Addition with Regrouping in the Hundreds Place

I. Goals
A. Learn to add greater numbers
B. Know how to use a place value chart and base ten blocks to verify addition with
regrouping.
C. Understand how to carry over to the thousands place value when the digit value
of the hundreds place is greater than 9
II. Objectives
A. Given 4-digit, 2 number addition problems, the student will regroup the hundreds
place to correctly add in 4 consecutive trials.
B. Given a Regrouping Sorting Mat and a partner, the student will work
collaboratively with a partner to correctly sort at least 10 out of 12 addition
problems.
III. Common Core Standards
A. 3.NBT.2 Numbers and Operations in Base Ten
Use place value understanding and properties of operations to perform
multi-digit arithmetic.
2. 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.
B. 4.NBT.4 Numbers and Operations in Base Ten
Use place value understanding and properties of operations to perform
multi-digit arithmetic.
4. Fluently add and subtract multi-digit whole numbers using the standard
algorithm.
IV. Materials
A. Student math notebooks
B. White board, dry erase marker
C. Smart Board / Computer
D. Regrouping Sorting Mats
E. Dry erase markers
F. Paper towels
G. Regrouping Sorting Mat Large teacher example
V. Vocabulary
A. Regroup in addition, regrouping means that you are carrying over to the next
place value
VI. Introduction
A. Put the Do Now on the whiteboard
1. 1312+ 2254=

2. 3428+1465=
3. 4470+3489=

4. Round to the nearest tens

a. 6788
b. 4952

5. Round to the nearest hundreds

a. 5151
b. 2836
B. Go over Do Now answers
C. Today, we are going to be working on adding numbers that require regrouping in
the hundreds place value.
VII. Development
A. On the Smart Board, pull up the Place Value Addition mat (http://wwwk6.thinkcentral.com/content/hsp/math/mathinfocus/common/itools_int_97805476
73844_/placevaluechips.html). Show the problem 1200+2900= on the
whiteboard. Show the two numbers using the base ten blocks on the Smart
Board mat.
B. Pointing at the Smart Board mat, explain how the numbers are shown. On the
top row, there is one marker in the thousands place and two markers in the
hundreds place. There are no markers in the tens or ones places. This number is
shown below (point). Who can tell me what number this is? Call on student to
answer.
C. The bottom row shows two markers in the thousands place, and nine markers in
the hundreds place. Again, there are no markers in the tens or ones places. What
number is shown here? Call on a student to answer.
D. Now, we want to add these two numbers together. Hit the add button. Using the
place value mat, we can add the number of markers in each of the columns.
Count the markers in the hundreds column with the students.
E. There are 11 counters in the hundreds column. A group of 10 hundreds markers
is the same thing as saying 1 group of thousands. On this mat, this is done by
regrouping this set of ten (point to the group of ten hundreds markers) and
moving it to the thousands column as one marker, (hit the group tab at the top of
the hundreds column.)
F. Now there are no columns with more than 10 markers, so we can begin to write
our number. There are 4 place values (make 4 dashes on the white board), so
we know there are 4 digits we need to write. How many markers are in the
thousands place? Call on students to help answer questions. How many in the
hundreds place? How many in the tens place? How may in the hundreds place?
So our answer is 4100.
G. On the whiteboard, write 2473 + 1623 = vertically.
H. When we add larger numbers together, we begin the same way we did with
smaller numbers. We always begin with the ones place value column. 3+3 =
what number? Call on a student to answer questions. Write the 6 in the answer
space of the ones column. Now we move to the tens place value. 7+2= what
number? Write a 9 in the answer space of the tens column. Now, we move to

the next column. What place value is this column? (call on student) 6+4=what
number? Looking for the answer 10. Can we write 10 here? Write a 10 small in
the answer space of the hundreds column. Looking for students to argue against
being able to put 2 digits in one space. If students seem to be having difficulty
with this, draw lines between each column to help them remember that only one
digit can go into each answer space.
I. What do we need to do? (allow for student answers) Write the 0 in the hundreds
answer space, carry the 1 to the top of the thousands column above the 2. Now
we add each of the numbers in this column. What do get when we add these
numbers together? Write a 4 in the thousands answer space.
VIII. Guided Practice
A. Write 3 problems on the white board.
1. 4500+3800=
2. 5324+1900=
3. 2666+3811=
B. Have students copy into their notebooks. Remind them that they need to make
sure that each of the numbers are lined up correctly. Tell students that if they
need to, to turn their notebooks sideways so that they can use the lines as
columns.
C. Give students 3 minutes to answer on their own with teachers and aides helping
and focusing students as needed.
D. Go over answers having students volunteer to answer each part of each of the
problems.
E. What numbers do we start with? The ones place.
F. Emphasis that only one digit can go into the hundreds place answer space and
that the one needs to be carried to the thousands column.
IX. Closure
A. Today, we practiced adding numbers that required us to regroup the hundreds
place. We carried the one over to the thousands column and added it to the
numbers in that column. Regrouping the hundreds place is similar to regrouping
the tens or ones places.
X. Independent Practice
A. Introduce the Regrouping Sorting Mat. Explain that students will work in pairs to
find out which cards go into which pocket.
B. Show students with large model what they need to do.
C. Each student will pick six cards from their set. They will solve the problems and
place the card into the appropriate pocket based on which place value was
regrouped.
D. Teachers and aides will walk around room to facilitate students working
cooperatively.
E. If groups finish their pockets, they may exchange them with another team after
they erase their answers.
XI. Accommodations and Modifications

A. When hearing impaired student is in the group, the teacher will wear the FM
system while instructing.
B. The 1:2 paraprofessional will work closely with her two students to ensure
students are completing work.
XII. Evaluation
A. I will assess students prior knowledge of addition rules with regrouping in the
ones and tens place with a Do Now activity.
B. I will assess student understanding by looking at their work in their notebooks, as
students are working.
C. Students will correctly sort the addition cards in the regrouping mat with their
partner.
XIII. Reflection
A. What can I change the next time I teach this lesson/ group?
B. What went well?
C. Do I feel that the students understood the concept of regrouping the hundreds
place?
D. Were the students engaged with the teacher directed lesson? The team activity?
E. What can I do to push some students toward more independence?