Times Tables in Year 2 and Year 3: Building Up Before the Check

In Year 2, children learn the 2, 5 and 10 times tables. In Year 3, they add the 3, 4 and 8 times tables. By the end of Year 4, they are expected to know every table up to 12 x 12 for the national multiplication tables check. The most effective approach is to learn tables in a logical order and understand the patterns that link them. Then practise for a few minutes most days until answers come quickly from memory.

Times tables reward a little practice often far more than a lot of practice occasionally. The order you learn them in matters too.

What children learn and when

Notice that the curriculum includes division facts from Year 2. Knowing that 4 x 5 = 20 should also mean knowing that 20 ÷ 5 = 4 and 20 ÷ 4 = 5.

The Year 4 multiplication tables check

In June of Year 4, children take the national multiplication tables check. According to the government's information for parents about the multiplication tables check:

• it is taken on screen

• there are 25 questions, with 6 seconds to answer each one

• children try 3 practice questions first

• there is no pass mark, and teachers share each child's score with parents

Six seconds is too short to work most answers out. The check is designed to see which facts children can recall quickly. In 2025, the average score nationally was 21.0 out of 25, and 37% of pupils scored full marks.

Securing the 2, 5, 10, 3, 4 and 8 times tables before Year 4 leaves children with fewer new tables to learn in the check year.

The best order for learning tables

Learning tables in a sensible order lets children use what they already know.

1. 10 times table. The pattern is clear, and it links to place value.

2. 2 times table. This is doubling.

3. 5 times table. These are half of the 10 times table.

4. 4 times table. Double the 2 times table.

5. 8 times table. Double the 4 times table.

6. 3 times table. This has no doubling link, so it needs more practice and pattern spotting.

This matches the curriculum order for Years 2 and 3, and it builds the doubling skills that help with the 6 and 12 times tables later.

Methods that make tables stick

Understand before memorising

Show multiplication as equal groups or arrays. Three rows of four counters make 12. Turn the array round and it becomes four rows of three. This shows that 3 x 4 and 4 x 3 give the same answer, which halves the number of facts to learn.

Count in steps

Before memorising facts, practise counting in steps: 3, 6, 9, 12. Counting forwards and backwards builds familiarity with the multiples.

Use known facts to find new ones

If your child knows 4 x 6 = 24, then 8 x 6 is double that, 48. If they know 10 x 3 = 30, then 9 x 3 is 30 subtract 3, which is 27. Using known facts builds confidence and number sense.

Spot patterns

• Every answer in the 5 times table ends in 5 or 0.

• Every answer in the 2, 4 and 8 times tables is even.

• Add the digits of any answer in the 3 times table and you get 3, 6 or 9. For example, 12 gives 1 + 2 = 3.

Practise recall, not just reading

Reading a table aloud from top to bottom is a start, but children also need to answer facts out of order. Ask mixed questions: "What is 8 x 4?" then "What is 3 x 7?"

Little and often

Five minutes a day is far more effective than one long weekly session. Practise in the car, while walking to school or while waiting for dinner.

Simple games to try at home

• Card flip. Turn over two playing cards and multiply them. Remove cards above 10 at first.

• Times table bingo. Make a grid of answers and call out questions.

• Beat your time. Answer ten questions and try to improve your time the next day.

• Hidden facts. Write a table with some answers covered and ask your child to fill the gaps.

• Division challenge. Give the answer and ask which multiplication made it: "What times 4 makes 32?"

Signs your child needs extra help

Look out for:

• counting on fingers for every answer, even in the 2, 5 and 10 times tables

• reciting a whole table from the start to find one answer

• not recognising that 6 x 3 and 3 x 6 are the same

• worry or upset when asked times tables questions

These are common in Years 2 and 3. Tackling them early, with understanding as well as practice, makes Year 4 much easier.

Times tables support at Merit Tutors

Multiplication and division are a core part of our KS2 maths tuition, and younger children can start with KS1 maths tuition. Our Year 2 maths workbooks include early multiplication and division practice for home.

Frequently asked questions

Which times tables should a Year 3 child know?

By the end of Year 3, children should know the 2, 5, 10, 3, 4 and 8 times tables, including the related division facts.

Which times tables should a Year 2 child know?

By the end of Year 2, children should know the 2, 5 and 10 times tables, including division facts.

What is the hardest times table to learn?

Children often need the most practice with the 7, 8 and 12 times tables, because they have fewer simple patterns. In Year 3, the 3 times table can feel harder than the 4 and 8, because it does not link to doubling.

How long should times tables practice take each day?

Five to ten minutes of focused practice most days is enough. Consistency matters more than session length.