الانتقال إلى المحتوى الرئيسي
Learning LoftInstitute

الرياضيات

Times Tables Practice Questions and Answers

Twelve mixed questions covering multiplication and division, aimed at the facts that actually stall, with the build-from-a-near-fact route shown for each one.

الإجابة باختصار

These twelve questions mix multiplication and division and jump between tables, because that is how a test asks them. Each answer shows the route as well as the product: 9 × 6 is built from 10 × 6 by taking one six away, and 42 ÷ 7 is answered as seven times what.

الأسئلة

  1. سؤال 1أساسي1 درجات

    9 × 6

    أظهر الحل

    54

    1. 10 × 6 = 60 is the fact almost every child already has.
    2. 9 × 6 is one six less than 10 × 6.
    3. 60 - 6 = 54
  2. سؤال 2أساسي1 درجات

    4 × 8

    أظهر الحل

    32

    1. 2 × 8 = 16
    2. 4 is double 2, so double the answer.
    3. 16 + 16 = 32
  3. سؤال 3أساسي1 درجات

    45 ÷ 5

    أظهر الحل

    9

    1. Read it as: five times what makes 45?
    2. 5 × 9 = 45
    3. So 45 ÷ 5 = 9
  4. سؤال 4أساسي1 درجات

    7 × 6

    أظهر الحل

    42

    1. 7 × 5 = 35, from the five times table.
    2. One more seven is needed.
    3. 35 + 7 = 42
  5. سؤال 5جوهري1 درجات

    42 ÷ 7

    أظهر الحل

    6

    1. Seven times what makes 42?
    2. 7 × 5 = 35 is too small; 7 × 6 = 42.
    3. So 42 ÷ 7 = 6
  6. سؤال 6جوهري1 درجات

    7 × 8

    أظهر الحل

    56

    1. 7 × 7 = 49 is usually the more secure fact.
    2. Add one more seven.
    3. 49 + 7 = 56
  7. سؤال 7جوهري1 درجات

    54 ÷ 6

    أظهر الحل

    9

    1. Six times what makes 54?
    2. 6 × 10 = 60, which overshoots by six.
    3. One fewer six: 6 × 9 = 54, so the answer is 9.
  8. سؤال 8جوهري1 درجات

    8 × 8

    أظهر الحل

    64

    1. 8 × 4 = 32
    2. 8 is double 4, so double the answer.
    3. 32 + 32 = 64
  9. سؤال 9جوهري1 درجات

    12 × 7

    أظهر الحل

    84

    1. Split the 12 into 10 and 2.
    2. 10 × 7 = 70 and 2 × 7 = 14
    3. 70 + 14 = 84
  10. سؤال 10متقدّم1 درجات

    72 ÷ 8

    أظهر الحل

    9

    1. Eight times what makes 72?
    2. 8 × 8 = 64, which is eight short.
    3. 8 × 9 = 72, so the answer is 9.
  11. سؤال 11متقدّم1 درجات

    9 × 12

    أظهر الحل

    108

    1. 10 × 12 = 120
    2. 9 × 12 is one twelve less.
    3. 120 - 12 = 108
  12. سؤال 12متقدّم1 درجات

    132 ÷ 11

    أظهر الحل

    12

    1. Eleven times what makes 132?
    2. 11 × 12 = 132, since 110 + 22 = 132.
    3. So 132 ÷ 11 = 12

أين يقع الخطأ عادةً

  • Reaching 54 for 9 × 6 by reciting the six times table from the start. The answer is right and the fluency is not there.
  • Swapping 6 × 7 and 6 × 8, so 42 and 48 get attached to the wrong question. These two are the most confused pair in the grid.
  • Treating 42 ÷ 7 as a fresh calculation to be counted out rather than as the question seven times what makes 42.
  • Attacking 12 × 7 as a single fact to be remembered instead of splitting it into 10 lots and 2 lots.
  • Practising 7 × 8 and 8 × 7 as two separate facts, which doubles the work for no gain.

Why these are not in table order

A child who has learned the six times table as a chant can produce 54 for 9 × 6 by running from the beginning. That is not recall, and it costs eight or nine seconds that a paper does not give. The questions below jump between tables deliberately so there is nothing to run from.

Half of them are written as divisions, because that is the form that turns up inside simplifying fractions, long division and factorising. A child fluent in 6 × 7 who freezes at 42 ÷ 7 has learned one fact where there were two.

The facts this set is aimed at

The twelve questions are not a random sample of the grid. They concentrate on the small group of facts that stay slow long after the rest are secure, plus their division partners.

If a child gets all twelve inside a minute, tables are not the problem and the practice time is better spent elsewhere. If three or four stall, those are the facts to write on a card.

  • 6 × 7 = 42 and 42 ÷ 7 = 6
  • 7 × 8 = 56 and 56 ÷ 8 = 7
  • 6 × 8 = 48 and 48 ÷ 6 = 8
  • 7 × 9 = 63 and 63 ÷ 9 = 7
  • 8 × 9 = 72 and 72 ÷ 8 = 9
  • The 12s, which are usually a splitting problem rather than a memory one

How to mark this, and what a wrong answer means

Mark for speed as well as correctness. In our primary classes we treat anything slower than about three seconds as not yet recalled, even when the answer is right, because the whole point of table fluency is that it costs no attention. A correct but slow answer goes on the practice card alongside the wrong ones.

When an answer is wrong, ask for the route rather than the answer. A child who says nothing was guessing; a child who says 7 × 7 is 49 so 7 × 8 is 56 has the method and needs only repetition. Those two situations need different work, and the product on its own does not tell them apart.

Distinct facts in a 12 × 12 grid once the swap rule is applied, rather than 144
78Distinct facts in a 12 × 12 grid once the swap rule is applied, rather than 144
Multiplication and division facts pupils in England must recall by the end of Year 4
12 × 12Multiplication and division facts pupils in England must recall by the end of Year 4[1]

أسئلة شائعة

How fast should a child answer these?

Fast enough that the answer arrives rather than being worked out, which in practice means two to three seconds a question and all twelve inside a minute. Speed is not the goal in itself. It is the evidence that a fact is stored rather than rebuilt every time it is needed.

Should my child use fingers or a number line on these?

As a bridge, yes. A child who cannot yet recall 7 × 8 needs some way to reach 56, and banning the route only produces guessing. But note which questions needed it. Those are the facts to practise, and the aim over a few weeks is that the bridge stops being used.

Why are half of these divisions?

Because division is where weak tables actually cause trouble. Simplifying fractions, long division, factorising and unit conversion all ask the division form. A child who knows 6 × 7 = 42 but stalls at 42 ÷ 7 has learned the fact in one direction, and questions come in both.

My child gets these right but is slow. Is that a problem?

It becomes one later. A slow answer is still costing attention, and in a long division or a two-step percentage question that attention is needed for the method itself. Slow-but-correct facts belong on the practice list alongside the wrong ones, not in the finished pile.

المصادر

  1. National curriculum in England: mathematics programmes of study — Department for Education

آخر تحديث

وصلت إلى الإجابة لكن السبب غير واضح؟

هذه هي الفجوة الجديرة بالسدّ قبل الامتحان. يستطيع المعلّم متابعة الطالب مباشرةً ليرى أين يقع الخلل.

اختياري
اختياري
المواد

اختر كل ما تريد تغطيته

نوع الحصة
اختياري
اختياري

كلما كنت أكثر تحديدًا، كان اختيارنا للمعلم أدق.

راسلنا على WhatsApp