Times tables, in which order do the teach them in y3?

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For instance do they begin with 2 and work through them to 3 4 5 6 in this order or do they teach them in order of which are easier to learn for instance 2 5 10 etc if that makes sense at all.

I just wondered in which order to support dd, she brought home the mental test for 2 on Monday and had lots of gaps after practicing she seems to have cracked it and so I didn't know what to move on to next to help prep her for the next lot.

I think I learned them 2 10 5 3 4 6 7 8 9 but that was 20 years ago. My school was pretty big on mental arithmetic, we had to memorise our times tables and recite them to get a star and move on our reward chart. We also had a mental arithmetic test once a week and played maths games in class.

Ask the school, Ds has just gone into y3 and the curriculum notes for this year say they concentrated on 2, 5 & 10 in y2 and are expected to know these plus 3&4 by the end of year 3.

yes 2, 5 and 10 in (or by?) year 2 (dd has these and her 11's by end of year one). Then 3s and 4s, followed finally by 7, 8 , 9 and 12s. (by the end of year 4?)

We've been using the alan young timestables4u - free to download, it's been really useful. At school though they have done 2, 5, 10, followed by 3 &4.

As Kim says.

Although DS did 2,5, 10 then for some reason taught himself 11 and 12, learned 3, 4, 6 at school and is now refusing to admit that 7, 8 and 9 exist

if she's got 2's I would move on to 10's next definately. Great for confidence building.

2, 5, 10, 11, 3, 4 in year 2

6,7,8,9,12 in year 3 - we have to know them x and then divide. DS also knew squared and squared root to 25 by the end of year 3.

12's are realy useful for days : 24, 48 etc. dm is a maths teacher and think we should learn up to 14s !

14s are very useful in my job!

Oh Kim you made me laugh, I get that and I haven't been in the classroom for years.

My niece once refused to let me help her with homework. I would only tell her how to do it instead of giving her the answers!

3birthdaybunnies that Alan young handbook is bloody amazing, I have found myself using a combination of his theory along with using th facts you know I'm scrapping that. And adapting his approach.

My tables knowledge is shocking and so I think I'll become dds tables buddie to help her along. She will love the idea of me learning along with her. Thank you so much.

Adopting his approach not adapting.

Glad it's helped. He has posted on here - username is alanyoung, he was really helpful if you have any questions. I see that some of his posts were deleted I guess for advertising, but all the stuff we used was free and made so much sense, dd1 was so relieved not to have to learn whole times tables, just the missing facts.

I think that's half the battle for dd she seems to be really stumped by times tables. I have been reassuring her she knows the fscts already but it's the language and symbols that are different.

She didnt do well in her adding and subtracting mental test either and when I observed her redoing it at home she was using her fingers to count her number bonds, I had to pint out to her was working out facts she knows. She said she feels like she doesn't know anything more and that she feels she needs to check once she is wrong.

I think she things every thing she knows has changed by introducing times tables.