To help your child learn times tables, begin with what the multiplication means. Build equal groups, connect the calculation to a fact your child already knows, then practise a few questions in a different order. Start with the tables assigned at school rather than introducing every table at once.
Make the calculation visible
Put three groups of four counters on the table. Ask, “How many counters are there altogether?” Your child can count them, add 4 + 4 + 4, then connect the arrangement to 3 × 4 = 12. Follow the notation and language their teacher uses.
Rearrange the same counters into four groups of three. There are still twelve. This gives you a way to discuss why 3 × 4 and 4 × 3 have the same answer, even though the groups are arranged differently. Ask your child to draw both arrangements on paper.
If your child answers “7” to 3 × 4, return to the objects. “Let’s build three groups of four. What does each number tell us?” The next step is understanding the grouping, rather than repeating the answer louder.
Use a known fact to find a new one
Choose a calculation from this week’s homework. For 6 × 4, a child who knows 5 × 4 can start at 20 and add one more group of four: 20 + 4 = 24. For 7 × 3, start with 5 × 3 = 15, then add two more groups of three: 15 + 6 = 21.
Ask, “Which fact helped you?” If your child needs counters or a drawing, keep them available. An explanation helps you see the strategy behind the answer. For additional ways to practise, consult Alloprof’s guide to learning arithmetic tables, available in French.
Three activities you can try tonight
1. The missing group
Place two groups of five counters on the table. Say, “We want three groups of five. What is missing?” Have your child add the third group and explain why the total changes from ten to fifteen. Change the group size or number of groups to match the lesson.
2. The fact detective
Write three related calculations: 4 × 5 = 20, 4 × 6 = ?, and 4 × 7 = ?. Your child finds the missing answers and explains what changes each time. The answers are 24 and 28: each new calculation adds another four. Try a new set together after checking the first one.
3. The helpful clue
Write four calculations from the school lesson on small cards. Take turns drawing one. The player can answer directly or ask for a clue, such as “Start with five groups.” Check the answer together and keep an uncertain card for another session. There is no timer and no penalty for asking for help.
Practise again on another day
Here is an example you can adapt: first build 3 × 4 and 4 × 4 with objects. On another day, ask those questions before showing the objects. Later, add 5 × 4 and mix the three questions. The sequence is a starting point, not a schedule every child must follow.
An Institute of Education Sciences practice guide recommends spacing learning and using questions to revisit important content. It supports returning to a topic over time; it does not establish a guaranteed number of days for learning times tables.
What if one table is still difficult?
Write down a specific example: “6 × 4 is still hard, but 5 × 4 is familiar.” That gives the teacher a useful starting point for suggesting a strategy. During practice, return to the known fact or a drawing. Reduce the number of questions when your child is tired or frustrated.
If you are organising several lessons, our guide to reviewing a lesson with your child explains how to prepare a short question routine. You can also see how Pikoo turns parent-provided lesson material into personalised quizzes. Check the content against the school lesson and continue asking your child to explain a calculation, even when a quiz offers answer choices.
