Times Tables Chart for Australian Primary Schools

Times Tables Chart & Multiplication Guide for Australian Schools

Knowing your times tables is one of the most important skills in primary mathematics. Students who have automatic recall of multiplication facts can focus their mental energy on problem-solving, fractions, division, and algebra — rather than getting stuck on basic calculations.

The Australian Curriculum v9 expects students to recall all multiplication facts to 10 × 10 by the end of Year 4. That's a big ask, and it takes consistent, structured practice from Year 2 onwards.

This page includes a complete multiplication chart, the order in which times tables are taught in Australian schools, proven strategies for learning them, and resources to make practice more engaging.

The chart below shows all multiplication facts from 1 × 1 to 12 × 12. While the Australian Curriculum requires fluency to 10 × 10, many schools extend to 12 × 12 because 12s are useful for time (12 months, 12 hours) and measurement (dozens).

Tip for students: You only need to learn the facts in the upper triangle of this chart. Because multiplication is commutative (3 × 7 = 7 × 3), learning one fact gives you the reverse for free. That reduces 144 facts down to around 78 unique facts — and once you remove the easy 1s, 2s, 5s, and 10s, the number of "hard" facts is surprisingly small.

The Australian Curriculum v9 introduces multiplication concepts gradually. Here's the expected progression:

Year 2 — Building the Foundation

Students are introduced to multiplication as repeated addition, equal groups, and arrays. They don't memorise tables yet — instead, they build conceptual understanding of what multiplication means.

Key activities:

• Making equal groups with counters ("3 groups of 4")
• Building arrays with objects or grid paper
• Skip counting by 2s, 5s, and 10s
• Connecting repeated addition to multiplication (4 + 4 + 4 = 3 × 4)

Year 3 — First Tables to Memorise

Students begin developing fluency with multiplication facts for 3, 4, 5, and 10 (with 2s already familiar from Year 2 skip counting). They also learn the relationship between multiplication and division (if 3 × 4 = 12, then 12 ÷ 3 = 4).

Key activities:

• Daily skip counting routines
• Times tables games and competitions
• Using arrays to discover patterns
• Solving word problems with multiplication

Year 4 — Full Recall to 10 × 10

By the end of Year 4, students are expected to recall all multiplication facts to 10 × 10 and related division facts. This is the big milestone year for times tables.

Key activities:

• Systematic practice of remaining tables (6, 7, 8, 9)
• Speed challenges and fluency games
• Applying multiplication to multi-step word problems
• Using known facts to derive unknown facts (e.g., 6 × 7 = 6 × 5 + 6 × 2)

Year 5 & Year 6 — Application and Extension

With tables memorised, students apply multiplication to:

• Multiplying larger numbers using written strategies
• Factors, multiples, and prime numbers
• Order of operations
• Fraction and decimal operations
• Real-world problem solving

Not all times tables are equally difficult. Teaching them in the right order — and with the right strategies — makes a big difference.

Recommended Teaching Order

1. 10s — The easiest. Just add a zero.
2. 5s — Alternate between ending in 5 and 0. Students can count on one hand.
3. 2s — Double the number. Most students find this straightforward.
4. 4s — Double the 2s. If 2 × 6 = 12, then 4 × 6 = 24.
5. 3s — Patterns on a number line; digit sum always adds to 3, 6, or 9.
6. 9s — The "fingers trick" and digit patterns (digits always add to 9).
7. 6s — Double the 3s. If 3 × 7 = 21, then 6 × 7 = 42.
8. 8s — Double the 4s. Or double-double-double.
9. 7s — By this point, most 7s facts are already known from other tables. Only 7 × 7 = 49 is truly new.
10. 11s — Easy pattern up to 11 × 9. Introduce the pattern for 11 × 10, 11, 12.
11. 12s — Can be taught as 10× plus 2×. For example, 12 × 7 = 70 + 14 = 84.

Key Strategies to Teach Students

Commutativity: 3 × 7 = 7 × 3. This immediately halves the number of facts to learn.

Doubling: Use known facts to find harder ones.

• Know your 2s? Double them for 4s.
• Know your 3s? Double them for 6s.
• Know your 4s? Double them for 8s.

The 9s Finger Trick: Hold up all 10 fingers. To multiply 9 × 4, put down your 4th finger. The fingers to the left (3) are the tens digit. The fingers to the right (6) are the ones digit. Answer: 36.

Break and Bridge: Split a hard fact into two easy ones.

• 7 × 8 = (5 × 8) + (2 × 8) = 40 + 16 = 56
• 6 × 9 = (6 × 10) − (6 × 1) = 60 − 6 = 54

Rhymes and Mnemonics: For the trickiest facts, a memorable phrase helps:

• 5, 6, 7, 8 → 56 = 7 × 8
• "I ate and I ate until I was sick on the floor" → 8 × 8 = 64

Little and Often Beats Long Sessions

Research consistently shows that short, daily practice (5–10 minutes) is far more effective than longer weekly sessions. Build times tables practice into your daily routine — at the start of a maths lesson, after lunch, or as a transition activity. For structured formats like Number Talks and daily review slides, see our maths warm-up activities page.

Move from Conceptual to Fluency

Always build conceptual understanding first (arrays, groups, skip counting), then move to fluency practice. A student who understands why 4 × 6 = 24 will retain the fact better than one who has only memorised it.

Use a Mix of Practice Methods

• Verbal: Call and response, chanting, partner quizzes
• Written: Timed drills, worksheets, fact triangles
• Games: Board games, card games, dice games, online apps
• Real-world: Calculating prices, measuring, cooking quantities

Focus on the "Hard" Facts

Once students know their 1s, 2s, 5s, 9s, and 10s, only 15 "hard" facts remain:

3×3, 3×4, 3×6, 3×7, 3×8, 4×4, 4×6, 4×7, 4×8, 6×6, 6×7, 6×8, 7×7, 7×8, 8×8

These 15 facts (plus their commutative partners) are where students need the most practice. Display them, target them, and celebrate when students master them.

Track Progress Visually

Give students a personal multiplication chart where they can colour in facts as they master them. Watching the chart fill up provides motivation and helps both teacher and student see which facts still need work.

Tips for Parents

• Ask your child's teacher which times tables they're working on
• Practise in the car, at dinner, or during walks — it doesn't have to be at a desk
• Use free apps and websites for varied practice
• Focus on one table at a time until it's automatic
• Celebrate progress — learning all tables to 10 × 10 is a genuine achievement