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Stage 2 of 20

Addition With Carrying

Learn addition facts beyond 10 by making ten, regrouping ones, and reading teen totals accurately through clear worked examples and guided practice.

Start the interactive drill 18 checkable exercises

What You'll Learn

  • Recognize when two one-digit addends make a total greater than 10
  • Decompose one addend to complete a group of ten
  • Describe a teen total as one ten and a number of ones
  • Check an addition result by estimating or using a second strategy

How Addition With Carrying Works

A sum such as 8 + 5 crosses ten. Eight needs two more to complete ten, so split 5 into 2 and 3: 8 + 2 + 3 = 10 + 3 = 13. One full ten and three ones give the teen number its place-value meaning.

This works because addition is associative: addends may be regrouped without changing their total. Moving two from the 5 beside the 8 leaves three still to add. Counters or a ten-frame can show that the quantity stays constant.

Stage 1 strategies remain useful. Counting on verifies results, doubles provide anchors, and reversing addends can place the number nearer ten first. For 6 + 8, think 8 + 2 + 4; for 7 + 8, use 7 + 7 = 14, then add one.

“Carry one” is shorthand for composing ten ones as one ten. Although these facts have no written tens column, the place-value event is already present. The same exchange later explains carrying in multi-digit addition.

Choose a dependable route rather than racing. Make-ten is efficient with 8 or 9, while a double suits 7 + 7. Naming both parts of the split keeps every unit accounted for.

Why This Skill Matters

Crossing ten is an important place-value transition. It prepares the reasoning behind adding to the next decade, carrying in columns, handling money, and estimating larger sums.

Flexible strategies reduce step-by-step counting. The goal is to preserve the addends while rearranging them into easier combinations.

Mental Walkthroughs

Read the strategy, then prove you can use it: every example ends with a matching problem on new numbers that you answer and check right here. Answer it and press New numbers for as many fresh problems as you like.

Complete ten from eight

8 + 5

  1. 1 I notice that 8 needs 2 to become 10.
  2. 2 I split 5 into 2 and 3, so no part of 5 is lost.
  3. 3 Now I combine 10 and the remaining 3.

8 + 5 = 13

Your turn — try it on new numbers

8 + 8 = ?

Bridge from nine

9 + 7

  1. 1 Nine is one away from ten, so I split 7 into 1 and 6.
  2. 2 I join 9 and 1 to make 10.
  3. 3 Ten plus the leftover 6 is 16.

9 + 7 = 16

Your turn — try it on new numbers

5 + 9 = ?

Use an exact double

8 + 8

  1. 1 I recall that doubling 8 makes 16.
  2. 2 I can check it as 8 + 2 + 6: 10 + 6 is 16.

8 + 8 = 16

Your turn — try it on new numbers

9 + 5 = ?

Adjust a nearby double

7 + 8

  1. 1 I use the known double 7 + 7 = 14.
  2. 2 The second addend is one greater than 7, so I add one more.

7 + 8 = 15

Your turn — try it on new numbers

2 + 9 = ?

Watch for These Missteps

Forgetting the leftover part

After using 2 of the 5 in 8 + 5 to make ten, the other 3 must still be added. State the split first: “5 is 2 and 3,” then calculate 10 + 3.

Calling every teen sum thirteen

Many early examples equal 13, but the leftover ones determine the total. Build the ten, count the ones that remain, and read one ten plus those ones accurately.

Counting the starting number as a jump

When checking 7 + 6, begin after 7: 8 is the first of six jumps. Track jumps with fingers or marks, then compare with a make-ten solution.

Addition With Carrying in Everyday Life

A tray has 9 red and 6 blue counters. Move one blue counter beside the red group to complete ten; five remain, so there are 15 altogether. The arrangement changes, but the total does not.

The same regrouping works when a score rises from 8 by 7 points. Treating ten as a landmark makes the transition easier to track.

Pro Tips

  • • Ask how many the larger addend needs to reach ten before splitting anything.
  • • Say both parts of a split aloud so the remainder cannot disappear.
  • • Compare make-ten with a doubles strategy and keep the shorter route.
  • • Sketch a ten-frame only for facts that remain uncertain, then replay it mentally.

Practice Exercises

Work each problem mentally, then type the answer and check it. Nothing is marked correct until you enter a value that actually equals the result, and every problem keeps its mental-steps note in reach if you get stuck.

  1. 1. 8 + 4 = ?
  2. 2. 9 + 5 = ?
  3. 3. 7 + 6 = ?
  4. 4. 8 + 7 = ?
  5. 5. 6 + 5 = ?
  6. 6. 9 + 8 = ?
  7. 7. 7 + 7 = ?
  8. 8. 8 + 6 = ?
  9. 9. 5 + 9 = ?
  10. 10. 6 + 8 = ?
  11. 11. 9 + 9 = ?
  12. 12. 5 + 7 = ?
  13. 13. 4 + 8 = ?
  14. 14. 6 + 6 = ?
  15. 15. 7 + 9 = ?
  16. 16. 3 + 8 = ?
  17. 17. 4 + 9 = ?
  18. 18. 8 + 9 = ?

Drill Stage 2 with unlimited problems

Type your answer and press Enter. Every problem is generated on the spot and uses addition facts that cross ten, with totals from 11 to 18. Get it wrong and the steps below show how that exact problem is solved mentally.

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Problem 1

6 + 7 = ?

Stage 2 Questions

Is making ten the same as carrying?

It is the underlying idea. Ten ones are regrouped as one ten; written carrying records that new ten in the next place-value column.

Must the larger addend come first?

No. Addition is commutative, so reversing addends can place 8 or 9 first and reveal the route to ten.

When is counting on still appropriate?

Use it as a check or when the smaller addend is tiny. For larger jumps, making ten or using a double usually requires fewer mental steps.