The Times Tables Confidence Guide
Times tables are a cornerstone of early math. When a child knows their multiplication facts, addition, division, fractions, money, measurement, and problem-solving become much easier.
But this is about more than multiplication.
Create a Safe Place to Learn
School can be an intimidating place for a child.
A teacher may be doing an incredible job, but one person can be responsible for 30 or 40 children, all with different needs, abilities, personalities, and challenges. There is a lot happening in a classroom, and it isn't always possible for every child to get the individual attention they need.
That's where a devoted mentor, parent, caregiver, or youth worker can make a tremendous difference.
A quiet, patient, encouraging adult can create a safe environment where a child can:
Ask questions without feeling embarrassed.
Make mistakes without fear.
Work at their own pace.
Celebrate small victories.
Practise without the pressure of a classroom.
Build confidence before facing a challenging math lesson.
The goal isn't to replace the classroom or the teacher.
It's to give the child a place where learning feels safe.
When a child begins to think, "I can do this," the classroom can become a much less daunting place.
And once confidence starts to grow, that confidence can spread beyond times tables—to reading, problem-solving, science, homework, and everyday life.
“It's not that I'm so smart, it's just that I stay with problems longer.”— Albert Einstein
That's the message we want every child to hear:
You don't have to be a math genius. You don't have to get everything right.You just have to keep going.
Simple mantra for the adult: Start small → Understand → Practise → Connect → Repeat → Celebrate → Build confidence.
Step 1: Start where the child is
Don't begin with what they should know.
Start with what they do know.
Ask a few easy questions:
2 × 2?
5 × 2?
10 × 3?
5 × 5?
Notice what they can do and celebrate it.
Say:"Let's find out what you already know. We're going to build from there."
Step 2: Build understanding first
Show the child that multiplication means groups of the same size.
For example:
3 × 4 = 12 means 3 groups of 4.
Use objects, drawings, coins, blocks, fingers, or anything the child can touch and see. Understanding gives the child something to remember—not just a fact to memorize.
Step 3: Master the easy facts first
A good starting sequence is:
×0 → ×1 → ×2 → ×5 → ×10
These patterns are easier to learn and create early success.
Don't rush.
Confidence grows from repeated small wins.
Step 4: Practise one table at a time
Once the basics are secure, introduce another table.
For example:
Week 1: ×2 Week 2: ×5 Week 3: ×10 Week 4: ×3
Then gradually introduce ×4, ×6, ×7, ×8 and ×9.
The exact timetable matters less than steady progress.
Step 5: Teach the patterns and connections
Help the child see that they don't have to memorize every fact separately.
For example:
6 × 4 = 24
If they know:
5 × 4 = 20
they can think:
20 + 4 = 24
Also teach the commutative property:
3 × 7 = 7 × 3
Learning one fact can therefore help them remember another.
Step 6: Keep practice short
Avoid long, frustrating sessions.
Try:
5–10 minutes a day.
A simple session:
2 minutes: Review known facts.
3 minutes: Learn/practise new facts.
2 minutes: Play a quick game.
1 minute: Finish with something the child knows well.
Finish on success.
Step 7: Make it active and fun
Use:
Flashcards
Dice
Cards
Number games
Skip counting
Movement
Drawing arrays
Quick-fire challenges
Real-life problems
For example:
"There are 4 bags with 6 apples in each. How many apples?"
Make multiplication something they use, not just something they are tested on.
Step 8: Don't use speed as the measure of ability
A child who takes longer is not a child who can't do math.
First aim for:
Correct → Understand → Remember → Become Faster
Speed should come naturally through practice.
Avoid saying:
"You're slow at math."
Instead say:
"You're working it out. Let's find a strategy that makes it easier."
Step 9: Celebrate effort and progress
Praise the process.
Instead of only saying: "You're good at math."
say: "You remembered that one by yourself!"
"You used a great strategy."
"You got that one wrong, figured it out, and tried again."
The message should be:
"You can learn math."
Step 10: Keep coming back
Times tables are learned through retrieval and repetition.
Keep reviewing old tables while introducing new ones.
A child might practise:
80% familiar facts + 20% new/challenging facts.
This keeps practice challenging without becoming overwhelming.
The Golden Rule
Don't teach fear. Teach confidence.
If a child is struggling, slow down.
If they are frustrated, take a break.
If they make a mistake, use it as information.
If they succeed, celebrate it.
The adult's job is not to have all the answers.
The adult's job is to help the child believe:
"I can learn this. I can figure things out. I can get better at math."
That belief—combined with understanding, practice, and persistence—is the foundation for becoming a confident mathematician.
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