A child who can recite a table but freezes when asked “What is 6 groups of 4?” has not yet built secure multiplication knowledge. Knowing how to teach times tables means helping children understand patterns, quantities and relationships, then giving them enough calm, purposeful practice for recall to become reliable.
For primary pupils, times tables are more than a weekly spelling-style test. They support written multiplication and division, fractions, measures, ratio and problem-solving. Secure recall also reduces the pressure on a child’s working memory in SATs and later maths lessons. The aim is not to rush children through every fact. It is to build confidence alongside accuracy.
How to Teach Times Tables by Building Understanding First
Before expecting rapid answers, make multiplication visible. A times-table fact represents equal groups: 4 x 3 can be four groups of three, or four rows with three objects in each. Counters, cubes, buttons or even small snacks can make this idea clear. Ask your child to arrange 3 rows of 5, count the total, then describe what they can see.
Arrays are particularly useful because they reveal that multiplication can be reversed. An array of 3 rows of 4 is also 4 rows of 3, so 3 x 4 and 4 x 3 both equal 12. This reduces the number of facts children need to learn and gives them a strategy when one fact feels unfamiliar.
Number lines offer a different route. For 5 x 4, make five jumps of four. This connects multiplication to repeated addition without leaving the child stuck at counting every item individually. Once they understand the jumps, encourage them to predict where they will land. The transition from practical equipment to drawings and then number sentences should be gradual, especially for younger pupils or children who find maths anxious.
It is worth using precise language. Say “four groups of three” rather than simply “four times three” when introducing a new fact. Children need to know what the symbols mean before they can use them fluently in calculations.
Teach Tables in a Sensible Order
Children do not need to tackle tables in numerical order. A strategic sequence creates early success and shows useful patterns. Start with the 2, 5 and 10 times tables, then move to 3 and 4. The 6, 7, 8, 9 and 12 times tables usually need more deliberate rehearsal, but they become less daunting when children can use facts they already know.
For example, if a child knows 5 x 6 is 30, they can work out 6 x 6 by adding one more group of six. If they know 4 x 7 is 28, they can find 8 x 7 by doubling 28. These are not shortcuts to avoid learning facts. They are bridges towards secure recall.
Patterns can make tables memorable, provided children understand why they work. In the 9 times table, the digits in the answers add to nine for the early facts: 18, 27, 36 and 45. In the 11 times table, multiplying a single digit by 11 creates a repeated digit, such as 11 x 6 = 66. Explain that patterns are helpful clues, not a substitute for checking an answer.
Use known facts to solve harder ones
Encourage children to ask, “What do I already know?” If 7 x 8 is difficult, they might use 7 x 4 = 28 and double it. For 6 x 7, they may know 5 x 7 = 35 and add another seven. This develops number sense and prevents a child from seeing every multiplication question as a completely new challenge.
The commutative rule is equally valuable. Once 8 x 3 is known, 3 x 8 does not require separate learning. Division facts should be practised alongside multiplication too: if 4 x 6 = 24, then 24 divided by 6 = 4. This family of facts gives pupils a stronger foundation for KS2 arithmetic and fractions.
Make Practice Short, Regular and Specific
Long sessions often lead to frustration, particularly after a full school day. Ten focused minutes, four or five times each week, is usually more effective than one lengthy session at the weekend. Choose a single target table or a small group of related facts. Start with facts your child can answer confidently, introduce two or three less secure facts, and finish with a success.
A useful practice routine has three parts. First, revisit facts already learned. Next, practise the current focus using a visual model, spoken questions or a quick game. Finally, mix old and new facts so that the child has to choose the answer rather than follow a predictable sequence.
Order matters. A child may confidently chant 6, 12, 18, 24, but struggle when asked 4 x 6 out of order. Once a table is familiar, ask questions in a random order. Include reverse questions such as “What is 35 divided by 5?” and missing-number questions such as “7 x __ = 42”. This tests understanding rather than the ability to repeat a rhythm.
Choose games that still require thinking
Games work best when they create repeated retrieval, not just excitement. Roll two dice and multiply the numbers. Turn over two cards and find the product. Call out a multiplication fact during a journey and ask your child to explain how they knew it. A quick score challenge can motivate some children, but it should be against their own previous result rather than against a sibling.
Technology and songs can be helpful additions, especially for children who enjoy rhythm or visual prompts. However, they should not become the whole method. If a child only knows an answer when a song is playing, recall is not yet secure. Follow any song or app activity with spoken questions, written calculations and a practical example.
Respond Calmly When Facts Do Not Stick
Forgetting is part of learning. When a child gives the wrong answer, avoid immediately saying it for them. Ask a gentle prompt: “Can you use a fact you know?” or “Could you make an array to check?” Giving them a route to the answer builds independence and shows that an error is something to investigate, not something to fear.
Some facts naturally take longer. The 6, 7, 8 and 12 times tables often need extra attention because their answers are less obvious than the 2, 5 or 10 tables. Keep a small record of the facts that cause hesitation and revisit them frequently in different formats. A child who pauses for several seconds may understand the fact but still need more retrieval practice.
It also helps to separate learning from testing. During learning, offer prompts, equipment and encouragement. During a short check, ask questions independently and note what needs revisiting. Constantly testing a child before they are ready can make times tables feel like a judgement rather than a skill they can improve.
Link Times Tables to Real Maths
Children are more likely to value multiplication when they see it outside a worksheet. Ask how many wheels are on six bicycles, how many days are in four weeks, or how many biscuits are needed if five people have three each. At the shops, compare packs of equal items. In sport, count points or laps in equal groups.
As confidence grows, include word problems with unnecessary information and different wording. This helps children decide when multiplication is needed rather than simply spotting a familiar calculation. For example, “A class has seven tables with four pupils at each table. Three pupils are absent. How many pupils are present?” requires multiplication followed by subtraction.
For pupils preparing for the Year 4 Multiplication Tables Check, quick recall matters, but speed should be the result of understanding and regular practice. For older pupils, secure tables remain essential for fractions, algebra, area, ratio and GCSE maths. There is no point at which these facts stop being useful.
When Extra Support Can Help
If your child remains distressed by times tables, repeatedly forgets facts despite regular practice, or struggles to understand equal groups, speak with their class teacher. It may be that they need a slower sequence, more concrete resources or a different explanation. Children develop at different rates, and comparison with friends is rarely helpful.
Structured tuition can also provide focused practice in a calm setting. At iEducate Centre in Romford, primary maths tuition helps pupils strengthen core number skills while building the confidence needed for classroom assessments and SATs preparation.
The most helpful message a child can hear is simple: times tables are learned, not guessed. With clear teaching, manageable practice and praise for persistence, each remembered fact becomes evidence that they can make progress.