Times Tables

Times table scheme

Effective understanding and recall of times tables is the foundation of most of the math children will do at primary school and the curriculum puts a massive emphasis on knowing them early. In order to help ensure this happens, we have asked the students what how they would like to learn them and they emphatically agreed that beating superheroes was the way forward! Accordingly, we will use the following certificate reward system:

  •  BATMAN- 2x, 5x, 10x (By the end of year 2)
  •  HAWK-GIRL- 3X, 4X (By the end of year 3)
  •  THOR, 7X, 8X
  •  BLACK WIDOW- 9X, 11X, 12X
  •  SUPERMAN- All with division ( By the end of year 4)
  •  CATWOMAN- All with place value- THU and tenths (By the end of year 5)*
  •  IRONMAN- 2 digits X 1 digit (e.g. 74 X 7)
  •  WONDEROWMAN- Fractions, decimals and percentages of quantities (e.g. 20% of 25, ¼ of 50)

To pass Hawk-Girl, Thor and Black Widow, multiplication facts from previous certificates need to be retained as they will be tested. There will be a 3 second time limit on each question up to and including Cat Woman level.


In order to help children understand that multiplication and division represents real-life situations, teaching of times tables in KS1 and lower KS2 will use concrete and pictorial methods, such as asking them to spilt groups of objects into a number of equal groups and find the total of groups of objects.


As well as practicing in class, children will have time to practice during registration three times a week in order to prepare for their certificate tests which will happen at the end of each term. If however, a child feels like they have prepared enough for the next certificate then there is nothing stopping them from trying to earn it and we would encourage this willingness to learn! On awarding of a certificate, children will place it in their times-table passport as a lasting record of what they have achieved; they will also have a copy to take home to proudly show off.


* E.g. 6 X 4 = 24 is a known number fact so children could be asked questions including:
60 X 4 = 240 ÷ 40 = 0.4 x 6 = 24 ÷ 0.4 = 2.4 ÷ 6 =
60 X 40 = 600 X 4 = 0.4 X 0.6 = 40 X 0.6 = 600 X 0.4 =
240 ÷ 60 = 2400 ÷ 600 = etc