Times tables are an important part of primary maths, but for lots of children they can feel difficult at first and take time to stick.
They might know their 5 times table perfectly when they’re chanting along, but then get stuck when someone asks, “What’s 7 × 5?” They might remember a fact one day and seem to have forgotten it completely the next.
The good news is that learning times tables does not have to be stressful. With the right mix of understanding, practice and repetition, children can build confidence and recall facts more easily.
Quick answer
To help your child learn times tables, start with understanding before speed. Use objects, arrays, counting patterns and real examples so they know what multiplication means. Then practise little and often, mix the questions up, revisit facts regularly and link multiplication to division. Songs, games, chanting, quick questions and visual models can all help, but the key is short, calm, regular practice.
Why times tables matter
Times tables matter because they make so much other maths easier.
Children use multiplication facts in:
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multiplication
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division
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fractions
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factors
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multiples
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area
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measure
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ratio later on
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problem-solving
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mental maths
If a child has to work out every multiplication fact from scratch, maths can become tiring very quickly.
For example, if a child is trying to solve a fraction problem and still has to count up in threes to work out 3 × 8, their working memory is doing a lot at once.
But if they know 3 × 8 = 24, they can focus on the actual problem.
That is why fluency matters.
Fluency does not just mean being fast. It means children can recall facts accurately, use them flexibly and apply them when they need them.
Start with what multiplication means
Before children memorise times tables, they need to understand what multiplication is.
Multiplication is repeated equal groups.
For example:
3 × 4 means 3 groups of 4.
That could look like:
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3 plates with 4 biscuits on each plate
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3 bags with 4 counters in each bag
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3 rows of 4 dots
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3 towers with 4 cubes in each tower
Children need to see this.
If times tables are only taught as chanting, some children can remember the words without really understanding the maths underneath.
So before rushing into recall, build the facts.
Show 4 × 5 as four groups of five.
Show 6 × 2 as six pairs.
Show 3 × 10 as three groups of ten.
That practical understanding gives the facts somewhere to stick.
Use arrays
Arrays are one of the best ways to show multiplication.
An array is an arrangement of objects in rows and columns.
For example, this could show 3 × 4:
● ● ● ●
● ● ● ●
● ● ● ●
That is 3 rows of 4, which makes 12.
Arrays help children see multiplication clearly.
They also help children understand that multiplication can be turned around.
3 × 4 = 12
And:
4 × 3 = 12
The answer is the same, even though the groups are arranged differently.
This is called commutativity, but children do not need the formal word straight away. They just need to notice:
If I know 3 × 4, I also know 4 × 3.
That cuts down the number of facts they feel they have to learn.
Teach the easier tables first
Some times tables are easier to learn because children meet them early through counting patterns.
A sensible starting order is usually:
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10 times table
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5 times table
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2 times table
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4 times table
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8 times table
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3 times table
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6 times table
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9 times table
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7 times table
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11 and 12 times tables
This is not a fixed rule for every child, but it often works well.
The 10s, 5s and 2s are usually more familiar because they link to counting, money, pairs and everyday patterns.
The 4s can build from doubling the 2 times table.
The 8s can build from doubling the 4 times table.
The 6s can link to the 3s.
The 9s have lots of useful patterns.
The 7s often feel trickier because they have fewer obvious patterns and links.
The main point is this: do not try to learn everything at once.
Build steadily.
Practise little and often
Times tables are best practised in short bursts.
Five minutes of focused practice is usually more useful than one long, stressful session.
You might try:
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3 minutes after breakfast
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5 questions in the car
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one quick chant before school
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a short quiz while making dinner
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one times table song before homework
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a few mixed questions before bed
Little and often helps facts move into long-term memory.
It also stops times tables becoming a big emotional event.
If every practice session turns into a battle, children will start to dread it. Keep it short, calm and predictable.
Do not only practise in order
Chanting times tables in order can be useful.
For example:
3, 6, 9, 12, 15, 18...
That helps children hear the pattern.
But children also need to know the facts out of order.
A child might be able to chant:
5, 10, 15, 20, 25, 30, 35
But still struggle if you ask:
What is 7 × 5?
That is because chanting from the start is different from recalling a specific fact.
So use both.
Practise in order first, then mix it up.
For example:
5 × 3
9 × 3
2 × 3
7 × 3
12 × 3
This helps children retrieve the fact instead of counting through the whole sequence every time.
Link multiplication and division
Times tables are not only for multiplication.
They also help with division.
If a child knows:
6 × 4 = 24
They can also learn:
24 ÷ 6 = 4
And:
24 ÷ 4 = 6
This is why fact families are useful.
A simple fact family might be:
4 × 5 = 20
5 × 4 = 20
20 ÷ 4 = 5
20 ÷ 5 = 4
Children do not need to master all of this at once, but they should gradually see that multiplication and division are connected.
That makes division feel less like a brand-new topic.
Use known facts to find new facts
Children do not have to learn every fact as if it's completely separate.
They can use facts they already know.
For example, if they know:
5 × 6 = 30
Then they can work out:
6 × 6 = 36
Because it's one more group of 6.
If they know:
10 × 7 = 70
Then they can work out:
9 × 7 = 63
Because it's one group of 7 less.
This is really important.
It helps children become flexible thinkers rather than just memorising facts in isolation.
You can ask:
What fact do you already know that could help?
That one question can change the whole feel of times-table practice.
Use songs and rhythm
Songs can be very helpful for times tables.
Children often remember rhythm and melody more easily than isolated facts. That is why many adults can still remember songs, chants and rhymes from school years later.
Times-table songs can help children:
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hear the pattern
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practise in a low-pressure way
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repeat facts regularly
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join in actively
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remember the sequence
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build confidence before mixed recall
Songs do not replace understanding, but they can support memory.
They work best when children also see the facts with objects, arrays, number lines and real examples.
So a song might help a child remember the 4 times table, but it is still useful to show 4 × 6 as six groups of four or four rows of six.
The song helps recall. The visual model helps understanding.
Both matter.
Make practice active
Some children find sitting still and answering times-table questions quite dull.
That does not mean they cannot learn them.
It may just mean they need practice to feel more active.
You could try:
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clapping the answers
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stepping along a number line
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throwing a beanbag while answering
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jumping on multiples
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matching fact cards
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building arrays with counters
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using dice to create questions
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playing “beat your own score”
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sorting facts into “I know”, “nearly know” and “not yet”
The aim is not to turn everything into a game.
The aim is to make repetition feel manageable.
Children need lots of practice, but it does not all need to look the same.
Focus on one table at a time
If a child is finding times tables hard, do not throw all twelve tables at them at once.
Choose one.
For example, focus on the 4 times table for a few days.
Practise it in different ways:
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chant it
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sing it
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build it
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draw arrays
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answer quick questions
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spot patterns
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link it to doubles
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mix up the facts
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use it in simple word problems
This gives children time to become familiar with the table before moving on.
Once a table feels secure, keep revisiting it while introducing the next one.
Keep revisiting old facts
Children can appear to know a times table, then forget it a week later.
That is normal.
Memory needs revisiting.
So once your child has learned a table, keep bringing it back.
You might do:
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practise 3 multiplication facts your child already knows well and 3 new ones they are currently learning
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a quick Friday recap
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ask multiplication questions from times tables they learned earlier, not just the one they are working on now
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one multiplication question to revisit each day
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a weekly low-pressure quiz
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a times-table song they already know
This is much better than learning one table, leaving it behind completely, and hoping it stays there.
Regular retrieval helps facts become more secure.
Watch out for pressure
Times tables can quickly become stressful.
Some children feel embarrassed if they are slower than others. Some panic when timed. Some start to believe they are bad at maths because they cannot recall facts quickly yet.
Speed has its place, especially as children become more fluent.
But pressure too early can backfire.
If your child is struggling, start with accuracy and confidence.
You can build speed later.
A good order is:
Understand it.
Practise it.
Remember it.
Use it.
Get quicker over time.
That is much healthier than expecting instant recall before the understanding is there.
What to avoid
A few things can make times tables harder than they need to be.
Try to avoid:
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learning every table at once
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only chanting from the beginning
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making every session timed
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treating mistakes as failure
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practising for too long
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skipping the meaning of multiplication
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moving on before facts are secure
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saying “you should know this by now”
That last one is especially important.
Children know when they are finding something hard. They usually do not need more shame. They need a way in.
What adults can say to help
The language adults use can make a big difference.
Helpful phrases include:
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“Which fact do you already know?”
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“Can you build it?”
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“Can you draw it as an array?”
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“What pattern do you notice?”
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“Let's try that one again.”
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“You’re nearly there.”
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“That mistake tells us what to practise next.”
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“Let's do three more and stop.”
These phrases keep the focus on learning.
They also help children see times tables as something they can improve with practice.
A simple weekly routine
Here is a simple routine you can use at home or in school.
Choose one times table for the week.
On Monday, build it with objects or arrays.
On Tuesday, chant it or sing it.
On Wednesday, answer a few questions in order.
On Thursday, answer mixed questions.
On Friday, use the facts in simple word problems.
Keep each session short.
Then revisit the same facts the next week while adding a new table.
This gives children a mix of understanding, practice and recall.
Final thoughts
Times tables are important, but they do not need to become a battle.
Children need to understand what multiplication means. They need to see equal groups and arrays. They need to hear patterns, practise regularly, retrieve facts out of order and revisit them over time.
Some children will learn them quickly.
Others will need more repetition.
That is fine.
The goal is not to make children feel under pressure. The goal is to help them build facts they can use confidently in the rest of their maths.
Start small. Keep it calm. Practise little and often. Use songs, visuals, games and quick questions. Celebrate progress.
Silly School Education has songs for all the times tables up to 12, designed to help children practise the facts in a memorable, low-pressure way. They work best alongside good teaching, visual models, arrays, discussion and regular short practice.
Frequently asked questions
What age should children know their times tables?
Children are typically expected to learn multiplication tables progressively throughout primary school, with many education systems aiming for secure recall of facts up to 12 × 12 by the later primary years. Children often begin with easier tables first, such as 2s, 5s and 10s, before moving on to the others.
Which times tables should children learn first?
Children often start with the 10, 5 and 2 times tables because the patterns are easier to see. After that, they can build towards 4s, 8s, 3s, 6s, 9s, 7s, 11s and 12s.
Why can my child chant a times table but not answer mixed questions?
Chanting in order and recalling a single fact are different skills. Your child may know the sequence but still need practice retrieving facts out of order.
How can I make times-table practice less stressful?
Keep practice short, calm and regular. Use songs, games, arrays, quick questions and lots of encouragement. Avoid long timed sessions if they make your child anxious.
Are times-table songs useful?
Yes, songs can help children remember patterns and practise facts through rhythm and repetition. They work best when used alongside visual models and practical understanding.
Should children learn division facts too?
Yes, but gradually. Once children know multiplication facts, they can begin to link them to division facts. For example, if 4 × 5 = 20, then 20 ÷ 5 = 4.