Main content

### Course: 3rd grade > Unit 3

Lesson 4: Adding with regrouping within 1000# Using place value to add 3-digit numbers: part 2

Learn to use regrouping to add 536+398. Created by Sal Khan.

## Want to join the conversation?

- Why is it that you can only "carry the one" and never "carry the two"?(186 votes)
- Good question. When you add two numbers, you are adding pairs of digits, as in the video. Those pairs can never add up to more than 18, (or 19 when you are carrying 1) .

But if you are adding three or more numbers, the digits you add together can add up to more than 18, in which case, you might have to carry two, three, or more.

Let' s try 276 + 499 + 387`276`

+499

+387

-------

2 Two units

2 Carry two tens

62 Six tens and two units

2 Carry two hundreds

1162 One thousand, one hundred, six tens and two units(208 votes)

- What if you were adding in the ones place and you had to carry 100

(Or a 1000 in the situation of the ten's place, and so on)?(6 votes)- This might be an example of the situation that you're asking about.
`+9.9999`

+0.0003

-------

?

To add these two decimals, the 3+9 = 12. Write a 2 in the ten thousandths' place. Carry the 1.

Then 9+0+1 = 10. Write a 0 in the thousandths' place. Carry the 1.

Then 9+0+1 = 10. Write a 0 in the hundredths' place. Carry the 1.

Then 9+0+1 = 10. Write a 0 in the tenths' place. Carry the 1.

Then 9+0+1 = 10. Write a 0 in the units' place and a 1 in the tens' place.

Final answer after all that carrying:`+9.9999`

+0.0003

-------

10.0002(10 votes)

- I have two boys with special needs (FAS/FAE), one of which is having a difficult time understanding carrying over to the tens/hundreds. Your video does an excellent job for my other son and he understands the concept. Are there any other methods/techniques to introduce this concept of carrying over?(7 votes)
- You can always try a visual approach like with objects in the real world. When I was smaller I learned better with a visual that I could touch and interact with. Some examples of items you could use are candy, tokens, fruits (just things around the house, honestly). I hope this helps!(3 votes)

- Why can't you "carry the two"(3 votes)
- You can carry a 2. Lets say you were asked to add 19 + 9 + 39, while you are adding all the numbers in the ones column you would get 9 + 9 + 9 which equals 27. In this case you would write the seven and carry a 2 instead of a one over to the tens column. Now in the tens column you would add 2 + 1 + 3 which equals 6. Notice the 2 is from the 27 you carried over from the ones column. So your answer to 19 + 9 + 39 would be 67.(6 votes)

- Why do you use the expanded form when you can use subtraction to check?(5 votes)
- The teachers want you to know exactly how you found what you found and so you know how to do it if you have a bit of trouble, and this is third grade work...they want them to show it.(1 vote)

- At1:50it doesn't make sense(4 votes)
- if (x < 0) {

return;

}(2 votes)

- From0:10to2:29why do you put it in expanded form?(2 votes)
- The expanded form is what explains why carrying works.

Here's an example:

286 = 200 + 80 + 6

+148 = 100 + 40 + 8

-------

6+8 is 14 which is equal to 10 + 4. the unit digit is 4 we "carry" the 10.

now we have 10 + 40 + 80 = 130 which is equal to 100 + 30. 3 is the tens digit. We "carry" the 100.

and finally, 200 + 100 + 100 = 400, so the hundreds place has the digit 4

The answer is 434(5 votes)

- Why do we need to learn distributive property(3 votes)
- You don't necessarily have to learn the distributive property. This method is just an easier way to multiply. Have an amazing day! 😀(1 vote)

- Just pointing out that it's called regrouping instead of carrying.(3 votes)
- Bye bye, budd' buddys!!(2 votes)

## Video transcript

Now, let's do the exact
same addition problem that we did in the last video. But I'm going to expand out
these numbers so that we really understand what's
going on when we're doing all of this carrying. So this 5 is in
the hundreds place. So it really represents
5 hundreds or 500. 3 represents 3 tens because
it is in the tens place. So it represents 30. And the 6, well, it just
represents 6 ones or 6. Likewise, this 3 represents 300. This 9 is 9 tens or 90. And this 8 just
represents 8 ones or 8. And now we can add these two up. Now let's start in the
right-most column-- this ones column. 6 plus 8, we've
already figured out, is equal to 14, which is
the same thing as 10 plus 4. So let's write the
part that's not a multiple of 10 in
this ones column. So let's put that 4 there. And the part that
is a multiple of 10, we can now carry into
this tens column. And that's just to keep track
of it-- just to make sure that we don't lose
that 10, we're putting it into the tens column. Now we can add all the tens. 10 plus 30 plus 90, we've
already figured out is 130. Well the part that is
not a multiple of 100, we can write in this tens
column-- so the 30 part. And then the part that
is a multiple of 100, we can put in the
hundreds column. So we could put the
100 right over here. Notice, we've just
carried the 1. But essentially, we've carried
100, because we put a 1 in the hundreds place. 10 plus 30 plus
90 is 100 plus 30. This is equal to 100 plus 30. That's all we've done. Now we can add the hundreds. 100 plus 500 plus 300 we've
already figured out is 900. So we can write it as 900. And we're done! We've figured out that
500 plus 30 plus 6, plus 300 plus 90 plus 8, is
equal to 900 plus 30 plus 4, which is the same thing as 934. So hopefully this gives
you a little bit more sense of what we're doing when we
"carry the 1" every time. 6 plus 8 is 14. We carried the 1. That 1 represents 10. It represents this
10 right over here. Just so we don't
lose track of it. Then we say that 10 plus
30 plus 90 is equal to 130. So that's 30 plus 100. Then we add the hundreds
together and we get 900.