Addition and Subtraction with Regrouping: Computation Activities and Challenges

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The Teacher Studio
Grade Levels
3rd - 5th
Resource Type
Formats Included
  • PDF
50 pages
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There is no doubt that students need many opportunities to practice the addition and subtraction computation skills they learn. Will asking them to complete multiple worksheets filled with addition and subtraction problems accomplish this?

PERHAPS. Instead, I think we can design rigorous math learning opportunities that are richer, encourage thinking and reasoning, provide opportunities for math dialogue, developing growth mindsets, and discourse skills, and…gasp…are fun!

This resource does exactly that--provide opportunities for students to practice addition and subtraction with regrouping, estimating, and more!

What is included?

  • 3 sets of number cards that are used for each included activity. These cards are low ink and can be copied on colored paper or cardstock to help keep things organized. The three sets (3 digit addition, 4 digit addition, and 5 digit addition) allow you to either differentiate within your class OR to use the 3 digit set early in the year and then use the larger numbers later. You have tons of options!

  • 4 different “class challenges”. Use these as a warm up to your math class, as a review of addition/subtraction throughout the year, or as a great test prep activity. Directions for each are included on one page.

  • 4 whole class or small group learning activities that reinforce computation through cooperation, reasoning, and estimation. Directions are written to fit on one page so they can be included at centers for students to use as guides if needed.

  • 3 sets of task cards (one for each number set—3, 4, and 5 digits). These cards are perfect for math workshop, small group instruction or review, or even enrichment. They vary in levels of challenge and are great for individuals or collaborative learning. Each set comes with blank recording sheets as well.

I hope you find these activities both fun and meaningful. Check out the preview for more information about what is included.


Also available in a Multiplication Edition! Just CLICK HERE to check it out!


All rights reserved by ©The Teacher Studio. Purchase of this resource entitles the purchaser the right to reproduce the pages in limited quantities for single classroom use only. Duplication for an entire school, an entire school system, or commercial purposes is strictly forbidden without written permission from the author at Additional licenses are available at a reduced price.

Total Pages
50 pages
Answer Key
Teaching Duration
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to see state-specific standards (only available in the US).
Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
Fluently add and subtract multi-digit whole numbers using the standard algorithm.
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.


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