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This Addition With Regrouping drill has 40 problems for Grade 2. Vikings theme. Answer key included.
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Max discovered 27 gold coins and 15 silver coins in the Viking ship—he must count them before the storm arrives!
Standard: CCSS.MATH.2.NBT.B.5
Addition with regrouping is a critical bridge between single-digit facts and the two-digit math your child will encounter throughout elementary school. At this age, seven and eight-year-olds are developing the mental flexibility to understand that ten ones can become one ten—a concept that feels almost magical to them but builds the foundation for all future multi-digit computation. When your child masters regrouping, they're not just memorizing a procedure; they're learning that numbers are flexible and can be broken apart and rebuilt. This skill appears constantly in real life: adding up allowance, combining toy collections, or totaling scores during games. Students who struggle with regrouping often fall behind in third grade, when regrouping becomes automatic and they're expected to apply it to subtraction, multiplication, and word problems. By drilling addition with regrouping now, your child builds confidence and automaticity that makes harder math feel manageable later.
The most common error is 'dropping the regrouped ten'—students add correctly but forget to carry the 1 to the tens column, writing 24 instead of 34 when solving 18 + 16. A second frequent mistake is regrouping when it's not needed, turning 23 + 14 into a regrouping problem. You'll spot these errors by checking if the child writes small numbers above the tens place and whether they can explain why they moved a ten. Ask them to show you with base-ten blocks or drawings; if they can't explain it physically, they're likely just copying a procedure they don't understand.
Play 'Viking Score Tally' at home: give your child a simple two-digit number and ask them to add coin amounts or sticker counts to reach that target, requiring at least two problems with regrouping per turn. For example: 'You have 17 points and earn 15 more—how many now?' Have them draw circles for ones and lines for tens on paper before calculating, so they see the regrouping happen physically before they write the number sentence. This makes the abstract idea concrete and fun.