Times tables grow out of counting

What’s usually going on

Times tables are the last step of a chain, not the first. Skip counting comes first, then the idea of equal groups, then arrays — and only then the facts. Chanting answers before the equal-groups idea is solid is exactly why they won’t stick. Go one step back, and the memorising gets much easier.

Usually a chain, not one thing

Each link below is a real skill from the map, in the order they usually stack. The “builds on” lines aren’t our opinion — they’re the map’s own connections, with its reasons.

1. 1

   Counting in 2s ages 5–7

   Your child can count in twos, fives and tens — 2, 4, 6, 8 — past 20. This helps them count things in groups instead of one by one.

2. 2

   Multiplication as repeated addition ages 5–6

   Your child knows that 4 groups of 3 is the same as 3 + 3 + 3 + 3. Instead of counting one by one, they add equal groups.

   Builds on “Counting in 2s”: Skip counting supports understanding equal groups (2s, 5s, 10s).

3. 3

   Arrays for multiplication ages 5–6

   Your child can use a grid to work out multiplying. Eggs in 3 rows of 4 show them 3 × 4 = 12, and also 12 ÷ 3 = 4.

   Builds on “Multiplication as repeated addition”: Using arrays requires understanding what multiplication means.

4. 4

   Times tables ages 6–7

   Your child can answer the 2s, 5s and 10s times tables quickly — like 5 × 4 — and use them backwards to share things out: 20 ÷ 5.

   Builds on “Multiplication as repeated addition”: Recalling times table facts requires understanding multiplication as repeated addition/grouping.

5. 5

   Times tables (age 7+) ages 7–8

   Your child can recall the 3, 4 and 8 times tables, like 8 × 7 = 56, and the matching division facts like 36 ÷ 4 = 9.

   Builds on “Times tables”: 3, 4, 8 times tables build on known 2, 5, 10 tables.

6. 6

   All times tables to 12×12 ages 8–9

   Your child can recall any fact from the times tables up to 12 × 12, like 9 × 8 = 72, and the matching division facts.

   Builds on “Times tables (age 7+)”: All tables to 12×12 extends knowledge of 3/4/8 tables.

See this chain lit up on the map →

Schools build the tables across about three years — 2s, 5s and 10s around 7, the rest by about 9. Knowing all of 12×12 at 7 is not the bar. Ages are guides, not deadlines — follow your child’s pace.

How to find the missing link

Start at the first link and work down in order. Open each skill and check its “How to tell they’ve got it” signs. The first one that wobbles is usually your missing link — work there, gently, instead of drilling the thing itself.

What to check at home

• Count in 2s, 5s and 10s while walking or setting the table. This is the root system the tables grow from.
• Ask “how many wheels on 3 cars?” and let them work it out with real things. That’s multiplication before the word.
• Lay out coins in 3 rows of 4 and ask how many. Then turn it sideways — same answer? That one idea halves the tables to learn.
• Start with 2s, 5s and 10s and stay there until they’re quick. The other tables lean on those.