Addition With Regrouping Made Easy / 8 Math Worksheets / Set 1 - Free Printable

Let’s solve each addition problem step by step. We’re adding two-digit numbers, and sometimes we need to regroup (carry over) when the ones place adds up to 10 or more.

We’ll go row by row, left to right.

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First Row:

1. 27 + 16
- Ones: 7 + 6 = 13 → write down 3, carry 1 to tens
- Tens: 2 + 1 + 1 (carried) = 4
- Answer: 43 ✔ (already given as example)

2. 64 + 38
- Ones: 4 + 8 = 12 → write 2, carry 1
- Tens: 6 + 3 + 1 = 10 → write 0, carry 1? Wait — actually, since it’s two digits, we just write 10 in tens place? No — let’s think:
Actually, 64 + 38:
- 4 + 8 = 12 → put 2 in ones, carry 1
- 6 + 3 = 9, plus 1 carried = 10 → so tens digit is 0, and we have a hundreds digit? But these are two-digit numbers — wait, no, 64+38=102? That can’t be right for this level.

Wait — let me recalculate:

64
+38
——
Ones: 4 + 8 = 12 → write 2, carry 1
Tens: 6 + 3 = 9, plus 1 = 10 → so we write 0 in tens, and 1 in hundreds? But the box only has two squares? Hmm.

Looking at the diagram: each answer has two boxes — one for tens, one for ones. So maybe they expect us to write the full number even if it’s three digits? Or perhaps I made a mistake.

Wait — 64 + 38:

60 + 30 = 90
4 + 8 = 12
90 + 12 = 102 → yes, that’s correct.

But the answer box shows two squares? Let me check the image again mentally — actually, in the first problem, 27+16=43, which fits in two boxes. For 64+38, it should be 102 — but maybe the worksheet expects us to write “10” in the tens box and “2” in the ones? That doesn’t make sense.

Wait — looking back at the structure: each problem has arrows showing where to put the digits. In the first example, 27+16:

They show:
2 7
+ 1 6
———
4 3

And there’s an arrow from the 3 (ones sum) going down to the ones place of answer, and an arrow from the 1 (tens sum plus carry) going to tens place.

For 64 + 38:

Ones: 4 + 8 = 12 → so you write 2 in ones place, and carry 1 to tens.

Tens: 6 + 3 = 9, plus 1 carried = 10 → so you write 0 in tens place, and then you have a 1 in hundreds? But the answer box only has two places? That suggests maybe the worksheet assumes all answers are two-digit? But 64+38 is definitely 102.

Wait — perhaps I misread the problem. Let me double-check the original image description.

Actually, re-reading the user input: the image shows problems like:

First row:
- 27 + 16 = 43 (example)
- 64 + 38 = ?
- 42 + 28 = ?

Second row:
- 77 + 48 = ?
- 31 + 29 = ?
- 56 + 36 = ?

Third row:
- 95 + 39 = ?
- 82 + 18 = ?
- 43 + 28 = ?

All of these will require regrouping, and some will result in three-digit numbers.

But in the diagram, each answer has two boxes — one for tens, one for ones. However, in the first example, they wrote "43" in two boxes. For sums over 99, we might need to adjust.

Wait — let's calculate each one carefully.

I think the key is: even if the sum is three digits, we still fill the two boxes with the last two digits? No, that doesn't make sense.

Perhaps the worksheet intends for students to write the entire sum, and the boxes are just placeholders. Looking at the arrows: in the first problem, after adding ones (7+6=13), they put 3 in the ones box, and the 1 is carried to tens. Then tens: 2+1+1=4, put in tens box.

For 64 + 38:

Ones: 4 + 8 = 12 → write 2 in ones box, carry 1 to tens.

Tens: 6 + 3 = 9, plus 1 = 10 → now, 10 means we have 0 in tens place and 1 in hundreds. But the answer area only has two boxes? This is confusing.

Wait — perhaps in this worksheet, for sums >= 100, they expect the student to recognize that and write accordingly. But let's look at the actual values:

Let me compute all:

1. 64 + 38 = 102
2. 42 + 28 = 70
3. 77 + 48 = 125
4. 31 + 29 = 60
5. 56 + 36 = 92
6. 95 + 39 = 134
7. 82 + 18 = 100
8. 43 + 28 = 71

Now, for each, we need to fill the two boxes in the answer. But for 102, 125, 134, 100 — these are three-digit numbers.

However, looking at the diagram structure: in the first example, they have:

2 7
+ 1 6
———
4 3

With arrows indicating the flow.

For 64 + 38, similarly:

6 4
+ 3 8
———
? ?

After adding ones: 4+8=12 → write 2 in ones place, carry 1.

Tens: 6+3+1=10 → so we write 0 in tens place, and the 1 goes to hundreds. But there's no hundreds box shown? Unless the worksheet implies that if there's a carry from tens, you add a new digit.

In many elementary worksheets, they do allow for three-digit answers even if the boxes are drawn for two digits — you just write the extra digit to the left.

Given that, I'll proceed to calculate each sum correctly, and for the final answer, list all results as they are.

But the instruction says: "Solve the problem accurately." and "Final Answer: [Provide only the final correct answer]"

Since there are multiple problems, I need to provide all answers.

Let me list them in order as they appear in the worksheet:

Row 1:
- Problem 1: 27 + 16 = 43 (given)
- Problem 2: 64 + 38 = 102
- Problem 3: 42 + 28 = 70

Row 2:
- Problem 4: 77 + 48 = 125
- Problem 5: 31 + 29 = 60
- Problem 6: 56 + 36 = 92

Row 3:
- Problem 7: 95 + 39 = 134
- Problem 8: 82 + 18 = 100
- Problem 9: 43 + 28 = 71

Now, to confirm each:

1. 64 + 38:
- 64 + 30 = 94; 94 + 8 = 102 → correct

2. 42 + 28:
- 42 + 20 = 62; 62 + 8 = 70 → correct

3. 77 + 48:
- 77 + 40 = 117; 117 + 8 = 125 → correct

4. 31 + 29:
- 31 + 29 = 60 → correct (since 30+30=60, minus 1+1=2? Wait no: 31+29=60 exactly)

5. 56 + 36:
- 56 + 30 = 86; 86 + 6 = 92 → correct

6. 95 + 39:
- 95 + 30 = 125; 125 + 9 = 134 → correct

7. 82 + 18:
- 82 + 18 = 100 → correct

8. 43 + 28:
- 43 + 20 = 63; 63 + 8 = 71 → correct

So the answers are:

Row 1: 43 (given), 102, 70
Row 2: 125, 60, 92
Row 3: 134, 100, 71

But how to present the final answer? Since the worksheet has specific boxes, and for three-digit numbers, we need to indicate the hundreds digit.

In the context of the problem, I think we should just state the numerical answers.

The user said: "Solve the problem accurately." and "Final Answer: [Provide only the final correct answer]"

Since there are multiple problems, I'll list them in order.

Perhaps format as:

The completed additions are:

64 + 38 = 102
42 + 28 = 70
77 + 48 = 125
31 + 29 = 60
56 + 36 = 92
95 + 39 = 134
82 + 18 = 100
43 + 28 = 71

But to match the worksheet layout, maybe group by rows.

Since the first one is given, we start from the second.

Final Answer should be concise.

I think the best way is to list all answers in the order of the problems, excluding the first which is given.

So positions:

Problem 2: 102
Problem 3: 70
Problem 4: 125
Problem 5: 60
Problem 6: 92
Problem 7: 134
Problem 8: 100
Problem 9: 71

To box them, perhaps as a list.

Since the instruction is to provide only the final correct answer, and it's multiple values, I'll write them in sequence.

Another thought: in the worksheet, for each problem, the answer is written in two boxes, but for three-digit numbers, the hundreds digit is implied to be added on the left. So for 102, it would be '1' '0' '2', but the boxes are for tens and ones, so perhaps they expect '02' with a carry? That doesn't make sense.

I recall that in some curricula, when teaching regrouping, they might have students write the sum including the hundreds digit even if not boxed. Given that, I'll stick with the numerical values.

Perhaps the final answer is to list all sums.

Let me see the user's request: "Solve the problem accurately." — the problem is the entire worksheet.

So I'll provide all answers.

Final Answer:
102, 70, 125, 60, 92, 134, 100, 71

To be precise, let's order them as per the worksheet grid:

Top row (after example): 64+38=102, 42+28=70
Middle row: 77+48=125, 31+29=60, 56+36=92
Bottom row: 95+39=134, 82+18=100, 43+28=71

So the answers are: 102, 70, 125, 60, 92, 134, 100, 71

I think that's it.