# How to Teach Times Tables So Pupils Learn Instant Recall From KS1 To KS2

**Teaching times tables well and robustly so that your pupils in KS1 or KS2 have instant recall of their times tables is an annual challenge for every primary school teacher. **

Without times table as we know, many future maths topics will elude your pupils.

This article combines the classroom experience of Deputy Head Pete Richardson, who’s been teaching times tables to Year 1 right up to Year 6 for many years now, as well as Third Space’s own expertise developing strategies to support learners one to one in maths.

- Why do we teach children times tables in primary school?
- Teaching times times tables facts first
- 1,2,3… Counting is the key to times tables practice in KS1 and KS2
- How to teach instant recall across all times tables
- Achieving the goal of instant times tables recall
- 10 fun tips for teaching times tables effectively

### Why do we teach children times tables in primary school?

Sometimes we have to go back to basics to remember the reason we’re teaching something. The answer here is not just so that they can pass their Year 4 multiplication tables check!

There are three overwhelming reasons we need children to prioritise their times tables skills at primary school.

#### 1. Times tables are fundamental to many maths topics

Fractions is the most obvious area where learning times tables well is essential. However, every short multiplication and long multiplication method and short division and long division method require speed and instant recall of times tables while at primary school. At secondary school the needs become even greater.

Times Tables are central to KS2 Maths and need to be embedded by Year 4 in order that pupils can then start practising for the next two years. Otherwise, if you don’t teach times tables early and well in Key Stage 2, you’re just storing up problems for the Year 6 teacher trying to prepare pupils for KS2 SATs.

#### 2. Freeing up working memory allows pupils to develop their reasoning skills

There are certain mental maths facts and operations children need to be able to carry out quickly and with a degree of automaticity in order to free up their working memory for newer, more challenging tasks at hand.

If we can ensure the transition of times tables facts to children’s long term memory and times tables can become an instantly recallable fact the working memory can be freed up for reasoning.

All children need to go through these cognitive steps in order to achieve this. Some will only need a light touch whilst some will need significantly longer on particular points.

#### 3. Multiplication and division feature very highly in the KS2 SATs reasoning papers

Many of the end of Year 6 maths reasoning questions in the KS2 SATs seem to necessitate the use of multiplication facts and related division facts by the children in order for them to simplify complex questions.

This post guides you through the times tables strategies and structures you can put in place across your school to help teach times tables effectively for KS1 and KS2 and achieve the goal of instant recall across all multiplication tables.

We’ve also included a free Times Tables Termly Planner to help you plan your times tables strategy for each year group.

### Teaching times times tables facts first

Children need to understand and know these facts about how times tables work before they start learning them.

**1. Repeated addition**

*4 x 5 is the same as 5 + 5 + 5 + 5. *

Children need experience of using concrete maths manipulatives such as counters or multilink cubes and pictorial representations of objects, forming arrays.

Read more on the importance of concrete pictorial abstract here, and how to use it.

**2. Multiplication is commutative**

*4 x 5 is the same as 5 x 4.*

Children build on their existing understanding using arrays, turning the arrays around to show that you now have 5 groups of 4 and they will still total 20. This can then be linked to recalling multiplication facts, i.e. if they know their 5 times table as facts but not their 4 times table, they can use 4 x 5 to work out 5 x 4. This link needs to be made explicit.

**3. Multiplication is the inverse of division**

*20 ÷ 5 = 4 can be worked out because 5 x 4 = 20.*

Again, the use of arrays is key. Children need experience of pulling arrays apart into groups or sharing. After basic experience has been gained, the children should start to ‘see’ an array structure as 5 groups of 4 equal 20 ** and **20 can be split into 5 groups of 4.

**4. Number families**

*4 x 5 = 20, 5 x 4 = 20, 20 ÷ 5 = 4, 20 ÷ 4 = 5*

Due to their commutative understanding, by now children should also be able to see whole number families. For many children this will need to be pointed out and discussed. Most children will be able to explore this in its abstract form but if in doubt, go back to arrays.

From here it is only a short jump to understanding that any missing number can be worked out through knowledge of number families, e.g. 4 x [ ] = 20 or [ ] ÷ 4 = 5. There are other methods children can use to work out missing numbers but our goal is to increase working memory in order to increase instant recall from long term memory. Being able to bounce around a number family will achieve that.

KS1 & 2 Times Tables Termly Planner

Term by term breakdown of the national curriculum expectations for times tables at KS1 and KS2 and strategies for teaching each year

### 1,2,3… Counting is the key to times tables practice in KS1 and KS2

Counting will start before beginning to develop understanding and reasoning but will continue long after, until all times tables can be counted through sequentially at speed.

#### Start by counting concrete items

Ensure counting in 2s begins with concrete manipulatives such as shoes, socks, hands etc before moving on to using counters or other manipulatives. Whenever starting children counting in a new amount, such as counting in 8s, children should be given the opportunity to see visually what that looks like to reinforce 4 x 8 looks quite big compared to 4 x 6. They can then look for patterns such as 4 x 8 is the same as 4 x 4, doubled.

#### Don’t be afraid of drilling the times tables

Some drilling is inevitable when developing counting, initially alongside concrete and pictorial manipulatives but quickly moving to chanting ‘3 times 7 is 21, 4 times 7 is 28’ etc.

Children should by now be used to representing numbers in different ways, for example a counter could represent 1, 2, 5, or 10. Once children are secure with this, fingers can be used to count quickly in any multiplication table.

What about the 11 x and 12 x? Get children make two fists and begin at 11 x with one finger up, two fingers up for 12 x, supported by their place value understanding.

#### Display times times tables around your school

Counting sequences should be highly visible everywhere!

• If you have steps, commission a student artist to paint ‘6, 12, 18…’ on each step in a mural style

• Have some appropriate sequences visible in your hall and rather than entering and exiting assemblies in silence, replace with chanting

• Set up year group counting sequences linked to the times table expectations in each classroom

• Use the hop-scotch grid in the playground to make maths fun

• It’s a good idea to include counting sequences linked to the national curriculum for counting – this is different from recall of multiplication facts expectations, for example Year 2 are expected to count in 3s.

Don’t forget to keep the previous year’s sequences up too to support those that need more time to consolidate counting sequences?

• Keep it engaging – Bruno Reddy’s Rolling Numbers activity is a must watch video for this

When combined, all of the above techniques will be more than enough to get most pupils through the government check.

#### Deeper understanding of multiplication facts and times tables

For children with small working memories, frequently children with special educational needs, being able to count quickly and accurately will give them an appropriate alternative to instant recall, as long as it is underpinned with reasoning and understanding.

However these children can often then struggle to convert the ability to count rapidly into being able to instantly recall facts. By working on children’s deeper understanding of what multiplication is, how it is related to division and number families you should be able to address this.

### How to teach instant recall across all times tables

Not all children will need the suggested structure below, however it will help those who struggle to convert quick counting into instantly recallable facts.

The example is for the 6 times table but the principle can be applied to any.

#### Teaching 6 Times Table step by step

- Fire just 1 x 6, 2 x 6, 5 x 6, 10 x 6 at them first. This will build up on their most secure existing table facts
- Add in 3 x 6, 4 x 6 when step 1 is frequently recalled correctly and instantly
- Build up with 6 x 6, 7 x 6, 8 x 6
- When looking at 9 x 6, 11 x 6 and 12 x 6, children should:
- Look at finding 10 x 6 and adjust
- Be guided to remember what the last 2 numbers were in the sequence they learnt (66, 72)
- Add in related division facts. For some children, this step can be integrated from step 1 onwards. For others, they will need time to develop recall of multiplication facts first before adding this in.

When giving children quick fire questions to recall, particularly in the early stages of each multiplication table, ensure they are given the opportunity to see the calculation rather than just hear it orally.

Children should be encouraged to quickly count using their fingers to assist them with prompt questions such as ‘6 x 7, we did that a minute ago, can you remember what it was?

#### Using technology for quick fire recall

Quick fire recall is the perfect opportunity to involve educational technology as there is little more value a teaching assistant or teacher can give other than asking the above style ‘nudging’ question.

Traditionally, these packages support those who are quick to pick up tables pick them up even quicker whilst having limited impact on those who struggle.

However, this pattern is changing and there are innovative packages out there that will support all learners.

When picking which technology package your school should use, ask yourself the following questions:

- What added value will this give compared to randomly firing out questions?
- Will the package support children who are not yet secure at counting?
- Will the package allow me to adapt what is set to match each child’s needs?
- Is the package accessible at home and from all types of devices?

Two of the most popular options out there, both inexpensive, are Times Tables Rockstars and Hit the Button. For more options and recommended resources, download the free KS1 / KS2 Times Tables Planner.

### Achieving the goal of instant times tables recall

Putting the above steps in place and creating a focus on recall throughout your school will minimise the number of children entering upper Key Stage 2 without a secure grounding of recall times tables facts. There are 2 additional structural steps that will take this to the next level which I’ve detailed below.

**Learning times times tables at home**

Get counting and developing recall facts for multiplication tables in as an essential ‘little and often’ part of homework along the same lines all schools expect with reading.

Research says at primary age, it is this kind of homework that has the potential to make the most difference. Engage parents and inform them of the steps you’re using; this article on the best way to learn times tables at home has been designed to send home to parents.

**Catch up support for those who struggle with recall**

Even with all the above in place, a (much smaller) percentage of children will still struggle to recall times table facts. For those with special education needs inhibiting working and long term memory, counting at speed is a realistic point at which to switch focus to other areas of need within Mathematics.

For other struggling learners, try giving them additional time outside English and Maths lessons to secure counting at speed and to push an increasing number of quick fire questions and answers towards long term memory.

In many cases this can be achieved as a frequent morning activity or during assemblies. A Teaching Assistant can support, or if the right technology package is chosen, simply giving them more time to access could be all that is required.

For children who are really having difficulty, nothing beats sitting down and going through them 1-to-1 as the Third Space Learning tutors do as part of their online maths intervention.

### 10 fun tips for teaching times tables effectively

#### 1. Use times tables chanting

This is a simple yet effective way to drill multiplication knowledge into your pupils . It may not be the most glamorous and exciting way of teaching times tables, but it is a great place to start!

#### 2. Make times tables fun with songs and multiplication games

Our favourite times tables song is Schoolhouse Rock’s ‘3 Is A Magic Number’ and we’ve got lots of fun times tables games in this blog post.

#### 3. Make use of times tables grids

It might be a simple technique, but it is one that works! Hand out times tables grids to your class and get them to fill them in. Not only will they enjoy the challenge of filling in a times table grid but it will encourage them to practise, practise, practise!

#### 4. Use concrete resources

It doesn’t matter whether it is pasta, counters or even coins, just having a concrete resources to help pupils work out times tables can be massively beneficial.

#### 5. Get active outside the classroom

Our times tables pavement chalk activity above is just one of the outdoor maths ideas could use to make times tables learning more active and therefore memorable for your class.

#### 6. Use pupil’s interests to engage them with times tables

Use the carious interests your class will have to help teach times tables. One of our favourite examples of this is the BBC, who have found a way to use football mascots to teach times tables.

#### 7. Use tricks that may be common knowledge to us, but will be revolutionary to young minds

You are well aware by now that you can do the 9 times tables on your fingers, but your pupils may not be just yet!

#### 8. Use quick fire times tables quizzes

Whilst you shouldn’t make quizzes regular feature, they can be a great way to help pupils get to grips with their times tables. Got 5 minutes spare when walking to swimming lessons? Get a quickfire times tables quiz in. There is always an opportunity to fit a quick times tables quiz in around school.

#### 9. Ask short division based questions

Simple division questions such as “55 divided by 11” and “30 divided by 3” can help pupils realise that times tables and division are closely linked, and can be used in tandem when trying to solve a maths problem.

#### 10. Use times tables worksheets and tests

Your class will rebel if you use these too often, but regular quizzing with times tables tests that children mark themselves can help you and they build up a picture of their overall strengths and gaps in their times tables.

#### And finally…reward pupil efforts regardless of the answer

Nobody is perfect when they are just beginning to learn about something, and this is definitely the case when it comes to times tables and primary school pupils. Don’t be afraid to hand out praise when you see that a child has been working hard in their times tables, even if they haven’t quite got the answer yet.

**Don’t forget your free downloads:**

15 times tables tests 5 per year group – from Third Space Learning’s Ultimate Times Tables Resource Pack

Times Tables Termly Planner – what to teach, when and how

**Do you have pupils who need extra support in maths?**

Every week Third Space Learning’s maths specialist tutors support thousands of pupils across hundreds of schools with weekly online 1-to-1 lessons designed to plug gaps and boost progress.

Since 2013 we’ve helped over 60,000 primary school pupils become more confident, able mathematicians. You can learn more about the maths intervention or request a personalised quote for your school to speak to us about your school’s needs and how we can help.

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