54 — 10 × 6 = 60 is the fact almost every child already has. 9 × 6 is one six less than 10 × 6. 60 - 6 = 54

32 — 2 × 8 = 16 4 is double 2, so double the answer. 16 + 16 = 32

9 — Read it as: five times what makes 45? 5 × 9 = 45 So 45 ÷ 5 = 9

42 — 7 × 5 = 35, from the five times table. One more seven is needed. 35 + 7 = 42

6 — Seven times what makes 42? 7 × 5 = 35 is too small; 7 × 6 = 42. So 42 ÷ 7 = 6

56 — 7 × 7 = 49 is usually the more secure fact. Add one more seven. 49 + 7 = 56

9 — Six times what makes 54? 6 × 10 = 60, which overshoots by six. One fewer six: 6 × 9 = 54, so the answer is 9.

64 — 8 × 4 = 32 8 is double 4, so double the answer. 32 + 32 = 64

84 — Split the 12 into 10 and 2. 10 × 7 = 70 and 2 × 7 = 14 70 + 14 = 84

9 — Eight times what makes 72? 8 × 8 = 64, which is eight short. 8 × 9 = 72, so the answer is 9.

108 — 10 × 12 = 120 9 × 12 is one twelve less. 120 - 12 = 108

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

Matemáticas

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.

La respuesta corta
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.

Los ejercicios

Ejercicio 1Básico1 puntos
9 × 6
Ver el desarrolloOcultar el desarrollo
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
Ejercicio 2Básico1 puntos
4 × 8
Ver el desarrolloOcultar el desarrollo
32
1. 2 × 8 = 16
2. 4 is double 2, so double the answer.
3. 16 + 16 = 32
Ejercicio 3Básico1 puntos
45 ÷ 5
Ver el desarrolloOcultar el desarrollo
9
1. Read it as: five times what makes 45?
2. 5 × 9 = 45
3. So 45 ÷ 5 = 9
Ejercicio 4Básico1 puntos
7 × 6
Ver el desarrolloOcultar el desarrollo
42
1. 7 × 5 = 35, from the five times table.
2. One more seven is needed.
3. 35 + 7 = 42
Ejercicio 5Estándar1 puntos
42 ÷ 7
Ver el desarrolloOcultar el desarrollo
6
1. Seven times what makes 42?
2. 7 × 5 = 35 is too small; 7 × 6 = 42.
3. So 42 ÷ 7 = 6
Ejercicio 6Estándar1 puntos
7 × 8
Ver el desarrolloOcultar el desarrollo
56
1. 7 × 7 = 49 is usually the more secure fact.
2. Add one more seven.
3. 49 + 7 = 56
Ejercicio 7Estándar1 puntos
54 ÷ 6
Ver el desarrolloOcultar el desarrollo
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.
Ejercicio 8Estándar1 puntos
8 × 8
Ver el desarrolloOcultar el desarrollo
64
1. 8 × 4 = 32
2. 8 is double 4, so double the answer.
3. 32 + 32 = 64
Ejercicio 9Estándar1 puntos
12 × 7
Ver el desarrolloOcultar el desarrollo
84
1. Split the 12 into 10 and 2.
2. 10 × 7 = 70 and 2 × 7 = 14
3. 70 + 14 = 84
Ejercicio 10Avanzado1 puntos
72 ÷ 8
Ver el desarrolloOcultar el desarrollo
9
1. Eight times what makes 72?
2. 8 × 8 = 64, which is eight short.
3. 8 × 9 = 72, so the answer is 9.
Ejercicio 11Avanzado1 puntos
9 × 12
Ver el desarrolloOcultar el desarrollo
108
1. 10 × 12 = 120
2. 9 × 12 is one twelve less.
3. 120 - 12 = 108
Ejercicio 12Avanzado1 puntos
132 ÷ 11
Ver el desarrolloOcultar el desarrollo
12
1. Eleven times what makes 132?
2. 11 × 12 = 132, since 110 + 22 = 132.
3. So 132 ÷ 11 = 12

Dónde se falla

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]

Preguntas frecuentes

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.

Fuentes

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

Última actualización 21 de agosto de 2026