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Espresso - Learning and Assessing Times Tables

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Espresso - Learning and Assessing Times Tables

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Maths No Problem - Four tips for teaching multiplication facts

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Maths No Problem - Four tips for teaching multiplication facts

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MathsNoProblem_Four tips for teaching multiplication facts recall

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Times Tables Games for 7 to 11 year olds

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Times tables games for Key Stage 2 children

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What is the Multiplication Tables Check

The Multiplication Tables Check (MTC) is a key stage 2 assessment to be taken by pupils at the end of year 4 (in June). The MTC's purpose is to ensure the times tables knowledge is at the expected level. In the 2022/2023 academic year, the multiplication tables check (MTC) is statutory for primary schools.

The Multiplication Times Tables Check is an online test where the pupils are asked 25 questions on times tables 2 to 12. For every question, you have 6 seconds to answer, and in between the questions, there is a 3-second rest. Questions about the 6, 7, 8, 9, and 12 times table come up more often. The questions are generated randomly based on the rules of the MTC.

How to prepare

A good way to prepare is to start early and build a daily routine practising the times tables. With regular practise you will learn all the questions and gain confidence. We suggest practising 10 to 15 minutes a day for optimal results.

A good start is first to make the five step plans for all the times tables to ensure you made all the questions and have good basic knowledge of the times tables. Then you make the MTC test sample on this page and see how you are doing and where to focus on. When you like to improve your speed or focus on a few times tables, you can use the speed test, diplomas, worksheets or play games like Blocky Multiplication and My Smart Horse to practise.

The year 4 Multiplication Tables Check trial run on this page will help one become more comfortable reading and answering on a screen. The Multiplication Tables Check trial results can be downloaded and printed at the end of the test.

For more information on the assessment framework check ' this ' government website

Times tables games

Blocky Multiplication

Times Table Duck

Figo and Friends

My Smart Horse

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Multiplication Tables Check - 2023 - Timestables.co.uk

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This Multiplication Tables Check practice test gives a good example of the real test at the end of year 4. The MTC trial results can be downloaded and printed at the end of the test.

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Have fun while you learn with these times tables games. You can practise your multiplication skills over and over again without getting bored with this great selection of free online games.

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The Tackling Tables card game provides a great way for building children's confidence in learning their times tables. Our testers found them easy to use and there was a real sense of achievement when the children got the answers right - they enjoyed being able to collect the cards they had answered correctly.

Parents liked that the cards could be played both individually and competitively, with more than one child at a time. This is ideal for siblings as the different sections of easy, medium and hard are suited to different age groups. Additionally, this also allows progression as children develop their knowledge and confidence.

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The Tackling Tables card game provides a great way for building children's confidence in learning their times tables. Our testers found them easy to use and there was a real sense of achievement when the children got the answers right - they enjoyed being able to collect the cards they had answered correctly.

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All Free Math Games - Multiplication.com

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Looking for free single-player and multiplayer games for learning and practicing multiplication, addition, subtraction, and division? Check out Multiplication.com's library of 100+ games, where there's something for every learner. Browse all available games here!

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The Year 4 Times Tables Test and MathShed's free practice simulator

Our Year 4 Multiplication Tables Check simulator is open for all children to use throughout the year for them to get ready for the real deal!

It has been modelled exactly on the formatting and other rules set out by the Department for Education with a friendlier, gamelike user interface, so children can play as comfortably and enjoyably as possible so they are well-prepared for success when the actual Year 4 Times Tables Test comes around.

For children, their teachers and parents, after every 25 question Year 4 MTC simulator game, children are shown results to see their average response time, how well they have done and which times tables facts they might still need to work on recalling. (If children are signed in, then they will also win points and honey pots in the same way as all other EdShed games!)

Example results page from our Year 4 Multiplication Tables Check simulator

How is the Year 4 MTC simulator different from MathShed's other times tables games?

MathShed already has many different times tables practice games, so what's different about our Year 4 MTC simulator? To answer that it's best to know a little bit more about the Year 4 MTC (or Year 4 Times Tables Test).

What is the Multiplication Tables Check?

The Year 4 Multiplication Tables Check (MTC) is an assessment that will be taken by key stage 2 pupils towards the end of their academic year in Year 4 (some time in June). It was supposed to take place for its first official year in 2020, but has been pushed back due to the Covid-19 pandemic. The MTC's main purpose is to ensure that children manage to reach an expected standard in their times tables knowledge before they start Year 5 to help them progress in many different areas in their maths learning.

This Year 4 Times Tables Test is taken online. When taking their Year 4 MTC, pupils will be asked 25 questions on their times tables, ranging from their 2 times tables to their 12 times tables.

For each question, children are given a set time limit of 6 seconds with which to answer and are also given a short rest period of 3 seconds between each question.

As the table from the DfE above shows, they have decided to ask more questions about the 6, 7, 8, 9, and 12 times tables than others such as the 2, 3, 4, 5, 10 and 11 times tables that children generally master earlier in their learning. There are no questions on the 0 or 1 times tables either. Of course, our questions are generated with these rules in mind, so the experience is as close to the real Year 4 Multiplication Tables Check as possible.

To learn more about the Year 4 Times Tables Test and for a limited time period from Spring onwards to use the official simulator check out the DfE's webpage for parents. If you are a teacher and wondering more about the specifics of administering the Year 4 MTC, check out the following guidance page.

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Our Year 4 Multiplication Tables Check simulator is open for all children to use throughout the year for them to get ready for the real deal!

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Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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Super Movers helps children across the UK to get physically active with curriculum linked videos.

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Learning is fun while singing along to your favourite songs!

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Share your videos with friends, family, and the world

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Our flagship game, nerdle, was inspired by Wordle and a passion for math. It challenges you to find the hidden calculation in just six guesses. In the wider nerdleverse, you'll roam an entire galaxy of puzzles, including number-based crosswords, anagrams, and so much more. Whether you're a math enthusiast or just looking for a daily brain workout, the nerdleverse has something special for you. Join us and let your mind explore the wonders of the nerdleverse!

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Nerdle - guess the solution in 6 tries - try classic, mini, speed and pro

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Times Tables Rock Stars – Times Tables Rock Stars

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Maths Chase - Times Tables Games - Fun Maths Tests

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Maths Chase provides free maths games to help students learn. Test your times tables, addition and other maths skills in a fun and engaging way.

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iPad apps to support pupils with mathematical difficulties

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iPad apps to support pupils with mathematical difficulties

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ipad apps for maths learning difficulties

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6,7,8,9 and 12 Multiplication Tables cards for Counting Stick

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6,7,8,9 and 12 Multiplication Tables cards for Counting Stick

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Learning times-tables facts versus learning about times tables

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Learning times-tables facts versus learning about times tables

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Learning times table facts versus learning times tables

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Teaching Times Tables: A Whole School Approach

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Teaching Times Tables: A Whole School Approach

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Multiplication Tables Bingo - Game Cards

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Multiplication Tables Bingo - Game Cards

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Multiplication Tables Bingo - Number Cards

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Multiplication Tables Bingo - Number Cards

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Parental Perspectives on Their Role Supporting Children’s Learning

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Parental Perspectives on Their Role Supporting Children’s Learning

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Herts for Learning blog - Starting from the beginning: how to learn times tables

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Herts for Learning blog - Starting from the beginning: how to learn times tables

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This blog has been written for teachers but can be shared by schools with their parents as the ideas within it are useful for the learning of multiplication tables at home.

Much of the key learning of multiplication tables happens across Year 2, Year 3 and Year 4. It is fair to say that children who know their multiplication tables up to 12 x 12 (with a good amount of understanding as well as recall) cope better with the demands of the maths curriculum in many areas, such as formal written division, equivalent fractions, percentages and ratio and proportion.

So much of the mathematics curriculum in Upper Key Stage 2 is built upon a good understanding of multiplication and division and recall of the multiplication tables. Where a child has not yet remembered the necessary facts or understood their connections to each other enough, they often end up using what becomes an inefficient 'counting up from 0' strategy to figure them out. Not having facts at fingertips or fast strategies to get them will slow down the bigger calculations they are trying to solve and place additional pressure on working memory when problem solving (as they are adding in additional steps to work out multiplication facts rather than recalling them).

Many schools ask parents to help at home with the learning of multiplication tables. We think of it, like regular reading, as an area where parents' support is really beneficial. What we need to do is be more specific about 'how' to support this at home. This blog aims to support the 'how' to learn a multiplication table (from the beginning) and then also how to rehearse and maintain it.

First, to be clear about the expectations within the National Curriculum from Year 2 onwards, there is specific reference to the recall of multiplication and division facts. It should be acknowledged that some pupils find learning their tables harder than others and so this may not be a smooth path but the general expectations are:
Year 1 - Count in multiples of twos, fives and tens Year 2 - Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables Year 3 - Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables Year 4 - Recall multiplication and division facts for multiplication tables up to 12 x 12
Starting from the beginning:

If a child is learning, for example, the 3 x table for the first time, we need to set out a path. This should include:

A lot of what is thought of as practice for multiplication tables, e.g. games using speed of recall, in reality actually falls under the rehearse and recall phases, rather than the initial learning, as they rely on children already having some base knowledge to draw upon. When children begin learning a new multiplication table, it is important to give time for exploration and building a picture of what is happening, allowing the opportunity to physically make the facts and then rehearse them in a range of ways before focusing on the memory and retrieval.

At the 'learning' phase, children benefit from seeing the multiplication table build up from the beginning, looking first at one group of the amount (e.g. 1 group / row of 3) and then building up by adding another group / row of 3 each time and seeing what the total becomes. This helps children to link multiplication to repeated addition, e.g. linking 4 x 3 (four rows of three) to 3 + 3 + 3 + 3 and knowing that both make 12.

Any small resource that there are lots of can be used for this. At school, this might be cubes but at home, small toys would work equally well - cars, beads or even a handful of dried pasta. For the purposes of this example, I have borrowed my son's collection of dinosaurs.

A selection of the arrays (equal rows) are shown. The child would build each in turn, working up through 1x, 2x, 3x, 4x... and talk about each one, noticing how another group / row of 3 is added each time.

As a note here, it is also good at this stage to talk about no groups / no rows of 3. If there were no groups of 3 dinosaurs, there are 0. This reinforces the idea that 0 x 3 = 0.

Counting and tracking the number of groups on fingers is really important to help children understand one lot more or less as well as to build up a familiar pattern of multiples ready to learn facts. Avoid counting in multiples at the beginning if you want to build a good understanding of relationships between facts. Children generally begin by counting every object in a row at the beginning of skip counting. Help this by encouraging children to 'whisper' numbers that are not a times table fact, touching each object and shouting the number of the object at the end of the rows. For example...

In this array, the child might point to each object starting top right, move along the row whispering 1, 2 and shouting 3, move to the next row whispering 4, 5 and shouting 6 etc. They repeat this on their fingers; tapping a finger and whispering 1, 2 and shouting 3. In school, you could try with cubes on fingers as these teachers, working with the fabulous Professor Jenny Field to develop skip counting, demonstrate below. Over time, encourage children to miss out the 'whisper numbers' and skip count more. Finger tracking at this stage is crucial to help children negotiate the number of groups. We can make it more efficient once children can skip count by asking... Do we need to count up from 0? If you can remember your 5th fact, could you count on from there?

A nice thing to do at this point (with arrays of small items still available) is to turn the facts into a set of cards with the 'question' on one side and the 'answer' on the back:

Once these cards have been made, there are lots of options for playing with them; first of all, in order to build some memory recall and then, once the child is starting to remember what is on the back, moving to playing with them out of order to further secure the learning. The point here is about taking time to build confidence and develop memory. Repeated rehearsal should strengthen the memory so don't rush to reach the out of order and speed rounds.

Keep it light and manageable:

The process needs to be broken up into several steps to maintain motivation and concentration and to build up rehearsal.

Think about whether to stick to one multiplication table at a time or return to explore a small number of less well remembered facts. It is not a race to learn them all as fast as possible. Focusing on one family or set at a time will allow the child further opportunities to build confidence and develop a more lasting and meaningful memory of the facts.

Play and create your own games with the cards; whether playing against a partner or children creating their own new rules for using the cards.

Ask questions such as, "Which facts do you think you already remember?" "Which facts do you think are harder to remember? Why is that?" "How can we remember them?" "How could you use other facts you do remember to help?" This helps children to take more ownership in the learning of facts they see as 'harder' to remember (see Further Professional Development Opportunities below for more on this).

Once you feel a multiplication table has been cracked, keep the cards safe and return to them after a break of a week or two. Revisiting tables to keep them fresh will also help to embed the learning.

Continue the rehearsal:

Once you feel a particular multiplication table is becoming secure, two further elements are needed: application of the knowledge (helping children see when they might need to use them) and also continued rehearsal. This helps to maintain the memory. Application might be about noticing how the knowledge can be used in everyday life or in other areas of their mathematics learning.

The 'continued rehearsal' could be where online games come in and here at Herts for Learning we love a card game. Look out for the games posted @Hertsmaths and our FaceBook group Herts for Learning: ESSENTIALmaths.

The main messages:

Take each multiplication table one at a time. There is a logical order which usually works; 2s, 5s and 10s first (usually around Year 2), 3s, 4s and 8s next (usually around Year 3), then 11s, 6s, 9s, 12s and then 7s come later (usually around Year 4).

Take time to develop an understanding and then memory of each multiplication table rather than skipping to recall; this comes later.

It takes time for most children to develop their memory recall of the full set to 12×12 (and some do struggle more than others to do this) so developing and personalising the approach is important.

Once a table has been rehearsed and is fairly secure, remember to revisit it again and again to keep if fresh.

Further professional development opportunities

Here is an article that schools could share with parents about the hardest to learn times table facts.

Here is an article that might be of interest to teachers looking for professional development around the teaching of times tables.

Join our summer term 2021 digital training to explore effective teaching strategies for rehearsal and recall of multiplication facts. The modules are full of practical ideas and resources to take away to enable pupils to learn multiplication facts with understanding and recall. More information and to book your place.

Further blogs to read:
The beautiful array

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Starting from the beginning: how to learn times tables

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This blog has been written for teachers but can be shared by schools with their parents as the ideas within it are useful for the learning of multiplication tables at home. Much of the key learning of multiplication tables happens across Year 2, Year 3 and Year 4.

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NCETM - Six resources for teaching and learning times tables

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NCETM - Six resources for teaching and learning times tables

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Class multiplication chart from the NCETM Mastery Professional Development Materials Multiplication and Division 2.7 Teacher guide.
You probably don't need reminding that the times tables test is coming to Year 4 in June. Officially, it's called the Multiplication tables check (MTC) and it can be done any time within a three-week window from 8 June. Inevitably, it's likely to make teachers and schools reflect on how they teach times tables.

The National Curriculum states that fluency and conceptual understanding should be developed in tandem because each supports the development of the other. So, how can we teach times tables for secure conceptual development as well as fluency?

Teachers on a recent Twitter chat (#mathscpdchat) seemed to agree that using a variety of methods, games and representations was key. Below, we offer a summary of the chat, have picked out some of the suggestions we liked best and added a couple of links to relevant research.

Our weekly CPD discussion on Twitter is open to all teachers of maths*. The summary of a recent discussion on Strategies to help pupils learn (and securely retain) times tables facts allows you to catch up on the conversations and follow up any threads that interest you. It includes a list of resources and ideas recommended by participants. Some of these are commercial sites but many of them have resources available for free. While you might have expected engagement from primary teachers, there were teachers from all phases, including post-16.

In a short video clip tweeted by Primary Mastery Specialist, Nicol Winfield, her pupil uses knowledge of how tables facts relate to one another (e.g. doubling 2×7 to give 4×7) to help remember the 7 times table. Nicole's technique is based on Jill Mansergh's video Tables with a Number Stick, where she shows how the 17 times table can be learned in less than ten minutes.

For anyone wanting a singing approach to 'chanting', teacher Martyn Yeo has helpfully made a YouTube playlist putting sing-along videos in one place.

Spine 2: Multiplication and Division of our Primary Mastery Materials provides comprehensive guidance and support for conceptual understanding of the times tables and relationships between them. Multiplication and Division is presented in 30 segments, six of which focus specifically on times tables (see 2.3, 2.4, 2.7, 2.8, 2.9 and 2.11 in Years 2, 3 and 4). Each includes a detailed teacher professional development guide with images helpful to conceptual understanding. The images are also provided on PowerPoint slides that can be used in the classroom.

A whole school intervention for teaching, learning and understanding times tables by Professor Jenny Field (published in the Spring 2020 edition of Primary Mathematics), describes the research she has done, in collaboration with London South East Maths Hub, in supporting schools to structure their own research-based curriculum for times tables. It includes 'Eight Steps' to help build a whole-school approach including suggestions for how much, how often, the order in which the tables should be taught, consistency of presentation and language, exploring patterns and links to the real world.

Espresso is 'a small but intense draught of filtered research on mathematics education, expressly designed with teachers in mind' from Cambridge Maths. In 2016, Espressocovered Learning and Assessing Times Tables with some easily-digestible findings.

* Our Twitter-based chats, using the hashtag #mathscpdchat, with a different host each week, happen every Tuesday at 7pm and cover maths teaching across all age ranges. The chats are loosely organised by the NCETM and summarised on a dedicated page on our website, so you don't need to be a social media user to benefit.
Image credits
Numberblocks © Alphablocks Ltd, all rights reserved
Times tables graph from Espresso used with permission

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Six resources for teaching and learning times tables

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Class multiplication chart from the NCETM Mastery Professional Development Materials Multiplication and Division 2.7 Teacher guide . You probably don't need reminding that the times tables test is coming to Year 4 in June. Officially, it's called the Multiplication tables check (MTC) and it can be done any time within a three-week window from 8 June.

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Three Steps to Mastering Multiplication Facts

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Three Steps to Mastering Multiplication Facts

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ATM/MA Primary Group Position Statement on The Teaching and Learning of Multiplication Bonds

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ATM/MA Primary Group Position Statement on The Teaching and Learning of Multiplication Bonds

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ATM MA_The teaching and learning of multiplication bonds

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Rickard & Earle - Times tables: Children learning about multiplication facts

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Rickard & Earle - Times tables: Children learning about multiplication facts

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Times tables children learning about multiplication facts

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Multiplication Tables Codes - Activity sheet

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Multiplication Tables Codes - Activity sheet

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Multiplication Dice Shaker - Activity Sheet

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Multiplication Dice Shaker - Activity Sheet

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Twelve Sided Dice - a pack of 12 opaque D12 dice numbered 1 to 12. Opaque, mixed colours. Ideal for Maths games (times tables)

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DfE - 'Teaching Mathematics in Primary Schools' non-statutory guidance

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Our resource covers the full mathematics national curriculum (except for a few areas detailed below), but priority is given to those areas covered by the ready-to-progress criteria from the DfE guidance. These areas are given more time and appear earlier in the year.

Some content has been moved from one year group programme of study to another within the same key stage. This is to improve coherence and to align with the ready-to-progress criteria contained within the DfE guidance. This means that some slides from the NCETM Mastery Professional Development Materials will appear to be 'out of year' to allow for in-depth teaching at a more appropriate point.

Apart from 'Roman numerals' and 'Constructing and presenting data', all the national curriculum content is included within the key stage. We would recommend that 'Roman numerals' could be looked at in history, when teaching time, and through continuous provision. Aspects of 'Constructing and presenting data' can be addressed in other foundation subjects, where the data handling cycle can be applied in a relevant context, such as in science or geography.

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Curriculum prioritisation in primary maths

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Curriculum prioritisation in primary maths 2021/22 - a term-by-term framework to support planning and teaching

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Subject: Maths | Teacher Hub | Oak National Academy

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Maths resources for teachers | White Rose Maths

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Find the free maths schemes and all related teaching resources for each of the year groups. View our Maths resources from White Rose Maths.

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Bruno Reddy - Times Table Rock Stars contact

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Bruno Reddy - Times Table Rock Stars contact

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bruno@mathscircle.com

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EEF - Special Education Needs in Mainstream Schools

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EEF - Special Education Needs in Mainstream Schools

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pupils with special educational needs and disability (send) have the greatest need for excellent teaching and are entitled to provision that supports achievement at

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school. the attainment gap between pupils with send and their peers is twice as big as the gap between pupils eligible for free school meals and their peers. however

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pupils with send are also more than twice as likely to be eligible for free school meals.  this is why we’ve developed this guidance report. it offers five evidence-based recommendations to support pupils with send

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providing a starting point for schools to review their current approach and practical ideas they can implement.

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Special Educational Needs in Mainstream Schools

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Five recommendations on special education needs in mainstream schools