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Learning multiplication facts is a cornerstone of number fluency. But teaching times tables isn’t about rote memorisation anymore—it’s about building understanding, recognising patterns, and equipping students with strategies they can use across mathematics. The Australian Curriculum progression provides a clear pathway, and when followed strategically, it ensures students master multiplication in a meaningful way.
Here’s a step-by-step guide to help you teach times tables strategically across the year levels in primary school.
1. Build Strong Number Foundations (Foundation–Year 2)
Before times tables ever appear, students need to:
Recognise number sequences and patterns.
Skip count in 2s, 5s, and 10s from zero.
Understand that zero is a number.
Partition numbers using place value.
Why this matters: A deep grasp of patterns and place value helps students see multiplication as repeated addition, not just recall. Rushing this stage creates gaps that make later times table learning harder
2, 5, and 10 times tables through skip counting, arrays, number lines, and repeated addition.
The commutative property (e.g., 5 × 2 = 2 × 5).
Using doubles for 2s (and later 4s).
Classroom tip: Always reinforce “groups of” language and provide hands-on experiences with counters, drawings, or blocks. This builds meaning behind the multiplication symbol.
These free Fact Family Houses are a great way for students to explore the commutative properties of multiplication and division:
3. Strengthen With Patterns and Links (Year 3–4)
Once students are confident with 2, 5, and 10, progress to:
3s: link to skip counting and word problems.
4s: use doubles of 2s.
6s: build from 5s by adding one more group.
9s: connect to 10s (subtract one group).
Why this works: Each new set connects to a known fact, reducing cognitive load and promoting strategic thinking.
From Year 5 onward, multiplication knowledge underpins:
Division as the inverse operation.
Factors and multiples.
Multiplying multi-digit numbers using place value.
Students who have built understanding, not just memorisation, are better prepared to transfer these skills into fractions, algebra, and problem solving.
Teaching times tables strategically isn’t about drilling facts until they “stick.” It’s about guiding students through a structured progression – starting with number sense, introducing multiplication conceptually, and building patterns that connect each new times table to something familiar.
By following this approach, you’ll help your students not only recall their facts but also understand multiplication deeply, setting them up for success in all areas of maths.
For many students (and let’s be honest – teachers too!), times tables can feel like one of the biggest hurdles in primary maths. Yet once mastered, multiplication facts unlock confidence and fluency across so many areas of mathematics – from fractions and division to algebra and problem-solving. The good news? With the right strategies, your students can learn their times tables quickly, without it becoming a chore.
1. Start With Patterns, Not Memorisation
Times tables are full of fascinating patterns. Show students how:
The 2× table is just doubling numbers.
The 5× table always ends in 0 or 5.
The 9× table digits add to 9 (e.g., 9 × 4 = 36 → 3 + 6 = 9).
By teaching these shortcuts first, students can see multiplication as logical rather than overwhelming.
These times tables poppits are a great way to explore those patterns!
2. Build Gradually With the Easier Tables First
Don’t dive straight into 7s and 8s! Begin with the foundations:
0, 1, 2, 5, and 10 times tables.
Progress to 3, 4, 6.
Leave 7, 8, 9, 11, and 12 for later.
This order allows students to develop early success and confidence, which motivates them to tackle the trickier sets.
3. Use Songs, Chants, and Rhythm
Music and rhythm are powerful memory tools. Multiplication songs, rhymes, or even clapping games can help facts “stick.” Whole-class chanting builds fluency and creates a fun, team-learning atmosphere.
Card games: Flip two cards, multiply the numbers, highest product wins.
Dice races: Roll, multiply, and race to the answer on a board.
Bingo: Call out a multiplication fact, students cover the answer on their grid.
Repetition through play is one of the quickest ways to build recall.
If you are after some super fun and easy to implement games for your classroom we have you covered with these printable game boards:
Or better yet, grab these super fun Fortune Tellers so your students can test one another whenever they have free time in their day:
5. Connect Multiplication and Division
Teach multiplication and division as two sides of the same coin. For example, if 6 × 4 = 24, then 24 ÷ 6 = 4. This deepens understanding and reduces the amount students need to memorise.
6. Encourage Quick, Daily Practice
Five minutes a day is far more effective than one long session a week. Quick warm-ups at the start of lessons, “around the world” challenges, or apps like Times Tables Rock Stars can keep practice consistent and pressure-free.
These Time Tables Houses are a great Math Centre activity too if you need an activity to last a little bit longer:
7. Celebrate Progress, Not Perfection
Times tables don’t have to be stressful. Track progress with charts or stickers, and celebrate every milestone. Confidence is key—students who feel successful are more likely to persist.
Learning multiplication facts doesn’t have to be tedious. By blending patterns, gradual progression, songs, games, and consistent practice, you’ll give your students the tools to master their times tables quickly—and actually enjoy the process.
Remember: the goal isn’t rote memorisation for the sake of it. It’s building confident, fluent mathematicians who are ready to take on bigger challenges.
Let’s be real—grabbing your students’ attention at the start of a maths lesson isn’t always easy. Whether it’s the after-lunch slump or the mid-week blues, sometimes you need something extra to spark curiosity and get those brains buzzing.
The good news? You don’t need an elaborate setup or fancy props. A well-placed hook can be all it takes to shift the energy in the room and set the tone for an engaging, meaningful maths lesson.
Here are 10 simple but powerful ways to hook your students at the start of a maths lesson—no matter what topic you’re diving into!
1. 🔍 Start with a Maths Mystery or Riddle
Who doesn’t love a good puzzle? A fun riddle or brain teaser not only grabs attention but also builds problem-solving skills. Example: A man has 53 socks in his drawer: 21 identical blue, 15 identical black, and 17 identical red. How many socks must he take out to ensure he has a matching pair? Let the debating begin!
2. 🎥 Show Maths in the Real World
Kick off with a short (1–2 min) video that shows maths in action—like how it’s used in rollercoaster design, fashion, sports stats, or even cooking. It’s a quick and easy way to answer the age-old question: “When will we ever use this?”
3. 🎭 Set the Scene with a Role Play
Get creative and place your students in a real-life role—event planner, zoo keeper, astronaut, or architect—and present them with a problem to solve. Example: “You’re designing a new penguin enclosure at the zoo. How much fencing will you need?”
4. 🧠 Ask a “Would You Rather…?” Question
These are always a hit and spark great discussions. Example: Would you rather have $100 today or $1 that doubles every day for a week? Students have to do the maths to back up their choice!
5. 🕵️ Play “Spot the Mistake”
Show a purposely incorrect solution to a maths problem and challenge students to find the error. This encourages deep thinking, problem solving, and collaboration—plus, they love catching teacher mistakes!
6. 🎲 Start with a Quick Game
Use a simple warm-up game to get students thinking mathematically from the get-go. Think: “Beat the Clock,” “Buzz,” “Number Knockout,” or a fast round of times table battles.
7. 💬 Take a Quick Class Poll
Ask an estimation-style question that gets everyone involved. Example: “How many litres of water do you think you use in one day?” Then compare responses and unpack the maths behind it.
8. 📷 Use a Picture to Prompt Thinking
Put up an intriguing image—like a packed stadium, a supermarket aisle, or a street full of signs—and ask: “Where’s the maths in this?” You’ll be amazed at what they come up with!
9. 📦 Reveal a Mystery Box
Grab a box or bag with a few mystery items inside that give clues about the lesson. Students guess the topic or problem you’re about to explore. (They LOVE this one—seriously, it’s like educational magic.)
10. 🎤 Share a Fun Maths Fact or Bit of Trivia
Start with something surprising or quirky about maths. Example: “Did you know there’s a number so big it can’t physically be written down—even if the whole universe was paper?” Instant intrigue.
You don’t need to reinvent the wheel to start your maths lessons with a bang. A quick, engaging hook can change the tone of the entire lesson—and help your students see that maths is not just important, but interesting and fun too.
Try one of these hooks tomorrow and watch the energy in your classroom shift!
Angles is a fun Maths topic to teach – but let me show you a way to take those measuring angles lessons to the next lesson!
I first discovered Angle Fans when I was teaching Year 5. They have since become an activity that I include every year in my upper primary Maths classes to expore angle properties and to practise measuring angles informally. I am excited to share the idea with you so that you and your students can hopefully join in on the fun with me!
Curriculum links
But before I explain to you how to make them, let me explain what outcomes this little activity can be ticking off (or at the very least contributing to the learning of!): Year 6 Maths
Identify the relationships between angles on a straight line, angles at a point and vertically opposite angles; use these to determine unknown angles, communicating reasoning (AC9M6M04) Year 5 Maths
Estimate, construct and measure angles in degrees, using appropriate tools including a protractor, and relate these measures to angle names (AC9M5M04) Year 4 Maths
estimate and compare angles using angle names including acute, obtuse, straight angle, reflex and revolution, and recognise their relationship to a right angle (AC9M4M04)
I probably wouldn’t try this activity with kiddos any younger than year 4. It is a little fiddly and may become a class management nightmare if you want them to complete it independently!
The Process
Step 1 Decorate and then cut out two squares of paper or choose two coloured squares of paper already to cut to size. *Decorate both sides so you see the decorations after folding.
Step 2 Concertina fold each square by folding over and under, over and under until you have two springs.
Step 3 Fold your springs in half so the open ends meet and glue the halves together. Let them dry for a few minutes.
Step 4 Now you are going to glue each of the squares together to create a larger fan. Let them dry for a few minutes.
Step 5 Get two popsticks and have an adult help you to cut one curved end off. Put some glue on a popstick and stick it in the first fold of one side of your fan.
Step 6 Do the same with the other popstick to the other side of the fan.
Step 7 Now you can pull out the fan by the popsticks to make some angles! Pull it gently right around to form a circle!
So what do you reckon? Will you try this activity next time you are teaching angles to your upper primary students?
I love integrating art and maths! It is an awesome way to bring a difficult or more boring Maths topic to life.
When you are teaching your students how to measure angles to your upper primary students, art is the most fun way to get your kiddos excited about the topic.
Today I thought I would share with you one of my most favourite Maths + Art ideas!! The result is truly amazing and it ticks HEAPS of teaching and learning goals at the same time.
Curriculum links
But before I share with you what the activity is, let me explain what outcomes this unit can be ticking off (or at the very least contributing to the learning of!): Year 6 Maths
Identify the relationships between angles on a straight line, angles at a point and vertically opposite angles; use these to determine unknown angles, communicating reasoning (AC9M6M04) Year 6 Visual Arts
Use visual conventions, visual arts processes and materials to plan and create artworks that communicate ideas, perspectives and/or meaning (AC9AVA6C01).
Select and present documentation of visual arts practice, and display artworks in informal and/or formal settings (AC9AVA6O01). Year 5 Maths
Estimate, construct and measure angles in degrees, using appropriate tools including a protractor, and relate these measures to angle names (AC9M5M04) Year 5 Visual Arts
Use visual conventions, visual arts processes and materials to plan and create artworks that communicate ideas, perspectives and/or meaning (AC9AVA6C01).
Select and present documentation of visual arts practice, and display artworks in informal and/or formal settings (AC9AVA6O01). Year 4 Maths
estimate and compare angles using angle names including acute, obtuse, straight angle, reflex and revolution, and recognise their relationship to a right angle (AC9M4M04)
Year 4 Visual Arts
Experiment with a range of ways to use visual conventions, visual arts processes and materials (AC9AVA4D01).
Use visual conventions, visual arts processes and materials to create artworks that communicate ideas, perspectives and/or meaning (AC9AVA4C01).
I probably wouldn’t try this activity with kiddos any younger than year 4. I’m not sure they would completely be able to visualise and implement the skills required to complete the artwork. The exploration of angles below year 3 is a lot simpler too, so other activities may be of more assistance with their learning at this age level.
The Process
Step 1 Trace a straight-edged outline of your animal onto white paper. Use a window or light box to help you see the image clearly.
Step 2 Place 3-5 dots within your image to become points of interest.
Step 3 Use a ruler and pencil to draw lines from the points of interests to the intersections and the outline of the body to create angles within your image.
Step 4 Go over your pencil lines with a fine liner and erase the pencil markings.
Step 5 Have your students then colour in each section they have created inside their animal outline. You can also then have the cut out their animal and glue it next to the original image onto a black piece of card.
Step 6 Have your students try to find all the different types of angles they have learnt about.
What do you reckon? Will you try this activity next time you are teaching angles to your upper primary students?
Children learn best through rhyme and repetition. When I taught in Early Years classrooms, this mode of learning was well received by the children and engaged them in many learning opportunities, without formalising the learning they were engaging with. The following rhymes I am sharing with you today, are great for transitions and time fillers. Using fingers and actions, children will be engaged as they learn early number concepts as practising some fine motor movements to strengthen up those little fingers for writing.
Five Cookies(Action poem) Five little cookies in the bakery shop. Shining bright with the sugar on top. Along comes (child’s name) with a nickel to pay. He/she buys a cookie and takes it away. (continue with four, three, two and one).
Five Fat Peas(A counting finger play especially useful in the Spring and Summer) Five fat peas in a pea pod pressed (children hold hand in a fist) One grew, two grew, so did all the rest (put thumb and fingers up one by one) They grew and grew (raise hand int he air very slowly) And did not stop, Until one day The pod went POP! (children clap hands together)
Birds(Poem) There was one little bird in a little tree, He was all alone, and he didn’t want to be. So he flew far away, over the sea, And brought back a friend to live in the tree. (Substitute two, three, etc. for one as you finish the verse)
Turtles(Poem) One baby turtle alone and new. Finds a friend, and then there are two. Two baby turtles crawl down to the sea. They find another, and then there are three. Three baby turtles crawl along the shore. They find another, and then there are four. Four baby turtles go for a dive. Up swims another, and then there are five.
Five Little Bees One little bee blew and flew, He met a friend and that made two. Two little bees, busy as could be, Along came another and that made three. Three little bees, wanted one more, Found one soon and that made four. Four little bees, going to the hive, Spied their little brother, and that made five. Five little bees working every hour, Buzz away, bees, and find another flower.
Counting Apples(A finger play) Five red apples Hanging on a tree (five fingers help up) The juiciest apples you ever did see! The wind came past And gave an angry frown (shake head and look angry) And one little apple came tumbling down. Four red apples, etc.
Monkeys In A Tree(Action poem) Five little monkeys (five fingers held up) Sitting in a tree Teasing Mr. Crocodile, “You can’t catch me.” “You can’t catch me.” Along comes Mr. Crocodile As quiet as can be… SNAP!! (clap hands together like a crocodile) (Continue until all monkeys are gone then add at the end…) Away swims Mr. Crocodile As full as he can be!!!!
Five Little Firefighters(A finger play) Five little fire fighters sit very still (hold up five fingers) Until they see a five on top of the hill Number one rings the bell, ding-dong (bend down thumb) Number 2 pulls his big boots on (bend down pointer finger) Number 3 climbs on the truck right away (bend down middle finger) Number 4 joins him, no one can wait (bend down ring finger) Number 5 drives the truck to the fire (bend down little finger) The big yellow flames go higher and higher (spread arms) Whoo-oo! Whooo-ooo! Hear the fire truck say (imitate siren) As all of the cars get out of the way. Shhhh! Goes the water from the fire hose spout, (rub palms together) And quicker than a wink the fire is out! (clap hands)
Ten Little Firemen(Preschool children perform the actions that the words suggest) Ten little firemen sleeping in a row, (extend both hand, fingers curled) Ding dong goes the bell (pull bell cord with one hand) And down the pole they go (close both fists, put one on top of the other, slide down pole) Off on the engine, oh, oh, oh. (steer engine with hands) Using the big hose, so, so, so. When all the fire’s out, home sooo slow (steer engine with hands) Back to bed, all in a row (extend both hands with fingers curled)
Five Good Friends Five good friends – outside having fun Until a mother called for one To come and clean the floor Five minus one, that leaves four. Four good friends – outside having fun Until a mother called for one To come and have some tea. four minus one, that leaves three. Three good friends – outside having fun Until a mother called for one To come and find her shoe. Three minus one, that leaves two. Two good friends – outside having fun Until a mother called for one To come home, ’til his chores were done. Two minus one, that leaves one. One good friend – outside all alone She stopped playing and also went home. Now no one is outside having fun. Now the friends outside is zero or none!
Let me know if you have any of your own favourite rhymes by adding them in the comments box below! Happy teaching!!
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