With the national Multiplication Tables Check taking place in June for children in year 4 (ages 8-9), we might question the requirement to learn the times tables and if they are needed in the modern world in which we live.
Years ago, teachers and parents often said, "You won't always have a calculator in your pocket, will you?" They were wrong. We don't only have one in our pocket, but usually in our hands. We also have a spell checker, an encyclopaedia and a photo album in our pocket, to name just a few of the handy tools in our phones. "Go and look in your encyclopaedia," was one of the most exasperating things I heard my parents say, as it was so annoying trying to find an answer to a question. "Go and look in your encyclopaedia," was right up there with, "What should you have on?" said with raised eyebrows, whilst I jumped about having stubbed my toe. They were, of course, referring to my slippers - something I am now never at home without! Nowadays, a quick Google opens up a world of information which begins from a simple question, as well as multiple pairs of slippers to purchase!
I moved schools for year 6 and this seemed to be the time when, at one school, we were starting to learn times tables, and at the next school, we didn't seem to learn much at all. I think this was the year before the National Curriculum began being delivered so teachers taught what they thought we needed to know. Consequently, I didn't learn all my times tables and lived with a learning gap that still haunts me!
I'm OK with 2s, 5s, 9s, 10s and 11s, but feel my heart beat faster and have a flash back to scary times in year 7 maths when asked, in the harshest tones, to fire an answer to 7 x 8 or similar, or be made to stand up. Thankfully, teachers are not like that anymore, and there are tools to help, such as a multiplication square, patterns and games.
There are lots of patterns to learn, and these can help children to find an answer with increasing speed. For example, counting along your fingers for the 9 times table, putting down one finger and using the number on the left to be the 10s and the right for the ones. Modern maths teaching involves lots of opportunities to look for patterns and these can be really useful for lots of children.
When I took my GCSEs, I still didn't know all the times tables to 12. I found a way round this: I would write down the multiples at the side of a question until I got close to the answer I needed. It wasn't until I'd been a teacher for three years that new training came in, showing this as a method to try! At last! I began to feel less 'wrong' for working out answers in this way, and my method was validated!
Learning to count in different multiples helps to get to an answer fairly quickly. For 7 x 8, whizzing along in 7s (7, 14, 21, 28...) or 8s (8. 16, 24, 32...) will get to the answer, but it's still not as quick as knowing it to be able to recall the answer straight away.
Counting in multiples is often practised before children need to recall answers to certain questions, and when my children were younger, I began to whisper count in multiples when they couldn't get to sleep. I had to learn to do this in 4s, 6s, 7s, 8s and 12s, despite being a primary teacher! Even after gaining this skill, I still dread being asked a question I can't automatically recall the answer for, as quickly as it is needed.
Thankfully, my children have found it easier to learn their times tables by rote, and they've had more opportunities to do so at school. Access to games like https://ttrockstars.com (subscription needed) has been useful, as well as https://www.topmarks.co.uk/ (free), which enables children to practise, encouraging recall of number facts.
In June of each year, pupils in year 4 in state primary schools and some independent schools, take the national Multiplication Tables Check to see if they have met the national expectation for 8-9 year olds.
The purpose of the MTC is to determine whether pupils can recall their
times tables fluently, which is essential for future success in mathematics.
It will help schools to identify pupils who have not yet mastered their times
tables, so that additional support can be provided.
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The check takes no longer than 5 minutes to complete, and contains 25 questions with 6 seconds to answer each one. To children, this isn't usually daunting, and the way it is delivered in schools reduces anxiety and makes it part of normal practice - all in a day's learning for most.
If children meet the threshold score, they are deemed to be working at the expected standard and considered to have the skills to progress in their learning in maths with more ease. If they don't meet the standard, their teachers may provide consolidation and overlearning to help them to recall their times tables so they can meet the standard at their own pace.
Some children may find it extremely difficult to learn their times tables, and may not be able to recall the facts at all. For these pupils, it is important to give them the skills to work out the maths that they need in their lives. Being able to work out that if one ice cream costs £2, three will cost £6 will be one of the functional skills that will be useful, rather than being able to recall 7 x 8 on demand.
Do we need to learn times tables? Yes we do, if we can! They will make life easier for our children as they navigate their way through the school system, but if they can't recall them, learning ways to work out the answers will enable them to keep up with later expectations in maths. Our year 4s will take the Multiplication Tables Check in their stride - the stress is left for the grown ups to manage.
A few ways to support learning times tables at home:
There are lots of books available for repeated practice at home: https://amzn.to/45aTuN1 (affiliate link).
Numbers on the stairs: place cards on the side of each step for children to read and say as they go upstairs.
Post-its in the bathroom: sticking post-it notes on the tiles near the sink can offer a few chances per day to see them.
Online games such as those linked above can be fun.
Questions in the car: being in the car is trapped time so asking a few questions can turn it into learning time.
Swapping roles: asking your child to ask you the questions can encourage them to engage in recalling times tables, especially if you get them wrong and they get to correct you!
Songs can be catchy: look out for some on YouTube - apologies for the ear worms!
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