13 - 6 = 7

5 x 4 = 20

4 + 3 = 7

4

1 2 3 41 1 2 3 42 2 4 6 83 3 6 9 124 4 8 12 16

55101520

121824

21 ÷ 3 = 7 ×

−

÷

+

FOLENS MATHS TABLES BOOK

2 2 4 6 83 3 6 9 124 4 8 12 16

101520

12

24

Tip Top TablesTip Top Tables

Score: 102951X

9999

Multiplication Grid× 1 2 3 4 5 6 7 8 9 10 11 12

1 1 2 3 4 5 6 7 8 9 10 11 12

2 2 4 6 8 10 12 14 16 18 20 22 24

3 3 6 9 12 15 18 21 24 27 30 33 36

4 4 8 12 16 20 24 28 32 36 40 44 48

5 5 10 15 20 25 30 35 40 45 50 55 60

6 6 12 18 24 30 36 42 48 54 60 66 72

7 7 14 21 28 35 42 49 56 63 70 77 84

8 8 16 24 32 40 48 56 64 72 80 88 96

9 9 18 27 36 45 54 63 72 81 90 99 108

10 10 20 30 40 50 60 70 80 90 100 110 120

11 11 22 33 44 55 66 77 88 99 110 121 132

12 12 24 36 48 60 72 84 96 108 120 132 144

Addition Tables 3

Subtraction Tables 7

Multiplication Tables 11

Division Tables 15

Maths Facts 19

For Parents 26

Games 37

Addition Grid 40

Contents

First published in 2020 by Folens PublishersHibernian Industrial Estate, Greenhills Road, Tallaght, Dublin 24

© Folens Publishers 2020

Illustrations: Darren LingardCover design: Baboom

ISBN 978-1-7892-7778-4

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, for whatever purpose, without the prior written permission of the publisher, or a licence permitting restricted copying in Ireland issued by the Irish Copyright Licensing Agency, 63 Patrick Street, Dún Laoghaire, Co. Dublin.

To the best of the publisher’s knowledge, information in this book was correct at the time of going to press. No responsibility can be taken for any errors.

The FOLENS company name and associated logos are trademarks of Folens Publishers, registered in Ireland and other countries.

Tip Top Tables is a tables book for 1st–6th Class. In addition to the tables themselves, the book also contains a ‘Maths Facts’ section for pupils and helpful tips for parents, as well as ideas for tables games.

A number of printable worksheets are available online for each class. These can be printed out and given to pupils to allow them to practise their tables.

Addition Tables

Look out for these words. They usually mean you need to add.

plus more added to sumincrease combined altogether total

You can add numbers in any order and the answer will always be the same. This is called the

commutative property of addition.

Add zero to any number and you get ... the number!

Top Tips When Adding!

4 + 8 = 12

8 + 4 = 12

+ =

5 + =0 5

Addi

tion

Tab

les

3

+ 1 0 + 1 = 11 + 1 = 22 + 1 = 33 + 1 = 44 + 1 = 55 + 1 = 66 + 1 = 77 + 1 = 88 + 1 = 99 + 1 = 10

10 + 1 = 1 11 1 + 1 = 1 21 2 + 1 = 1 3

+ 3 0 + 3 = 31 + 3 = 42 + 3 = 53 + 3 = 64 + 3 = 75 + 3 = 86 + 3 = 97 + 3 = 108 + 3 = 1 19 + 3 = 1 2

10 + 3 = 1 31 1 + 3 = 141 2 + 3 = 15

+ 2 0 + 2 = 21 + 2 = 32 + 2 = 43 + 2 = 54 + 2 = 65 + 2 = 76 + 2 = 87 + 2 = 98 + 2 = 109 + 2 = 1 1

10 + 2 = 1 21 1 + 2 = 1 31 2 + 2 = 14

+ 4 0 + 4 = 41 + 4 = 52 + 4 = 63 + 4 = 74 + 4 = 85 + 4 = 96 + 4 = 107 + 4 = 1 18 + 4 = 1 29 + 4 = 1 3

10 + 4 = 141 1 + 4 = 151 2 + 4 = 16

4

+ 5 0 + 5 = 51 + 5 = 62 + 5 = 73 + 5 = 84 + 5 = 95 + 5 = 106 + 5 = 1 17 + 5 = 1 28 + 5 = 1 39 + 5 = 14

10 + 5 = 151 1 + 5 = 161 2 + 5 = 1 7

+ 7 0 + 7 = 71 + 7 = 82 + 7 = 93 + 7 = 104 + 7 = 1 15 + 7 = 1 26 + 7 = 1 37 + 7 = 148 + 7 = 159 + 7 = 16

10 + 7 = 1 71 1 + 7 = 181 2 + 7 = 1 9

+ 6 0 + 6 = 61 + 6 = 72 + 6 = 83 + 6 = 94 + 6 = 105 + 6 = 1 16 + 6 = 1 27 + 6 = 1 38 + 6 = 149 + 6 = 15

10 + 6 = 161 1 + 6 = 1 71 2 + 6 = 18

+ 8 0 + 8 = 81 + 8 = 92 + 8 = 103 + 8 = 1 14 + 8 = 1 25 + 8 = 1 36 + 8 = 147 + 8 = 158 + 8 = 169 + 8 = 1 7

10 + 8 = 181 1 + 8 = 1 91 2 + 8 = 20

Addi

tion

Tab

les

5

+ 9 0 + 9 = 91 + 9 = 102 + 9 = 1 13 + 9 = 1 24 + 9 = 1 35 + 9 = 146 + 9 = 157 + 9 = 168 + 9 = 1 79 + 9 = 18

10 + 9 = 1 91 1 + 9 = 201 2 + 9 = 2 1

+ 11 0 + 1 1 = 1 11 + 1 1 = 1 22 + 1 1 = 1 33 + 1 1 = 144 + 1 1 = 155 + 1 1 = 166 + 1 1 = 1 77 + 1 1 = 188 + 1 1 = 1 99 + 1 1 = 20

10 + 1 1 = 2 11 1 + 1 1 = 2 21 2 + 1 1 = 2 3

+ 10 0 + 10 = 101 + 10 = 1 12 + 10 = 1 23 + 10 = 1 34 + 10 = 145 + 10 = 156 + 10 = 167 + 10 = 1 78 + 10 = 189 + 10 = 1 9

10 + 10 = 201 1 + 10 = 2 11 2 + 10 = 2 2

+ 12 0 + 1 2 = 1 21 + 1 2 = 1 32 + 1 2 = 143 + 1 2 = 154 + 1 2 = 165 + 1 2 = 1 76 + 1 2 = 187 + 1 2 = 1 98 + 1 2 = 209 + 1 2 = 2 1

10 + 1 2 = 2 21 1 + 1 2 = 2 31 2 + 1 2 = 24

6

Subtraction Tables

Look out for these words. They usually mean you need to subtract.

minus take away fewer less than left overremove decrease reduce deduct

How many more? What’s the difference? How many left?

Subtraction is the opposite (or inverse) of addition.

Subtract zero from any number and you get ... the number!

Top Tips When Subtracting!

4 + 3 = 7

7 − 3 = 4

− =

5 − =0 5

7

Subt

ract

ion

Tabl

es

− 1 1 − 1 = 02 − 1 = 13 − 1 = 24 − 1 = 35 − 1 = 46 − 1 = 57 − 1 = 68 − 1 = 79 − 1 = 8

10 − 1 = 91 1 − 1 = 101 2 − 1 = 1 11 3 − 1 = 1 2

− 3 3 − 3 = 04 − 3 = 15 − 3 = 26 − 3 = 37 − 3 = 48 − 3 = 59 − 3 = 6

10 − 3 = 71 1 − 3 = 81 2 − 3 = 91 3 − 3 = 1014 − 3 = 1 115 − 3 = 1 2

− 2 2 − 2 = 03 − 2 = 14 − 2 = 25 − 2 = 36 − 2 = 47 − 2 = 58 − 2 = 69 − 2 = 7

10 − 2 = 81 1 − 2 = 91 2 − 2 = 101 3 − 2 = 1 114 − 2 = 1 2

− 4 4 − 4 = 05 − 4 = 16 − 4 = 27 − 4 = 38 − 4 = 49 − 4 = 5

10 − 4 = 61 1 − 4 = 71 2 − 4 = 81 3 − 4 = 914 − 4 = 1015 − 4 = 1 116 − 4 = 1 2

8

− 5 5 − 5 = 06 − 5 = 17 − 5 = 28 − 5 = 39 − 5 = 4

10 − 5 = 51 1 − 5 = 61 2 − 5 = 71 3 − 5 = 814 − 5 = 915 − 5 = 1016 − 5 = 1 11 7 − 5 = 1 2

− 7 7 − 7 = 08 − 7 = 19 − 7 = 2

10 − 7 = 31 1 − 7 = 41 2 − 7 = 51 3 − 7 = 614 − 7 = 715 − 7 = 816 − 7 = 91 7 − 7 = 1018 − 7 = 1 11 9 − 7 = 1 2

− 6 6 − 6 = 07 − 6 = 18 − 6 = 29 − 6 = 3

10 − 6 = 41 1 − 6 = 51 2 − 6 = 61 3 − 6 = 714 − 6 = 815 − 6 = 916 − 6 = 101 7 − 6 = 1 118 − 6 = 1 2

− 8 8 − 8 = 09 − 8 = 1

10 − 8 = 21 1 − 8 = 31 2 − 8 = 41 3 − 8 = 514 − 8 = 615 − 8 = 716 − 8 = 81 7 − 8 = 918 − 8 = 101 9 − 8 = 1 1

20 − 8 = 1 2

9

Subt

ract

ion

Tabl

es

− 9 9 − 9 = 010 − 9 = 11 1 − 9 = 21 2 − 9 = 31 3 − 9 = 414 − 9 = 515 − 9 = 616 − 9 = 71 7 − 9 = 818 − 9 = 91 9 − 9 = 1 0

20 − 9 = 1 12 1 − 9 = 1 2

− 11 1 1 − 1 1 = 01 2 − 1 1 = 11 3 − 1 1 = 214 − 1 1 = 315 − 1 1 = 416 − 1 1 = 51 7 − 1 1 = 618 − 1 1 = 71 9 − 1 1 = 8

20 − 1 1 = 92 1 − 1 1 = 102 2 − 1 1 = 1 12 3 − 1 1 = 1 2

− 10 10 − 10 = 01 1 − 10 = 11 2 − 10 = 21 3 − 10 = 314 − 10 = 415 − 10 = 516 − 10 = 61 7 − 10 = 718 − 10 = 81 9 − 10 = 9

20 − 10 = 1 02 1 − 10 = 1 12 2 − 10 = 1 2

− 12 1 2 − 1 2 = 01 3 − 1 2 = 114 − 1 2 = 215 − 1 2 = 316 − 1 2 = 41 7 − 1 2 = 518 − 1 2 = 61 9 − 1 2 = 7

20 − 1 2 = 82 1 − 1 2 = 92 2 − 1 2 = 102 3 − 1 2 = 1 124 − 1 2 = 1 2

10

Multiplication Tables

Look out for these words. They usually mean you need to multiply.

You can multiply numbers in any order and the answer will always be the same. This is called the

commutative property of multiplication.

Any number multiplied by zero is zero.

Top Tips When Multiplying!

2 × 3 = 6 3 × 2 = 6

5 × =0 0

times by groups ofproduct of as much twice

11

Mul

tiplic

atio

n Ta

bles

× 1 0 × 1 = 01 × 1 = 12 × 1 = 23 × 1 = 34 × 1 = 45 × 1 = 56 × 1 = 67 × 1 = 78 × 1 = 89 × 1 = 9

10 × 1 = 101 1 × 1 = 1 11 2 × 1 = 1 2

× 3 0 × 3 = 01 × 3 = 32 × 3 = 63 × 3 = 94 × 3 = 1 25 × 3 = 156 × 3 = 187 × 3 = 2 18 × 3 = 249 × 3 = 2 7

10 × 3 = 301 1 × 3 = 3 31 2 × 3 = 36

× 2 0 × 2 = 01 × 2 = 22 × 2 = 43 × 2 = 64 × 2 = 85 × 2 = 106 × 2 = 1 27 × 2 = 148 × 2 = 169 × 2 = 18

10 × 2 = 201 1 × 2 = 2 21 2 × 2 = 24

× 4 0 × 4 = 01 × 4 = 42 × 4 = 83 × 4 = 1 24 × 4 = 165 × 4 = 206 × 4 = 247 × 4 = 288 × 4 = 3 29 × 4 = 36

10 × 4 = 401 1 × 4 = 441 2 × 4 = 48

12

× 5 0 × 5 = 01 × 5 = 52 × 5 = 103 × 5 = 154 × 5 = 205 × 5 = 256 × 5 = 307 × 5 = 358 × 5 = 409 × 5 = 45

10 × 5 = 501 1 × 5 = 551 2 × 5 = 60

× 7 0 × 7 = 01 × 7 = 72 × 7 = 143 × 7 = 2 14 × 7 = 285 × 7 = 356 × 7 = 4 27 × 7 = 4 98 × 7 = 569 × 7 = 6 3

10 × 7 = 701 1 × 7 = 7 71 2 × 7 = 84

× 6 0 × 6 = 01 × 6 = 62 × 6 = 1 23 × 6 = 184 × 6 = 245 × 6 = 306 × 6 = 367 × 6 = 4 28 × 6 = 489 × 6 = 54

10 × 6 = 601 1 × 6 = 661 2 × 6 = 7 2

× 8 0 × 8 = 01 × 8 = 82 × 8 = 163 × 8 = 244 × 8 = 3 25 × 8 = 406 × 8 = 487 × 8 = 568 × 8 = 649 × 8 = 7 2

10 × 8 = 801 1 × 8 = 881 2 × 8 = 96

13

Mul

tiplic

atio

n Ta

bles

× 9 0 × 9 = 01 × 9 = 92 × 9 = 183 × 9 = 2 74 × 9 = 365 × 9 = 456 × 9 = 547 × 9 = 6 38 × 9 = 7 29 × 9 = 8 1

10 × 9 = 901 1 × 9 = 9 91 2 × 9 = 108

× 11 0 × 1 1 = 01 × 1 1 = 1 12 × 1 1 = 2 23 × 1 1 = 3 34 × 1 1 = 445 × 1 1 = 556 × 1 1 = 667 × 1 1 = 7 78 × 1 1 = 889 × 1 1 = 9 9

10 × 1 1 = 1 1 01 1 × 1 1 = 1 2 11 2 × 1 1 = 1 3 2

× 10 0 × 10 = 01 × 10 = 102 × 10 = 203 × 10 = 304 × 10 = 405 × 10 = 506 × 10 = 607 × 10 = 708 × 10 = 809 × 10 = 90

10 × 10 = 1001 1 × 10 = 1 1 01 2 × 10 = 1 20

× 12 0 × 1 2 = 01 × 1 2 = 1 22 × 1 2 = 243 × 1 2 = 364 × 1 2 = 485 × 1 2 = 606 × 1 2 = 7 27 × 1 2 = 848 × 1 2 = 969 × 1 2 = 108

10 × 1 2 = 1 201 1 × 1 2 = 1 3 21 2 × 1 2 = 144

14

Division Tables

Look out for these words. They usually mean you need to divide.

How many groups? share equally into groups of each equal parts

evenly split between

Any number divided by 1 equals the number.

Division is the opposite (or inverse) of multiplication.

Top Tips When Dividing!

5 ÷ 1 = 5

2 × 3 = 6

3 × 2 = 6

6 ÷ 3 = 2

6 ÷ 2 = 3

Any number divided by itself equals 1.

5 ÷ 5 = 1

15

Divi

sion

Tab

les

÷ 1 0 ÷ 1 = 01 ÷ 1 = 12 ÷ 1 = 23 ÷ 1 = 34 ÷ 1 = 45 ÷ 1 = 56 ÷ 1 = 67 ÷ 1 = 78 ÷ 1 = 89 ÷ 1 = 9

10 ÷ 1 = 101 1 ÷ 1 = 1 11 2 ÷ 1 = 1 2

÷ 3 0 ÷ 3 = 03 ÷ 3 = 16 ÷ 3 = 29 ÷ 3 = 3

1 2 ÷ 3 = 415 ÷ 3 = 518 ÷ 3 = 6

2 1 ÷ 3 = 724 ÷ 3 = 82 7 ÷ 3 = 930 ÷ 3 = 103 3 ÷ 3 = 1 136 ÷ 3 = 1 2

÷ 2 0 ÷ 2 = 02 ÷ 2 = 14 ÷ 2 = 26 ÷ 2 = 38 ÷ 2 = 4

10 ÷ 2 = 51 2 ÷ 2 = 614 ÷ 2 = 716 ÷ 2 = 818 ÷ 2 = 9

20 ÷ 2 = 102 2 ÷ 2 = 1 124 ÷ 2 = 1 2

÷ 4 0 ÷ 4 = 04 ÷ 4 = 18 ÷ 4 = 2

1 2 ÷ 4 = 316 ÷ 4 = 4

20 ÷ 4 = 524 ÷ 4 = 628 ÷ 4 = 73 2 ÷ 4 = 836 ÷ 4 = 940 ÷ 4 = 1044 ÷ 4 = 1 148 ÷ 4 = 1 2

16

÷ 5 0 ÷ 5 = 05 ÷ 5 = 1

10 ÷ 5 = 215 ÷ 5 = 3

20 ÷ 5 = 425 ÷ 5 = 530 ÷ 5 = 635 ÷ 5 = 740 ÷ 5 = 845 ÷ 5 = 950 ÷ 5 = 1055 ÷ 5 = 1 160 ÷ 5 = 1 2

÷ 7 0 ÷ 7 = 07 ÷ 7 = 1

14 ÷ 7 = 22 1 ÷ 7 = 328 ÷ 7 = 435 ÷ 7 = 54 2 ÷ 7 = 64 9 ÷ 7 = 756 ÷ 7 = 86 3 ÷ 7 = 970 ÷ 7 = 107 7 ÷ 7 = 1 184 ÷ 7 = 1 2

÷ 6 0 ÷ 6 = 06 ÷ 6 = 1

1 2 ÷ 6 = 218 ÷ 6 = 3

24 ÷ 6 = 430 ÷ 6 = 536 ÷ 6 = 64 2 ÷ 6 = 748 ÷ 6 = 854 ÷ 6 = 960 ÷ 6 = 1066 ÷ 6 = 1 17 2 ÷ 6 = 1 2

÷ 8 0 ÷ 8 = 08 ÷ 8 = 1

16 ÷ 8 = 224 ÷ 8 = 33 2 ÷ 8 = 440 ÷ 8 = 548 ÷ 8 = 656 ÷ 8 = 764 ÷ 8 = 87 2 ÷ 8 = 980 ÷ 8 = 1088 ÷ 8 = 1 196 ÷ 8 = 1 2

17

Divi

sion

Tab

les

÷ 9 0 ÷ 9 = 09 ÷ 9 = 1

18 ÷ 9 = 22 7 ÷ 9 = 336 ÷ 9 = 445 ÷ 9 = 554 ÷ 9 = 66 3 ÷ 9 = 77 2 ÷ 9 = 88 1 ÷ 9 = 990 ÷ 9 = 109 9 ÷ 9 = 1 1

108 ÷ 9 = 1 2

÷ 11 0 ÷ 1 1 = 01 1 ÷ 1 1 = 1

2 2 ÷ 1 1 = 23 3 ÷ 1 1 = 344 ÷ 1 1 = 455 ÷ 1 1 = 566 ÷ 1 1 = 67 7 ÷ 1 1 = 788 ÷ 1 1 = 89 9 ÷ 1 1 = 9

1 1 0 ÷ 1 1 = 101 2 1 ÷ 1 1 = 1 11 3 2 ÷ 1 1 = 1 2

÷ 10 0 ÷ 10 = 010 ÷ 10 = 1

20 ÷ 10 = 230 ÷ 10 = 340 ÷ 10 = 450 ÷ 10 = 560 ÷ 10 = 670 ÷ 10 = 780 ÷ 10 = 890 ÷ 10 = 9

100 ÷ 10 = 101 1 0 ÷ 10 = 1 11 20 ÷ 10 = 1 2

÷ 12 0 ÷ 1 2 = 01 2 ÷ 1 2 = 1

24 ÷ 1 2 = 236 ÷ 1 2 = 348 ÷ 1 2 = 460 ÷ 1 2 = 57 2 ÷ 1 2 = 684 ÷ 1 2 = 796 ÷ 1 2 = 8

108 ÷ 1 2 = 91 20 ÷ 1 2 = 101 3 2 ÷ 1 2 = 1 1144 ÷ 1 2 = 1 2

18

Maths Facts

Symbols + plus − minus

× times ÷ divided by

1 < 2 1 is less than 2 2 > 1 2 is greater than 1

Place Value Hundred

ThousandsTen

Thousands Thousands Hundreds Tens Units

2 3 4 5 6 8

200,000 30,000 4,000 500 60 8

2 3 4 5 6 8

234,568

Ordinal Numbers 1st first 6th sixth 2nd second 7th seventh 3rd third 8th eighth 4th fourth 9th ninth 5th fifth 10th tenth

Number

19

Mat

hs F

acts

Fractions1

112

112

112

112

112

112

112

112

112

112

112

112

111

111

111

111

111

111

111

111

111

111

111

110

110

110

110

110

110

110

110

110

110

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19

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19

19

19

19

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18

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15

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14

14

14

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13

13

12

12

12

16

110

15

19

13

17

111

14

18

112

1

20

Measures

Length1 centimetre (cm) = 10 millimetres (mm)

1 metre (m) = 100 centimetres (cm)

1 kilometre (km) = 1,000 metres (m)

Weight1 kilogram (kg) = 1,000 grams (g)

Capacity1 litre = 1,000 millilitres (ml)

12

6

9 3

12

1110

87 5

4

12

6

9 3

12

1110

87 5

4

12

6

9 3

12

1110

87 5

4

12

6

9 3

12

1110

87 5

4

12

6

9 3

12

1110

87 5

4

12

6

9 3

12

1110

87 5

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12

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9 3

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1110

87 5

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12

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9 3

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1110

87 5

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12

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1110

87 5

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12

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9 3

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1110

87 5

4

Time

6:00 9:30 12:15six o’clock half past nine a quarter past twelve

3:45 7:25 10:55a quarter to four twenty-five past seven five to eleven

We use a.m. for times before noon and p.m. for times after noon.

Money

21

Mat

hs F

acts

Shape

equilateral triangle3 straight sides of equal length3 angles of equal size

circle1 curved side

semicircle1 curved side1 straight side

oval1 curved side

scalene triangleno sides of equal lengthno angles of equal size

isosceles triangle2 straight sides of equal length2 angles of equal size

2-D Shapes: TrianglesA triangle has three straight sides and three angles. The sum of the angles is always 180°.

Other 2-D Shapes

22

square4 sides of equal length4 right angles

pentagon5 sides5 corners (vertices)

hexagon6 sides6 corners (vertices)

octagon8 sides8 corners (vertices)

parallelogram4 sides – opposite sides are of equal length opposite angles are of equal size

rhombus4 sides of equal lengthopposite angles are of equal size

rectangle4 sides – opposite sides are of equal length 4 right angles

trapezium4 sides1 pair of parallel sides

2-D Shapes: QuadrilateralsA quadrilateral is a shape with four straight sides and four angles. The sum of the angles is always 360°.

23

Mat

hs F

acts

3-D Shapes

cube 6 square faces12 edges 8 corners (vertices)

cuboid 6 rectangular faces 12 edges 8 corners (vertices)

cone1 circular face 1 curved surface 1 edge1 apex

cylinder2 circular faces 1 curved surface2 edges 0 corners (vertices)

sphere 1 curved surface0 edges0 corners (vertices)

triangular prism5 faces9 edges6 corners (vertices)

triangular-based pyramid4 faces6 edges4 corners (vertices)

square-based pyramid5 faces8 edges5 corners (vertices)

24

Angles

straightan angle of 180°

refl exan angle of between 180° and 360°

completean angle of 360°

vertical line

parallel lines straight lines that are always the same distance apart

perpendicular lines lines that are at right angles to each other

horizontal line

right an angle of 90°

acute an angle of less than 90°

obtusean angle of between 90° and 180°

Lines

25

Mat

hs F

acts

For Parents

Why Is It Important for My Child to Learn Tables? Tables are the building blocks for other aspects

of Maths, such as fractions, long division and percentages.

The ability to add, subtract, multiply and divide is a critical skill for everyday life – not just for Maths. Shopping, DIY and cooking are just some examples of common activities that require knowledge of number operations.

In learning tables, your child develops their understanding of number and number relationships. They learn to see patternsin numbers. These skills help your child to master key concepts more quickly.

Calculators are brilliant tools but they are not a substitute for learning tables. Exploring the interesting patterns and relationships that emerge with numbers helps to develop a child’s curiosity. It also improves their reasoning, problem-solving and mental maths skills.

99

%

9

6

3

.

AC

7

4

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0

26

How Can I Best Support My Child in Learning Tables? Be positive and encouraging –

praise your child’s success.

Make sure your child knows that youthink that learning tables is important. Show your child that you believe that knowing tables is something valuable and useful.

Ask your child to explain their thinking when they work out an answer: ‘How did you know that? What did you do?’

Try to develop your child’s number sense by making connections across operations. For example, if they are doing the subtraction 8 – 2 = 6, ask them what 6 + 2 is equal to.

Remember that children learn in different ways. Some children respond better to working with concrete objects (e.g. lollipop sticks, marbles, buttons) or keeping track of their tables on their fingers. Other children enjoy playing tables games online. Some children learn best by singing or chanting the tables. Try out different methods with your child to see which way of learning gets the best response.

Be positive!

Get into the habit of practising tables with your child as often as you can (e.g. on car journeys or while walking to school). It’s best to do this in short bursts so that your child doesn’t get bored.

Encourage your child to practise tables in everyday settings. For example, include your child when sharing things out or grouping things equally (e.g. slices of pizza for dinner).

Funny rhymes and songs can help children remember patterns, e.g. ‘2, 4, 6, 8, my Dad thinks I’m really great.’

For P

aren

ts

27

Addition Tips When adding, one of the first things children need to learn is

how to count on from the first number without having to actually count up to the first number again. For example, if a child is adding 7 and 3, it’s easiest if they start at 7 and then count onanother 3 (perhaps using their fingers or another tool to help) rather than starting from 1.

It’s important that children are aware that addition is commutative – in other words, the order of the numbers being added doesn’t matter. For example, 4 + 3 = 7 and 3 + 4 = 7. Encourage your child to see that when they learn one set of tables, they’ve already begun learning other tables too!

4 + 3 = 7

3 + 4 = 7

Although children may add in any order they like, it can be helpful to start with the bigger number. For example, if your child is given the sum 2 + 8, explain that it’s easier to start at the number 8 and count on 2 (rather than starting at 2 and counting on 8).

A coat hanger abacus can be a useful aid for early adding skills. Simply attach some clothes pegs to a coat hanger. Use the pegs to model the addition sums.

4 + 3 4 + 3 = 7

28

Ask your child addition questions using a range of addition words.

What is the sum of 2 and 2?

If Ella has five jellies and I give her three more, how many jellies will she have?

If Brian has two cars and Kate has three cars, how many cars do they have altogether?

Bridging is a strategy children can use to help them add when the sum of two numbers is greater than 10. For example, if children are struggling to add 9 + 4, they can add 10 + 3 (9 + 1 + 3) instead. It can be helpful to model this using concrete objects such as marbles or counters.

9 + 4 = 13

10 + 3 = 13

For P

aren

ts

29

Subtraction Tips Very few children can learn to subtract without first

understanding how to add. It is important to provide opportunities for children to connect addition with subtraction. For example, when they see a subtraction (e.g. 9 − 4), encourage them to make the connection with the corresponding addition: ‘Four plus what makes nine?’ When they have completed a subtraction, ask them the corresponding addition sum: ‘If eight minus six is two, what is two plus six?’

8 – 6 = 2 2 + 6 = ?

Ask your child word problems that require them to make the connection between addition and subtraction. For example: ‘I have six €1 coins in my purse. How many €1 coins do I need to add to make this up to €10?’

Demonstrate to your child how they can use their fi ngers to count back.

8 - 5 = 3

Start at 8.

Count back 5 fingers: 7, 6, 5, 4, 3.

8 minus 5 is 3.

12 4

5 673 8

– 1– 2– 3– 4– 5

30

Many children find it helpful to see concrete models when subtracting. You can use marbles, counters or a coat hanger abacus (see Addition Tips) to represent a subtraction.

Sing subtraction songs such as ‘Ten in the Bed and the Little One Said’.

It is important that children understand early on that subtraction(unlike addition) is not commutative. In other words, it cannot be done in just any order. 8 – 5 is not the same as 5 – 8.

8 – 5 = 5 - 8 Ask your child subtraction questions using a range of

subtraction words.

What’s the difference between 5 and 2?

You have five marbles. If I take away three marbles, how many marbles will you have left?

Jean has six dolls and Aoife has four dolls. How many more dolls does Jean have than Aoife?

For P

aren

ts

31

Multiplication Tips It can be helpful for children to understand that multiplication

can also be seen as repeated addition. In other words, three multiplied by five (3 × 5) is the same as adding five sets of three (3 + 3 + 3 + 3 + 3).

Help your child to solve new multiplication facts by using known multiplication facts. For example, if your child already knows that 8 × 5 = 40 (that is 8 + 8 + 8 + 8 + 8 = 40), in order to solve 6 × 8, they can simply add one more 8 to 40 to get 48.

Arrays can be a useful way of representing multiplication concepts, particularly for visual learners. You can use counters to create an array that represents a multiplication fact. The array below has three rows and five columns.

If your child learns how to double numbers, this will help them to make connections between different sets of tables. For example: once your child knows the two times tables (× 2), doubling will help them find answers in the four times tables (× 4).

It may be helpful to print off a mutiplication grid like the one on the back cover of this book. You can use this to show your child how tables relate to number sequences. Ask your child to colour in multiples of different numbers on different number squares. This will help them to clearly see the number patterns.

3 × 5

32

For example, the number square below shows the three times tables (× 3). When your child is learning the three times tables, print out the coloured multiplication grid and display it somewhere in your home. Encourage your child to read the multiplication grid as far as (12 × 3) several times. Then ask your child to close their eyes to see how much they can recall without seeing the multiplication grid. The visual aid of the multiplication grid can really help your child to remember.

× 1 2 3 4 5 6 7 8 9 10 11 121 1 2 3 4 5 6 7 8 9 10 11 12

2 2 4 6 8 10 12 14 16 18 20 22 24

3 3 6 9 12 15 18 21 24 27 30 33 364 4 8 12 16 20 24 28 32 36 40 44 48

5 5 10 15 20 25 30 35 40 45 50 55 60

6 6 12 18 24 30 36 42 48 54 60 66 72

7 7 14 21 28 35 42 49 56 63 70 77 84

8 8 16 24 32 40 48 56 64 72 80 88 96

9 9 18 27 36 45 54 63 72 81 90 99 108

10 10 20 30 40 50 60 70 80 90 100 110 120

11 11 22 33 44 55 66 77 88 99 110 121 132

12 12 24 36 48 60 72 84 96 108 120 132 144

Look for opportunities for your child to use multiplication to solve problems in daily life. For example, when cooking, you could ask your child to help you figure out how to make a ‘double batch’ of a recipe.

Ask your child multiplication questions using a range ofmultiplication words.

What is the product of 5 and 6?

If Ella has five jellies and Clare has three times as many, how many jellies does Clare have?

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Help your child discover the patterns in the times tables. Rather than pointing out the pattern to them, scaffold them in figuring it out themselves.

× 2Including 0 × 2, the digits 0, 2, 4, 6 and 8 repeat over and over again in the ‘units’ column: 0 2 4 6 8, 0 2 4 6 8.

The digit in the ‘tens’ column goes up 1 each time this pattern starts again.

Every even number is in the × 2 table.

× 5 If we include 0 × 5, the digits 0 and 5 repeat themselves over

and over again in the ‘units’ column: 0 5, 0 5, 0 5, etc.

The digit in the ‘tens’ column goes up by 1 each time this pattern starts again.

× 9 The ‘units’ column goes down (9, 8, 7, 6, ...) as the ‘tens’ column

goes up: (0, 1, 2, 3, ...).

We can use our hands to help us multiply nines. For example, to multiply 9 by 7, we hold down our 7th finger, and then read ‘6’ and ‘3’ to give the answer ‘63’.

× 10 The number we are multiplying moves one place to the left in a

place value table, so the ‘units’ digit becomes the ‘tens’ digit and we write a zero in the ‘units’ column, e.g. 4 × 10 = 40.

× 11 The number pattern is really clear until 9 × 11.

We simply repeat the number being multiplied in the ‘tens’ and ‘units’ columns. For example: 6 × 11 is 6 tens and 6 units = 66.

9 × 7 = 63

6 37

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Division Tips Introduce your child to division as the concept of sharing or

grouping. There are many opportunities for children to see mathematical division in action: equal sharing of toys, food, money, etc.

Make children aware that multiplication and division are related. For example, other ways to look at the division 42 ÷ 7 = ? include: ‘How many groups of 7 make 42?’ or ? × 7 = 42. This way, children can think through their seven times tables to find the answer to the division fact.

Continuing with the strategy of linking multiplication and division, one method for helping children to divide is to skip count to the number being shared and use fi ngers to keep track of the count. For example, to find 18 ÷ 3 children can skip count in threes six times. When they get to 18, they will be holding up six fingers, so 18 ÷ 3 = 6.

3

69 12

15 18

It can be helpful for children to understand that division can also be seen as repeated subtraction. For example, you could say to your child ‘I have 15 jellies to share equally among 3 children. How many jellies will each child get? In other words, how many times can we take 3 from 15?’

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A number line is an effective way of modelling division as repeated subtraction.

Using concrete objects can help your child practise dividing. For example, give your child 20 coins of the same value (e.g. 1c coins). Draw five stick-people on a piece of paper. Explain to your child that the coins need to be divided equally between five children. Ask your child to show you how they will share the coins among the children so that everybody gets an equal share and there are no coins left.

15 ÷ 3 = 5

0 6 101 7 122 8 143 94 115 13 15

– 3– 3– 3– 3– 3

It is best to avoid the phrase ‘goes into’ when talking about division as this will confuse your child’s understanding of division as sharing or grouping.

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GamesGames can offer a fun, engaging way of helping your child learn tables.

Speed TablesAsk your child to answer table facts at high speed – competitive children will like this game! Your child can race against a friend or race on their own against the clock.

BingoThis is best played with two or more children. (Alternatively, adults and children can play this as a family game.) Make simple bingo cards containing six multiples of a number. The example below shows six different multiples for the number 9.

9 27

54 63

72 108

Each child should have a different card (a different set of multiples for the number being played – in this case, the number 9). You are the caller at the start of the game. You call out, for example: ‘Six nines!’ Anyone who has 54 on their bingo card crosses off the number. The person who gets a full house is the caller on the next round.

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Throw the DiceThis is best played with two or more children. Throw two dice and ask the children to write down the multiplication. For example: if the first dice shows 3 and the second dice shows 2, the children write down ‘3 × 2 = 6’. If you want to work on times tables higher than one to six, use small stickers to change the numbers on the dice.

Memory GameYour child can play this game on their own or with a friend. Buy or make some number cards. On blank cards, write corresponding tables calculations (6 × 7; 9 + 8; etc.). Cut out the calculations. Make sure the number cards and the tables calculation cards are different shapes so your child can distinguish a calculation from a potential answer.

Lay all cards on a table with the numbers facing down. First, your child turns over one of the tables calculation cards, and then they need to find a number card to match it (the number that is the answer to the calculation). For example: if your child turns over a card with 6 × 7 on it, they must find the number card 42. They can only turn over one number card, and then it is someone else’s turn. If the number card is not the correct answer, the player turns the number card face down again before the next player has their go. If the number card is the correct answer, the player takes both cards. If you play this game in a group, the person holding the most cards at the end wins the game.

6 × 7 42

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Times Tables Shout-OutThis game is for two players. Remove the Jacks, Aces and Jokers from a deck of cards. Shuffle the remaining cards and divide them equally between the two players. Both players then flip over the first card on the top of their pile at the same time and must call out the product of the two cards as quickly as they can. A Queen represents the number 11 and a King represents the number 12. The player who is the first to shout out the correct product keeps the pair of cards. If both players shout an incorrect answer, they must each return the cards to the bottom of their pile. When all the cards in the piles have gone, the player who has collected most pairs wins. This game can also work for addition or subtraction (taking the smaller number away from the larger in each pair of cards).

Keep Fit ChallengeAsk your child to recite tables while jogging on the spot or doing another movement in time to the rhythm of the tables!

6 × 7 = 42

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Addition Grid

+ 1 2 3 4 5 6 7 8 9 10 11 12

1 2 3 4 5 6 7 8 9 10 11 12 13

2 3 4 5 6 7 8 9 10 11 12 13 14

3 4 5 6 7 8 9 10 11 12 13 14 15

4 5 6 7 8 9 10 11 12 13 14 15 16

5 6 7 8 9 10 11 12 13 14 15 16 17

6 7 8 9 10 11 12 13 14 15 16 17 18

7 8 9 10 11 12 13 14 15 16 17 18 19

8 9 10 11 12 13 14 15 16 17 18 19 20

9 10 11 12 13 14 15 16 17 18 19 20 21

10 11 12 13 14 15 16 17 18 19 20 21 22

11 12 13 14 15 16 17 18 19 20 21 22 23

12 13 14 15 16 17 18 19 20 21 22 23 24

40

13 - 6 = 7

5 x 4 = 20

4 + 3 = 7

4

1 2 3 41 1 2 3 42 2 4 6 83 3 6 9 124 4 8 12 16

55101520

121824

21 ÷ 3 = 7 ×

−

÷

+

FOLENS MATHS TABLES BOOK

2 2 4 6 83 3 6 9 124 4 8 12 16

101520

12

24

Tip Top TablesTip Top Tables

Score: 102951X

9999

Multiplication Grid× 1 2 3 4 5 6 7 8 9 10 11 12

1 1 2 3 4 5 6 7 8 9 10 11 12

2 2 4 6 8 10 12 14 16 18 20 22 24

3 3 6 9 12 15 18 21 24 27 30 33 36

4 4 8 12 16 20 24 28 32 36 40 44 48

5 5 10 15 20 25 30 35 40 45 50 55 60

6 6 12 18 24 30 36 42 48 54 60 66 72

7 7 14 21 28 35 42 49 56 63 70 77 84

8 8 16 24 32 40 48 56 64 72 80 88 96

9 9 18 27 36 45 54 63 72 81 90 99 108

10 10 20 30 40 50 60 70 80 90 100 110 120

11 11 22 33 44 55 66 77 88 99 110 121 132

12 12 24 36 48 60 72 84 96 108 120 132 144