3 Digit Addition Worksheets With and Without Regrouping

Choose a step under Sheet type, from no regrouping to sums past 1,000, press Make a new sheet and print.

Sheet type

Problems

Answer key

12 problems. 3-digit plus 3-digit, any regrouping. Sheet 5VFSFW, with its answer key.

3-digit plus 3-digit, any regrouping

Name Date Score / 12

Add. Start with the ones, and carry when a column makes 10 or more.

Sheet 5VFSFW · Made at homeroomtools.com

Answer key. 3-digit plus 3-digit, any regrouping

1.920
2.802
3.550
4.829
5.996
6.497
7.748
8.805
9.615
10.990
11.998
12.938

Sheet 5VFSFW · Made at homeroomtools.com

Next step Make a plain sheet in any of 4 operations

How it works

Free 3 digit addition worksheets with and without regrouping. Five steps run from no carries to sums past 1,000; other sheets add in your head, put a zero in the tens place, or print H T O headers.

Read the full guide

Five steps from no regrouping to sums past 1,000

Step 1: 3-digit sums with no regrouping practices setting out three columns. Step 2: regroup the ones only and Step 3: regroup the tens only put the carry in a known place. Step 4: regroup twice, ones and tens has both, and Step 5: sums past 1,000 adds a third. The opening sheet, 3-digit plus 3-digit, any regrouping, mixes Steps 1 to 4.

Match the sheet to the mistake

An answer of 5,615 for 347 + 228 means 15 was written in the ones place: go back to Step 2. An answer of 643 for 468 + 275 means the second carry was dropped: print Two carry boxes, over the tens and the hundreds. For columns that drift, print Squared paper, one digit to a square.

Steps 2 and 3 allow one carry only, so a pupil who carries in every column by habit is caught.
Written sheets open on 12 problems. Set Problems to 6 to leave working room for a pupil who writes large.

Questions and answers

What grade is 3 digit addition?

Grades 2 and 3. Common Core 2.NBT.7 has grade 2 add within 1,000 using models, drawings and place value strategies, and 3.NBT.2 asks grade 3 for fluency within 1,000. Texas 3.4(A) sets the same grade 3 goal.

What is the difference between with and without regrouping?

Without regrouping, every column adds to 9 or less, as in 431 + 256 = 687. With regrouping, a column makes 10 or more and 1 is carried to the next column: in 458 + 236 = 694 the ones make 14.

How do you check a 3-digit sum?

Estimate first: 468 + 275 is about 500 + 300 = 800, and the exact sum is 743. An answer far from its estimate has a slip. Estimate to the nearest 100, then add prints an Estimate line and an Exact line under each problem.

All 21 sheet types

3-digit plus 3-digit, step by step 6

3-digit plus 3-digit, any regrouping The standard page: 12 stacked problems such as 526 + 347 = 873, with every sum below 1,000. Some problems regroup the ones, some the tens, some both and some not at all, so pupils have to look before they carry. Common Core 3.NBT.2 asks grade 3 for fluency within 1,000.
Step 1: 3-digit sums with no regrouping Every column adds up to 9 or less, as in 342 + 156 = 498. The only new thing is a third column, so this is the page for setting out: hundreds under hundreds, tens under tens, ones under ones, and always start adding on the right.
Step 2: regroup the ones only Only the ones make 10 or more. In 347 + 228 = 575 the ones give 15, so 5 is written and 1 ten is carried; the tens then make 7 and the hundreds 5. It is the 2-digit skill again, with a quiet hundreds column beside it.

Show all 21 sheet types (18 more)

3-digit plus 3-digit, step by step, continued

Step 3: regroup the tens only The ones behave and the tens do not. In 364 + 252 = 616 the tens give 11, which is 1 hundred and 1 ten. Write 1 in the tens place and carry 1 into the hundreds. Carrying a hundred is the new idea on this page.
Step 4: regroup twice, ones and tens Both carries in one problem. In 468 + 275 = 743 the ones make 13, so 1 ten is carried; the tens then make 14 with that carried ten, so 1 hundred is carried; the hundreds make 7. The second carry is the easy one to drop, so watch that column.
Step 5: sums past 1,000 Three carries and a new thousands digit. In 768 + 575 = 1,343 the ones make 13, the tens 14 and the hundreds 13, and the last carried 1 has no column waiting. It becomes the thousands digit. These sums pass the 1,000 that Common Core 3.NBT.2 sets for grade 3.

Mixed sizes and whole pages 4

3-digit plus 1-digit, crossing a ten A 3-digit number plus a single digit, with the ones always passing 10: 347 + 8 = 355. Thinking 347 + 3 + 5 = 350 + 5 = 355 is the make-ten move from the basic facts. Printed side by side, because these are meant to be done in the head.
3-digit plus 2-digit, stacked The 2-digit number must sit under the tens and ones, with nothing under the hundreds: 467 + 58 = 525. Here the ones make 15 and the tens make 12, so the hundreds digit changes from 4 to 5 even though nothing was added to it directly.
Full page, 30 problems for fluency Thirty 3-digit problems in 5 rows of 6, such as 614 + 279 = 893, with regrouping mixed at random and every sum below 1,000. There is less white space than on the 12-problem page, so use it once the method is secure and speed is the goal.
Within 1,000 warm-up, mixed sizes Twelve stacked problems with sums to 1,000 and numbers of 1, 2 or 3 digits mixed together, such as 386 + 47 = 433. It is the plain sheet, so there are no zeros to add and regrouping comes as it falls. Good for the first five minutes of a lesson.

Zeros and near hundreds 2

Near hundreds: add 199, 298 or 399 by rounding One addend is 1 or 2 below a whole hundred. For 346 + 199 = 545, add 200 and step back 1: 346 + 200 − 1 = 545. It often saves one or two carries, and it shows pupils that the written method is not always the best tool.
Zero in the tens place of an addend One addend has a zero in the tens place, as in 405 + 237 = 642. The ones make 12, and the carried ten lands on the zero: 0 tens and 3 tens and 1 more make 4. Pupils who treat the zero as a gap lose that carry.

Hundreds, tens and sums in your head 5

3-digit plus a multiple of 10, crossing a hundred The tens pass 10, so the hundreds digit moves up: 384 + 50 = 434, since 8 tens and 5 tens make 13 tens. Counting on in tens shows why: 394, 404, 414, 424, 434. The ones digit never changes, which is a useful check.
3-digit plus a multiple of 100 Only the hundreds digit changes: 347 + 200 = 547. Common Core 2.NBT.7 describes 3-digit addition as hundreds and hundreds, tens and tens, ones and ones, and this page isolates the first of those. Sums stay below 1,000, and the problems are printed side by side.
Add 10 across a hundred Every number has 9 tens, so adding 10 tips it into the next hundred: 394 + 10 = 404. Pupils who answer 3,104 or 494 are changing digits without thinking about value. Twenty quick problems, side by side, all done in the head.
Add 10 or 100 in your head Each problem adds 10 or 100 to a 3-digit number, such as 347 + 100 = 447, with no written working. Common Core 2.NBT.8 asks pupils to do this mentally for numbers from 100 to 900, and Texas 2.7(B) asks for 10 or 100 more than a given number.
Whole tens: 340 + 250 and the like Both numbers are multiples of 10, as in 340 + 250 = 590. Think of it as 34 tens and 25 tens making 59 tens, which is a 2-digit sum in disguise. Some problems cross a hundred, such as 380 + 250 = 630, where 38 tens and 25 tens make 63 tens.

Headers, squares and carry boxes 3

H T O headers over every problem The letters H, T and O are printed over each problem, with one digit to a cell: 258 + 136 = 394. When the ones make 14, the header shows where the carried 1 belongs, which is in the T column. Drop the headers once the columns stay straight.
Squared paper, one digit to a square Each problem is set on a grid of squares with room for one digit in each, and a spare row on top for carried digits: 475 + 368 = 843. The squares do the lining up, so the pupil can give full attention to the two carries.
Two carry boxes, over the tens and the hundreds Small empty boxes sit above the tens and the hundreds columns. In 586 + 247 = 833 both get a 1: the ones make 13 and the tens make 13 as well. A box left empty when it should hold a 1 is easy to spot as you walk round the room.

Estimate first 1

Estimate to the nearest 100, then add Round each number to the nearest 100, add, then find the exact sum. For 612 + 289 = 901 the estimate is 600 + 300 = 900. Texas 3.4(B) asks grade 3 to round to the nearest 10 or 100 to estimate, and Common Core 3.OA.8 asks pupils to judge answers by estimating.

How this list was compiled: Sheet types, wording and worked examples are own work. Every worked example, and every column total named in a description, was computed twice by script on 2026-09-19. Standard numbers and the wording taken from them were checked 2026-09-19 against the full text of the Common Core State Standards for Mathematics (California Department of Education copy, https://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf): 2.NBT.7 (add within 1000 with concrete models or drawings; hundreds and hundreds, tens and tens, ones and ones), 2.NBT.8 (mentally add 10 or 100 to a given number 100 to 900), 3.NBT.1, 3.NBT.2 (fluently add and subtract within 1000), 3.OA.8 and 4.NBT.4; and against the Texas Essential Knowledge and Skills for Mathematics, 19 TAC 111.4 and 111.5, adopted 2012 (https://tea.texas.gov/sites/default/files/ch111a.pdf): 2.7(B) (10 or 100 more or less than a given number up to 1,200), 3.4(A) (fluency within 1,000) and 3.4(B) (round to the nearest 10 or 100 or use compatible numbers to estimate). Checked 2026-09-19 against Wikipedia: a carry as a digit moved to the next more significant column, https://en.wikipedia.org/wiki/Carry_(arithmetic) ; carrying in column addition, https://en.wikipedia.org/wiki/Addition . The sheets follow no single curriculum, and naming a standard here does not mean a sheet is approved by anyone. Licence: own work