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This Addition With Regrouping drill has 40 problems for Grade 2. Lighthouse Keeper theme. Answer key included.
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Max must light the lighthouse beacon by solving addition problems before the foghorn sounds at midnight!
Standard: CCSS.MATH.2.NBT.B.5
Addition with regrouping is a foundational skill that helps second graders move beyond counting on their fingers and develop true number sense. When students add numbers like 17 + 15, they learn that 10 ones can be traded for 1 ten—a concept called regrouping or "carrying." This mental flexibility is crucial for building confidence with larger numbers and prepares them for multiplication, division, and all upper-grade math. At ages 7-8, children's brains are ready to understand place value deeply rather than just memorize facts. Mastering this skill also builds problem-solving resilience; students learn that when one strategy feels stuck, reorganizing the problem (much like a lighthouse keeper organizing supplies by type) helps them see a clearer path forward. These drill problems strengthen both computational fluency and the logical thinking your child will rely on for years to come.
The most common error is forgetting to add the regrouped ten to the tens column. For example, a student might solve 18 + 14 by adding 8 + 4 = 12 (writing down 2 and regrouping the 1), then writing 1 + 1 = 2 in the tens place, giving 22 instead of 32. You'll spot this when the ones digit is correct but the tens digit is too small. Another frequent mistake is regrouping when it isn't needed—adding 12 + 13, the student might regroup the 2 + 3 = 5 as "5 tens and 0 ones" instead of leaving it as 5 ones. Watch for inconsistent regrouping: correct on one problem, forgotten on the next.
Ask your child to solve real addition problems using household items sorted into groups of ten. For instance, give them 17 pennies and 15 pennies and ask them to count by tens and ones: "How many groups of ten? How many left over?" This concrete experience makes regrouping tangible. Then write the problem vertically on paper and have them match what they did physically (pushing 10 ones together into a ten-stack) to the numbers they write. Repeat with different totals two or three times per week—this bridges the gap between manipulatives and pencil-and-paper math.