13 Times Table | Printable Chart + Practice Quiz

What does multiplying by 13 mean?

Think of equal groups. Eight bags with 13 counters in each contain 8 × 13 counters. Multiplication can be done in either order, so 8 × 13 = 13 × 8 = 104. Adding eight lots of 13 gives the same total.

In 13 × 8 = 104, 13 and 8 are factors; 104 is their product and a multiple of 13. Multiplying by zero gives zero: zero bags contain zero counters.

Three ways to work out a forgotten fact

1. Split 13 into 10 and 3

Each bag of 13 can be split into 10 counters and 3 counters. With eight bags, there are eight lots of each part:

13 × 8 = (10 × 8) + (3 × 8)
= 80 + 24 = 104

This is the distributive property: 13 × n = 10 × n + 3 × n. Both parts must be multiplied by the same number.

2. Use a nearby fact

If you know 13 × 10 = 130, remove one group of 13 to get 13 × 9:

13 × 9 = 130 − 13 = 117

For a larger example, start at 13 × 20 = 260. Then 13 × 19 = 260 − 13 = 247. To move one step along the 13 table, add or subtract 13.

3. Use the 12 table or double a fact

If 12 × 8 = 96 is familiar, add one more eight: 13 × 8 = 96 + 8 = 104. The general rule is 13 × n = 12 × n + n.

Or double a known answer: 13 × 7 = 91, so 13 × 14 = 2 × 91 = 182. Doubling the multiplier doubles the product.

The 13 times table from 1 to 25

The table to 12 ends at 156; to 20 it ends at 260; to 25 it ends at 325. These are display limits, not the end of the sequence. Remember the zero fact too: 13 × 0 = 0.

Patterns you can use to check an answer

• Add 13 each time. From 78, the next two multiples are 91 and 104.
• Odd, even, odd, even. Because 13 is odd, an odd multiplier gives an odd product and an even multiplier gives an even product. For example, 13 × 7 = 91 and 13 × 8 = 104.
• The ones digits repeat every ten steps: 3, 6, 9, 2, 5, 8, 1, 4, 7, 0, then the same cycle again. Moving ten steps adds 130, which leaves the ones digit unchanged.
• 13 × 13 is a square: 169. Its neighbouring facts are 156 and 182.

A last-digit check can rule out an answer, but cannot prove it. For example, both 104 and 114 end in 4; only 104 equals 13 × 8.

Is a number in the 13 times table?

Divide by 13. A whole number is a multiple of 13 exactly when the remainder is zero. In this lesson, the table uses nonnegative whole-number multipliers, so zero qualifies: 0 = 13 × 0.

More generally, negative integer multiples exist, such as −26 = 13 × (−2). They are outside this page’s whole-number practice tools. A decimal quotient by itself does not make a number a whole-number multiple.

Worked examples with missing numbers and groups

Common mistakes and how to repair them

• Writing 13 × 6 = 60 + 3. Each of the six groups has three extra objects. Use 60 + (6 × 3) = 60 + 18 = 78.
• Adding 13 and 8 instead of multiplying. 13 + 8 = 21; 13 × 8 means eight groups of 13 and equals 104.
• Adding 13 when changing 12 × 8 to 13 × 8. The number of groups increases from 12 to 13, so add one group of 8: 96 + 8 = 104.
• Treating every number ending in 3 as a multiple of 13. 13 is a multiple, but 23 is not. Check the complete product or the remainder.
• Stopping the table at 12. The next factor gives 13 × 13 = 169. A printed chart has an endpoint; multiplication does not.

Try these questions without the chart

Write an answer and, where asked, a reason. Check the explanations after your first attempt.

1. 13 × 4 = ?
2. 13 × 7 = ?
3. 13 × 11 = ?
4. 13 × 0 = ?
5. 13 × □ = 195. Find the missing number.
6. 169 ÷ 13 = ?
7. Continue: 78, 91, __, __.
8. Which are multiples of 13: 65, 80, 117, 144?
9. Nine bags hold 13 buttons each. How many buttons altogether?
10. 13 × 12 or 13 × 13: which is greater, and by how much?
11. Explain the error in 13 × 5 = 50 + 3.
12. Extension: find 13 × 24 using 13 × 20 and 13 × 4.

A short practice routine for learners and helpers

1. Build one fact. Draw an array or use counters to show 13 as 10 + 3.
2. Try a few mixed questions. Cover the answers rather than copying the whole chart. Include a missing-factor or division question.
3. Check and explain. If an answer is wrong, rebuild it with a known fact. Ask “Did you include three extra counters in every group?” when partitioning is incomplete.
4. Revisit later. Return to missed facts after a delay, alongside a few facts already known. Increase the range when the learner can explain the method comfortably.

Spacing practice and revisiting questions are supported by learning research; there is no fixed number of minutes or guaranteed mastery time for every learner. For further ideas, use our guide to learning multiplication tables.

Do students need to memorise the 13 table?

Requirements depend on the curriculum. In England, the Year 4 recall requirement is multiplication and division facts up to 12 × 12. The 13 table is useful extension work for applying known facts and splitting a two-digit number; memorising it to 25 is not that statutory recall requirement.

A learner who can explain 13 × n = 10 × n + 3 × n can work out unfamiliar facts without memorising a separate list. If the earlier facts need support, revisit the 12 × 12 multiplication chart.

Five useful anchor facts

• 13 × 1 = 13
• 13 × 5 = 65
• 13 × 10 = 130
• 13 × 13 = 169
• 13 × 20 = 260

Use an anchor to derive a nearby fact, then check with the 10 + 3 method.

Printable 13 times table chart and worksheet

Download the three-page 13 times table PDF for an original chart, twelve mixed practice questions, and a separate answer page with methods. It is free to open; no account is needed. The PDF questions are a separate practice set from the questions above.

Print page 1 for the chart, page 2 for the worksheet, and page 3 when you want the answers. Use “Fit to printable area” on A4 or US Letter.

View or save a chart image

Open the 1–25 chart image. All 25 facts are also available as selectable text in the full table above.

Frequently asked questions

Continue your multiplication practice

• Printable times table charts for the earlier facts
• Multiplication grid to explore rows, columns and factor pairs
• Times table practice for mixed-table questions
• 11 times table and 15 times table for nearby tables
• Multiplication table patterns for connections between facts

Sources & References

The explanations, questions, diagrams and printable on this page are original. The sources below support the mathematical representations, curriculum distinction and practice approach.

1. Department for Education: mathematics programmes of study, particularly Year 4 multiplication, division and derived facts.
2. Common Core: Grade 3 operations and algebraic thinking, for equal groups, arrays, unknown factors and multiplication properties. This does not make the 13 table a required Grade 3 memorisation set.
3. Institute of Education Sciences: Organizing Instruction and Study to Improve Student Learning, for spacing practice, worked examples and revisiting material through quizzes.