10 -10

10 15

Tens Ones

X X X X

X X X X X X X X X X


14

Memory-Subtraction Strategies with Regrouping (page 2)

85 - 27

78 - 29 70 - 20 =50

8 - 9 = 9 40 + 9 = 49

64 - 18

41 - 32 .(((((.(((((.(((((.(((((.(((((. 9 10 11 21 31 41

-1 -1 -10 -10 -10

40 18

Tens Ones

X X X X

X X X X X X X X X X


58

Write the Room Number of players: Individual students Differentiation: There are four levels:


Supplies: Print and cut out the selected cards. Hang the cards around the classroom. If you choose to use multiple levels around the room at one time, you might want to print each

level on a different color of paper. Each student will need a recording sheet. I sometimes have the whole class or a larger group of students complete a Write the Room activity at the same time. If I’m using the same cards for everyone, I will often print two sets of the same Write the Room activity on different colored cards. The girls will go to one color and the boys will go to another color to help keep everyone spread out around the classroom instead of clustered around one card.

Directions: Students will walk around the classroom looking for the cards. When they find a card, they will solve the problem using the strategy listed on the card. They will write the equation and show how they used the strategy to solve the problem on their recording sheets by the correct letter.


Write the Room-Addition Strategies without Regrouping

12 + 31 Solve with

partial sums (place value).

42 + 15 Solve with a 100’s chart.

22 + 65 Solve with

base ten blocks.


16 + 43 Solve with an

open number line.


open number line.

A B

C D

E F



54 + 43 Solve with partial sums

(place value).


17 + 62 Solve with

base ten blocks.


(place value).


open number line.


open number line.

G H

I J

K L


Name ___________________________ Date __________________

Find each card. Record the equation in the correct box. Solve the problem on the card using the strategy listed.


_____ + _____ = _____ _____ + _____ = _____

_____ + _____ = _____ _____ + _____ = _____

_____ + _____ = _____

_____ + _____ = _____

A B

C D

E

F

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_____ + _____ = _____ _____ + _____ = _____

_____ + _____ = _____ _____ + _____ = _____

_____ + _____ = _____

_____ + _____ = _____

G H

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12 + 31 = 43 42 + 15 = 57

22 + 65 = 87 34 + 45 = 79

16 + 43 = 59

56 + 32 = 88

A B

C D

E

F

ANSWER KEY Write the Room-Addition Strategies without Regrouping

.(((((.(((((.(((((.(((((.(((((.(((((.(((((. 43 53 54 55 56 57 58 59

+10 +1 +1 +1 +1 +1 +1

.(((((.(((((.(((((.(((((.(((((. 56 66 76 86 87 88

+10 +10 +10 +1 +1

10 + 30 = 40 2 + 1 = 3 40 + 3 = 43

Tens Ones

X X

X X X X X

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54 + 43 = 97 46 + 22 = 68

17 + 62 = 79 45 + 42 = 87

60 + 32 = 92

63 + 12 = 75

G H

I J

K

L

ANSWER KEY Write the Room-Addition Strategies without Regrouping

.(((((.(((((.(((((.(((((.(((((. 60 70 80 90 91 92

+10 +10 +10 +1 +1

.(((((.(((((.(((((. 63 73 74 75

+10 +1 +1

50 + 40 = 90 4 + 3 = 7 90 + 7 = 97

Tens Ones

X X X X X X X

X X

40 + 40 = 80 5 + 2 = 7 80 + 7 = 87

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Write the Room-Subtraction Strategies without Regrouping

78 - 15 Solve with

partial differences (place value).

54 - 32 Solve with a 100’s chart.

96 - 24 Solve with

base ten blocks.


89 - 43 Solve with an

open number line.

65 -41 Solve with an

open number line.

A B

C D

E F



99 - 61 Solve with



78 - 35 Solve with

base ten blocks.

89 - 13 Solve with



open number line.


open number line.

G H

I J

K L


Name ___________________________ Date __________________



_____ - _____ = _____ _____ - _____ = _____

_____ - _____ = _____ _____ - _____ = _____

_____ - _____ = _____

_____ - _____ = _____

A B

C D

E

F

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_____ - _____ = _____ _____ - _____ = _____

_____ - _____ = _____ _____ - _____ = _____

_____ - _____ = _____

_____ - _____ = _____

G H

I J

K

L

Write the Room-Subtraction Strategies without Regrouping ©

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78 - 15 =63 54 - 32 = 22

96 - 24 = 72 67 - 46 = 21

89 - 43 = 46

65 - 41 = 24

A B

C D

E

F

ANSWER KEY Write the Room-Subtraction Strategies without Regrouping

.(((((.(((((.(((((.(((((.(((((.(((((.(((((. 46 47 48 49 59 69 79 89

-1 -1 -1 -10 -10 -10 -10

.(((((.(((((.(((((.(((((.(((((. 24 25 35 45 55 65

-1 -10 -10 -10 -10

70 - 10 = 60 8 - 5 = 3 60 + 3 = 63

Tens Ones

X X X X X X

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99 - 61 =38 66 - 25 = 41

78 - 35 = 43 89 - 13 = 71

64 - 51 = 13

79 - 23 = 56

G H

I J

K

L

ANSWER KEY

90 - 60 = 30 9 - 1 = 8 30 + 8 = 38

Tens Ones

80 - 10 = 70 9 - 3 = 6 70 + 6 = 76

.(((((.(((((.(((((.(((((.(((((. 56 57 58 59 69 79

-1 -1 -1 -10 -10

.(((((.(((((.(((((.(((((.(((((.(((((. 13 14 24 34 44 54 64

-1 -10 -10 -10 -10 -10

X X X X X X X X

Write the Room-Subtraction Strategies without Regrouping ©

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Write the Room-Addition Strategies with Regrouping

57 + 24 Solve with

partial sums (place value).


38 + 24 Solve with

base ten blocks.



open number line.


open number line.

A B

C D

E F




(place value).


56 + 26 Solve with

base ten blocks.


(place value).


open number line.


open number line.

G H

I J

K L


Name ___________________________ Date __________________



_____ + _____ = _____ _____ + _____ = _____

_____ + _____ = _____ _____ + _____ = _____

_____ + _____ = _____

_____ + _____ = _____

A B

C D

E

F

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_____ + _____ = _____ _____ + _____ = _____

_____ + _____ = _____ _____ + _____ = _____

_____ + _____ = _____

_____ + _____ = _____

G H

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57 + 24 = 81 19 + 15 = 34

38 + 24 = 62 43 + 39 = 82

45 + 16 = 61

68 + 23 = 91

A B

C D

E

F

ANSWER KEY Write the Room-Addition Strategies with Regrouping

.(((((.(((((.(((((.(((((.(((((.(((((.(((((. 45 55 56 57 58 59 60 61

+10 +1 +1 +1 +1 +1 +1

.(((((.(((((.(((((.(((((.(((((. 68 78 88 89 90 91

+10 +10 +1 +1 +1

50 + 20 = 70 7 + 4 = 11 70 + 11 = 81

Tens Ones

X X X X X X X X

X X X X

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27 + 68 = 95 17 + 25 = 42

56 + 26 = 82 37 + 59 = 96

47 + 5 = 52

48 + 33 = 81

G H

I J

K

L

ANSWER KEY Write the Room-Addition Strategies with Regrouping

.(((((.(((((.(((((.(((((.(((((. 47 48 49 50 51 52

+1 +1 +1 +1 +1

20 + 60 = 80 7 + 8 = 15 80 + 15 = 95

Tens Ones

X X X X X X X X X X X X

30 + 50 = 80 7 + 9 = 16 80 + 16 = 96

.(((((.(((((.(((((.(((((.(((((.(((((. 48 58 68 78 79 80 81

+10 +10 +10 +1 +1 +1 ©Sta

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Write the Room-Subtraction Strategies with Regrouping

54 - 17 Solve with

base ten blocks


87 - 39 Solve with

base ten blocks.



open number line.


open number line.

A B

C D

E F



73 - 38 Solve with

base ten blocks


50 - 19 Solve with

base ten blocks.



open number line.


open number line.

G H

I J

K L


Name ___________________________ Date __________________



_____ - _____ = _____ _____ - _____ = _____

_____ - _____ = _____ _____ - _____ = _____

_____ - _____ = _____

_____ - _____ = _____

A B

C D

E

F

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_____ - _____ = _____ _____ - _____ = _____

_____ - _____ = _____ _____ - _____ = _____

_____ - _____ = _____

_____ - _____ = _____

G H

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54 - 17 =37 72 - 46 = 26

87 - 39 = 48 41 - 28 = 13

63 - 25 = 38

92 - 14 = 78

A B

C D

E

F

ANSWER KEY Write the Room-Subtraction Strategies with Regrouping

.(((((.(((((.(((((.(((((.(((((.(((((.(((((. 38 39 40 41 42 43 53 63

-1 -1 -1 -1 -1 -10 -10

.(((((.(((((.(((((.(((((.(((((. 78 79 80 81 82 92

-1 -1 -1 -1 -10

Tens Ones

X X X X X X X

X X X X X X X X X X

Tens Ones

X X X X

X X X X X X X X X X

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G H

I J

K

L

ANSWER KEY Write the Room-Subtraction Strategies with Regrouping

73 - 38 =35 47 - 29 = 18

50 - 19 = 31 93 - 46 = 47

41 - 13 = 28

82 - 24 = 58

.(((((.(((((.(((((.(((((. 28 29 30 31 41

-1 -1 -1 -10

Tens Ones

X X X X X X X X X X

Tens Ones

X X X

X X X X X X X X X X

.(((((.(((((.(((((.(((((.(((((.(((((. 58 59 60 61 62 72 82

-1 -1 -1 -1 -10 -10 ©Sta

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Choice Boards Differentiation: There are four levels.


You can also differentiate by requiring some students to earn more points on their choice boards and requiring others to earn fewer points on their choice boards.

Materials: Each child will need a copy of the chosen choice board with the number of required points filled in at the top. Students will be able to complete most activities on any piece of paper. For one of the 3 point activities, students will need a copy of the spinners. I usually print mine

and place clear overhead spinners on top. If you do not have the overhead spinners, you can just use a paperclip and a mechanical pencil as a makeshift

spinner. For one of the 5 point activities, students will need index cards to create a Memory game. For the other 5 point activity, students will be creating an informative book teaching how to use the different strategies. I gave my students half sheets to paper to save paper. Whole sheets of paper would also work.

Print the selected choice boards. Students will choose which activities to complete to earn the specified number of points. I left the number of points blank so you could decide how many activities you want your kids to complete. If you want them to work on the choice board for a shorter amount of time, you might want to only require 6 points. If you want them to work on the choice boards for a longer amount of time, you might want to require 10 or more points. You can also differentiate by requiring some students to earn more points on their choice boards while requiring other students to earn fewer points on their choice boards.


Name ________________________ Date __________________

CHOICE BOARD Addition Strategies without Regrouping

Choose options that equal ___ points. Cross off the activities as you complete them.

1 Point Activities

Which addition strategy is your favorite to use? Solve the

following problem using your favorite strategy:

34 + 52 = ___

Explain why that strategy is your favorite. What makes it the best?

Solve the following word problem using an addition strategy:

Caitlin read 21 books in May, 25 books in June, and 23 books in

August. How many books did she read altogether?

3 Point Activities

Spin both of the Addition Without Regrouping spinners. Add the two

numbers you spun. Write the equation and answer. Show how

you solved the problem with a strategy. Spin the spinners 2 more

times to create a total of 3 equations. Use a different

strategy each time.

Create a math test with at least 3 addition problems that do not require regrouping. Make an

answer key on a separate piece of paper. Your answer key should show how to use a strategy to

solve each of the problems. Use a different strategy each time.

5 Point Activities

Create an informative book that teaches the reader how to use

four different addition strategies without regrouping. Your book will have at least 4 pages plus a cover page and a table of contents page. Each addition strategy should be

listed on a separate page with instructions on how to use that

strategy.

Create a memory game where players match an equation with a

picture of a strategy being used to solve that problem. Get 20 index cards to create your game. Write

an addition problem without regrouping on 10 of the cards. Show how to use a strategy to

solve each of the problems on the other 10 cards. For example, you might write 32 + 25 on 1 card and solve that problem with an open

number line on another card.


Spinners Addition without Regrouping

25

43

52 41

10 15

31 13

35 50

32

12

21 14

40 33

42 31

24 20

Spinners Addition without Regrouping

25

43

52 41

10 15

31 13

35 50

32

12

21 14

40 33

42 31

24 20


Name ________________________ Date __________________

CHOICE BOARD Subtraction Strategies without Regrouping


1 Point Activities

Which subtraction strategy is your favorite to use? Solve the


67 - 42 = ___


Solve the following word problem using a subtraction strategy:

The baker made 58 cookies for a party. The kids ate 33 cookies.

The adults ate 11 cookies. Two of the cookies fell on the floor and

had to be thrown away. How many cookies are left?

3 Point Activities

Spin both of the Subtraction Without Regrouping spinners.

Subtract the smaller number from the larger number that you spun. Write the equation and answer.

Show how you solved the problem with a different strategy each time. Spin the spinners 2 more times to

create a total of 3 equations.

Create a math test with at least 3 subtraction problems that do not

require regrouping. Make an answer key on a separate piece of

paper. Your answer key should show how to use a strategy to

solve each of the problems. Use a different strategy each time.

5 Point Activities


four different subtraction strategies without regrouping.

Your book will have at least 4 pages plus a cover page and a table of

contents page. Each subtraction strategy should be listed on a

separate page with instructions on how to use that strategy.


picture of a strategy being used to solve that problem. Get 20 index

cards to create your game. Write a subtraction problem without

regrouping on 10 of the cards. Show how to use a strategy to

solve each of the problems on the other 10 cards. For example, you might write 48 - 16 on 1 card and solve that problem with an open



Spinners Subtraction without Regrouping

24

43

52 41

44 12

31 13

34 50

98

89

75 97

76 68

77 67

99 88

Spinners Subtraction without Regrouping

24

43

52 41

44 12

31 13

34 50

98

89

75 97

76 68

77 67

99 88


Name ________________________ Date __________________

CHOICE BOARD Addition Strategies with Regrouping


1 Point Activities

Which addition strategy is your favorite to use? Solve the


29 + 58 = ___


Solve the following word problem using an addition strategy:

Spring Elementary School is preparing for a special assembly

for kindergarten and 1st grade. There are 49 kids in kindergarten and 46 kids in 1st grade. How many

kids will be attending the assembly?

3 Point Activities

Spin both of the Addition With Regrouping spinners. Add the two

numbers you spun. Write the equation and answer. Show how

you solved the problem with a strategy. Spin the spinners 2 more

times to create a total of 3 equations. Use a different

strategy each time.

Create a math test with at least 3 addition problems that require

regrouping. Make an answer key on a separate piece of paper.

Your answer key should show how to use a strategy to solve each of

the problems. Use a different strategy each time.

5 Point Activities


four different addition strategies WITH regrouping. Your book will

have at least 4 pages plus a cover page and a table of contents page. Each addition strategy should be

listed on a separate page with instructions on how to use that

strategy.


picture of a strategy being used to solve that problem. Get 20 index cards to create your game. Write

an addition problem WITH regrouping on 10 of the cards. Show how to use a strategy to

solve each of the problems on the other 10 cards. For example, you might write 47 + 36 on 1 card and solve that problem with an open



Spinners Addition with Regrouping

25

38

45 19

46 16

38 18

27 29

37

17

28 16

48 39

45 35

29 26

Spinners Addition with Regrouping

25

38

45 19

46 16

38 18

27 29

37

17

28 16

48 39

45 35

29 26


Name ________________________ Date __________________

CHOICE BOARD Subtraction Strategies with Regrouping


1 Point Activities

Which subtraction strategy is your favorite to use? Solve the


57 - 39 = ___


Solve the following word problem using a subtraction strategy:

There were 42 kids playing at the park. 15 kids left to go to soccer

practice and 13 kids left to eat dinner. How many kids are still

playing at the park?

3 Point Activities

Spin both of the Subtraction With Regrouping spinners. Subtract the

smaller number from the larger number that you spun. Write the equation and answer. Show how

you solved the problem with a different strategy each time. Spin

the spinners 2 more times to create a total of 3 equations.

Create a math test with at least 3 subtraction problems that require regrouping. Make an answer key

on a separate piece of paper. Your answer key should show how to use a strategy to solve each of

the problems. Use a different strategy each time.

5 Point Activities


four different subtraction strategies WITH regrouping. Your book will have at least 4 pages plus

a cover page and a table of contents page. Each subtraction

strategy should be listed on a separate page with instructions on

how to use that strategy.


picture of a strategy being used to solve that problem. Get 20 index

cards to create your game. Write a subtraction problem WITH

regrouping on 10 of the cards. Show how to use a strategy to

solve each of the problems on the other 10 cards. For example, you might write 48 - 16 on 1 card and solve that problem with an open



Spinners Subtraction with Regrouping

48

16

59 46

29 17

38 19

36 27

92

91

74 82

64 63

71 72

83 80

Spinners Subtraction with Regrouping

48

16

59 46

29 17

38 19

36 27

92

91

74 82

64 63

71 72

83 80


Assessments Differentiation: There are four levels.


There are 4 different types of assessment sheets. Each assessment is offered in the levels listed above. The assessments include: • Using a specified strategy to solve 6 different

problems • Choosing a strategy or multiple strategies to solve a

“math square” • Choosing a strategy to prove the answer to a single

problem • Choosing a strategy or multiple strategies to determine

if the answers to 4 problems are true or false


Name ___________________________ Date __________________

Addition Strategies without Regrouping Assessment

23 + 41 = ____ 45 + 32 = ____

64 + 15 = ____ 33 + 56 = ____

46 + 13 = ____

72 + 24 = ____

Solve each problem using the strategy listed in the box.

Partial Sums (Place Value) Hundreds Chart

Base Ten Picture Hundreds Chart

Open Number Line

Open Number Line

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23 + 41 =64 45 + 32 = 77

64 + 15 = 79 33 + 56 = 89

46 + 13 = 59

72 + 24 = 96



Open Number Line

Open Number Line

ANSWER KEY Addition Strategies without Regrouping Assessment

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Name ___________________________ Date __________________

Subtraction Strategies without Regrouping Assessment

89 - 45 = ____ 77 - 34 = ____

95 - 24 = ____ 35 - 13 = ____

53 - 22 = ____

74 - 31 = ____


Partial Differences (Place Value) Hundreds Chart


Open Number Line

Open Number Line

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89 - 45 = 44 77 - 34 = 43

95 - 24 = 71 35 - 13 = 22

53 - 22 = 31

74 - 31 = 43



Open Number Line

Open Number Line

ANSWER KEY Subtraction Strategies without Regrouping Assessment

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Name ___________________________ Date __________________

Addition Strategies with Regrouping Assessment

37 + 46 = ____ 57 + 34 = ____

14 + 29 = ____ 26 + 57 = ____

69 + 24 = ____

38 + 33 = ____




Open Number Line

Open Number Line

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37 + 46 = 83 57 + 34 = 91

14 + 29 = 43 26 + 57 = 83

69 + 24 = 93

38 + 33 = 71



Open Number Line

Open Number Line

ANSWER KEY Addition Strategies with Regrouping Assessment

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Name ___________________________ Date __________________

Subtraction Strategies with Regrouping Assessment

71 - 35 = ____ 54 - 29 = ____

83 - 35 = ____ 75 - 16 = ____

42 - 25 = ____

53 - 16 = ____




Open Number Line

Open Number Line

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71 - 35 = 36 54 - 29 = 25

83 - 35 = 48 75 - 16 = 59

42 - 25 = 17

53 - 16 = 37



Open Number Line

Open Number Line

ANSWER KEY Subtraction Strategies with Regrouping Assessment

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Name ___________________________ Date __________________

Add the two numbers in each row, each column, and each diagonal. Prove your thinking using a strategy.

Math Square: Addition without Regrouping

23 45

12 44

Answer Answer

Answer

Answer

Answer Answer


Math Square: Addition without Regrouping

23 45

12 44

Answer Answer

Answer

Answer

Answer Answer

ANSWER KEY

68

56

67 89 35 57


Name ___________________________ Date __________________

Subtract the two numbers in each row, each column, and each diagonal. Prove your thinking using a strategy.

Math Square: Subtraction without Regrouping

89 76

53 21

Answer Answer

Answer

Answer

Answer Answer


89 76

53 21

Answer Answer

Answer

Answer

Answer Answer

Math Square: Subtraction without Regrouping

ANSWER KEY

13

32

68 55 36 23


Name ___________________________ Date __________________

Add the two numbers in each row, each column, and each diagonal. Prove your thinking using a strategy.

Math Square: Addition with Regrouping

47 14

26 38

Answer Answer

Answer

Answer

Answer Answer


47 14

26 38

Answer Answer

Answer

Answer

Answer Answer

Math Square: Addition with Regrouping

ANSWER KEY

61

64

85 52 73 40


Name ___________________________ Date __________________

Subtract the two numbers in each row, each column, and each diagonal. Prove your thinking using a strategy.

Math Square: Subtraction with Regrouping

83 75

47 19

Answer Answer

Answer

Answer

Answer Answer


83 75

47 19

Answer Answer

Answer

Answer

Answer Answer

Math Square: Subtraction with Regrouping

ANSWER KEY

8

28

64 56 36 28


Name ___________________________ Date __________________

Maggie and John were solving addition problems and they each got a different answer to the same problem. Maggie thinks that 32 + 47 = 89

and John thinks that 32 + 47 = 79. Which student is correct? Prove it using an addition strategy.

Prove Your Thinking: Addition Without Regrouping


Maggie and John were solving addition problems and they each got a different answer to the same problem. Maggie thinks that 32 + 47 = 89

and John thinks that 32 + 47 = 79. Which student is correct? Prove it using an addition strategy.

Prove Your Thinking: Addition Without Regrouping

ANSWER KEY

Use a strategy to prove that John was correct when he said that 32 + 47 = 79.


Name ___________________________ Date __________________

Emily and Max were solving subtraction problems and they each got a different answer to the same problem. Emily thinks that 88 - 42 = 46

and Max thinks that 88 - 42 = 48. Which student is correct? Prove it using a subtraction strategy.

Prove Your Thinking: Subtraction Without Regrouping


Emily and Max were solving subtraction problems and they each got a different answer to the same problem. Emily thinks that 88 - 42 = 46

and Max thinks that 88 - 42 = 48. Which student is correct? Prove it using a subtraction strategy.

Prove Your Thinking: Subtraction Without Regrouping

ANSWER KEY

Use a strategy to prove that Emily was correct when she said that 88 - 42 = 46.


Name ___________________________ Date __________________

Brooke and Jeff were solving addition problems and they each got a different answer to the same problem. Brooke thinks that 28 + 49 = 77

and Jeff thinks that 28 + 49 = 67 . Which student is correct? Prove it using an addition strategy.

Prove Your Thinking: Addition With Regrouping


Brooke and Jeff were solving addition problems and they each got a different answer to the same problem. Brooke thinks that 28 + 49 = 77

and Jeff thinks that 28 + 49 = 67 . Which student is correct? Prove it using an addition strategy.

Prove Your Thinking: Addition With Regrouping

ANSWER KEY

Use a strategy to prove that Brooke was correct when she said that 28 + 49 = 77.


Name ___________________________ Date __________________

Lisa and Ethan were solving subtraction problems and they each got a different answer to the same problem. Lisa thinks that 91 - 45 = 56 and

Ethan thinks that 91 - 45 = 46. Which student is correct? Prove it using a subtraction strategy.

Prove Your Thinking: Subtraction With Regrouping


Lisa and Ethan were solving subtraction problems and they each got a different answer to the same problem. Lisa thinks that 91 - 45 = 56 and

Ethan thinks that 91 - 45 = 46. Which student is correct? Prove it using a subtraction strategy.

Prove Your Thinking: Subtraction With Regrouping

ANSWER KEY

Use a strategy to prove that Ethan was correct when he said that 91 - 45 = 46.


Name ___________________________ Date __________________

Decide if each equation is true or false. Circle your answer at the bottom of each box. Prove your thinking using a strategy.

Be the Teacher: Addition without Regrouping

34 + 51 = 49 64 + 15 = 79

26 + 32 = 58 23 + 56 = 73

True or False True or False



34 + 51 = 49 64 + 15 = 79

26 + 32 = 58 23 + 56 = 73



ANSWER KEY Be the Teacher: Addition Without Regrouping

Use a strategy to show 34 + 51 = 85

Use a strategy to show 23 + 56 = 79


Name ___________________________ Date __________________


Be the Teacher: Subtraction without Regrouping

78 - 46 = 32 56 - 21 = 77

83 - 52 = 21 99 - 16 = 83




78 - 46 = 32 56 - 21 = 77

83 - 52 = 21 99 - 16 = 83



Use a strategy to show 83 - 52 = 31.


ANSWER KEY Be the Teacher: Subtraction Without Regrouping


Name ___________________________ Date __________________


Be the Teacher: Addition with Regrouping

29 + 43 = 62 35 + 38 = 73

18 + 73 = 94 56 + 28 = 84




29 + 43 = 62 35 + 38 = 73

18 + 73 = 94 56 + 28 = 84



Use a strategy to show 18 + 73 = 91.

Use a strategy to show 29 + 43 = 72.

ANSWER KEY Be the Teacher: Addition With Regrouping


Name ___________________________ Date __________________


Be the Teacher: Subtraction with Regrouping

65 - 36 = 29 46 - 28 = 15

92 - 17 = 75 34 - 25 = 11




65 - 36 = 29 46 - 28 = 15

92 - 17 = 75 34 - 25 = 11





ANSWER KEY Be the Teacher: Subtraction With Regrouping


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Double Digit Addition & Subtraction

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