Multiplication Table 1-100 – Charts, Tricks & Practice

A multiplication table shows the product of two numbers. Read a row and a column to find a fact: row 7 and column 8 meet at 56, so 7 × 8 = 56.

Multiplication chart: 1 to 10

The numbers being multiplied are factors; the answer is the product. To find 6 × 9, start at the row labelled 6 and move across to column 9. The product is 54. The same answer appears at row 9, column 6 because reversing the factors preserves the product.

On a phone, swipe the chart sideways. The row and column headers identify the factors. Bold, underlined diagonal entries are squares: 1 × 1, 2 × 2, and so on.

The diagonal products are 1, 4, 9, 16, 25, 36, 49, 64, 81 and 100. Across the diagonal, each off-diagonal fact has a partner: 4 × 7 and 7 × 4 both give 28. There are 55 unordered factor pairs in this chart if a reversed pair is counted once. That does not mean 55 different answers: different pairs can share a product, such as 2 × 6 and 3 × 4.

Multiplication chart: 11 to 20

This grid keeps the familiar ×1 to ×10 layout while extending the first factor. Read 17 × 8 as 136, then check it as 10 × 8 + 7 × 8 = 80 + 56. The individual tables below also include ×11 and ×12.

Complete tables 1–100, from ×1 to ×12

Choose a range, then open a table. Every equation is part of the page itself; the tables and answer disclosures work without JavaScript. Each new line adds one more group of the table number. For example, the 24 table increases by 24 each time: 24, 48, 72, 96.

Six worked methods, from basic facts to larger tables

Use the reference to check a calculation after trying it. For whole-number examples, “7 groups of 8” can be written 7 × 8. An array arranges those groups as equal rows. Addition can combine equal or unequal amounts; multiplication gives a compact way to describe equal groups in these examples.

Useful patterns, with their limits

• Zero and one: for the numbers in this guide, 0 × n = 0 and 1 × n = n. Zero groups contain nothing; one group contains the original amount.
• Doubling: multiply by 2 by doubling once, by 4 by doubling twice, and by 8 by doubling three times. For 8 × 7, double 7 to 14, then 28, then 56.
• Fives: a whole-number multiple of 5 ends in 0 or 5. You can also find 5 × 18 as half of 10 × 18: half of 180 is 90.
• Tens: multiplying by 10 makes each digit’s place value ten times as large. Appending a zero is a useful shortcut for whole numbers such as 24 → 240. For a decimal, use place value: 4.8 × 10 = 48, not 4.80.
• Nines: calculate 9 × n as 10 × n − n. The ten-finger method is another representation for 9 × 1 through 9 × 10: number your ten fingers 1–10 from left to right, then bend finger n. Count tens to its left and ones to its right. It does not extend directly to 9 × 11.
• Digit sums: 9 × 11 = 99 has digit sum 18. A positive whole-number multiple of 9 ends at 9 only if digit summing is repeated until one digit remains. A matching digit sum can help check an answer, but does not prove it is correct.
• Elevens: repeating the digit works for 11 × 1 through 11 × 9. For larger numbers, use 10 × n + n and include any carrying.
• Squares: a square number is n × n. If you know the neighbouring product, n² = (n − 1)(n + 1) + 1; for example, 7² = 6 × 8 + 1 = 49.

Use a multiplication fact for division

The fact 8 × 6 = 48 supports 48 ÷ 6 = 8 and 48 ÷ 8 = 6. With 48 counters, making groups of six gives eight groups. Sharing the same 48 counters equally between eight groups gives six in each. The total is the same, but the question asks for a different unknown.

In a multiplication chart, find the product in a known factor’s row and read the other factor from the column header. This works when the required factors are present. The 1–10 chart, for example, cannot directly show the factor pair 12 × 4 even though it contains the product 48 elsewhere.

Twelve practice questions with explained answers

Try each question before opening its answer. Write a method or draw an array where it helps. The last question deliberately extends beyond the whole-number tables to check a shortcut.

1. Seven packets each contain eight counters. Write a multiplication and find the total.
   Show answer 1

   7 × 8 = 56 counters. Split the seven packets into five packets and two packets: 40 + 16 = 56.

2. An array has four rows of six dots. Write an addition and a multiplication. What happens if you rotate it?
   Show answer 2

   6 + 6 + 6 + 6 = 24 and 4 × 6 = 24. After rotation, 6 × 4 = 24. There are still the same 24 dots.

3. Find 13 × 6 by partitioning 13.
   Show answer 3

   (10 + 3) × 6 = 60 + 18 = 78. Both ten and three must be multiplied by six.

4. A learner writes 24 × 7 = 14 + 28 = 42. Correct the error.
   Show answer 4

   20 × 7 = 140, not 14. Therefore 24 × 7 = 140 + 28 = 168. The missing zero represents a lost tens value.

5. A learner claims 48 × 11 = 4128 by putting 12 between the digits. What is the correct answer?
   Show answer 5

   48 × 11 = 480 + 48 = 528. The twelve tens require carrying one hundred, leaving two tens.

6. Use 100 × 8 to find 99 × 8. Why do you subtract eight?
   Show answer 6

   100 × 8 = 800, so 99 × 8 = 800 − 8 = 792. One whole group of eight has been removed.

7. Find 100 × 12 and describe the place value.
   Show answer 7

   100 × 12 = 1200. Twelve hundreds regroup as one thousand and two hundreds.

8. Fill the blank: 64 × □ = 576. Explain a check.
   Show answer 8

   The missing factor is 9. Check 64 × (10 − 1) = 640 − 64 = 576; equivalently, 576 ÷ 64 = 9.

9. There are 540 stickers. Each pack holds 60. How many full packs can be made?
   Show answer 9

   9 packs, because 60 × 9 = 540. The division 540 ÷ 60 asks for the number of groups.

10. Are 35 × 8 and 70 × 4 equal? Explain.
    Show answer 10

    Yes, both are 280. Since 8 = 2 × 4, 35 × 8 = (35 × 2) × 4 = 70 × 4. Doubling one factor and halving the other preserves this product.

11. Test this claim using 9 × 11: “The digits of every multiple of nine add to nine.”
    Show answer 11

    9 × 11 = 99 and 9 + 9 = 18, so a single digit sum need not be 9. Repeating the process gives 1 + 8 = 9.

12. A learner says 6.4 × 10 = 6.40. Correct the answer.
    Show answer 12

    6.4 × 10 = 64. Each place value becomes ten times as large. Writing 6.40 leaves the value equal to 6.4, so it does not multiply it by ten.

How much should you learn by heart?

Follow the requirements of your course. In England, the Year 4 mathematics programme specifies recall of multiplication and division facts through 12 × 12. Tables beyond 12 on this page are an extended reference and a chance to practise place-value methods.

Choose a few facts, attempt them without looking, explain any you are unsure of, and check against the table. Revisit mistakes later alongside familiar facts. There is no single number of days or weeks that guarantees mastery for every learner. Understanding, accurate recall and applying facts in a new question are more useful checks than a promise about speed.

Games, printables and next steps

• Use the printable chart resource for dedicated chart and practice layouts. This long reference page is better for looking up an individual table.
• Open the multiplication game for a separate interactive activity. It opens on its own page; there is no hidden game above these tables.
• The multiplication grid gives another way to practise reading products and missing entries.
• The 12 × 12 chart keeps both factors through 12 on one reference grid.
• For a guided routine with short drills, use learning multiplication tables.

Where these facts lead

Multiplication also appears in scaling recipes and fraction calculations, and in percentages. A 20% discount means paying 80% of the original price, or multiplying it by 0.8; it does not mean subtracting 20 from every price.

For later applications, the average calculator, grading calculator and GPA calculator provide related tools. Check each tool’s assumptions, especially course weights and grading scales.

Frequently asked questions

Sources & References

The reference calculations and practice explanations above are original. The curriculum sources below support the use of equal groups, arrays and properties of operations, and the stated England Year 4 expectation.

• Department for Education: National curriculum in England, mathematics programmes of study — Year 4 multiplication and division, factor pairs and distributive strategies.
• Common Core: Grade 3 Operations and Algebraic Thinking — equal groups, arrays, properties of multiplication and division as an unknown factor.
• Common Core: Standard 2.OA.C.4 — using equal-addend addition to find the total in an array.