times table homework activities

Why is it important for my child to know the times tables?

When children know their times tables, mental arithmetic becomes easier. Practising times tables also helps children to understand number and number relationships, and to see patterns in numbers. These skills will help them to master key concepts and move quickly through more complex maths problems with confidence.

A thorough knowledge of multiplication and division facts will help children succeed in their tests at the end of primary school and set them up for success at secondary school. As they grow older, knowing the times tables will help them with everyday activities like shopping, budgeting and cooking.

When does my child need to know their times tables?

In England, children will be expected to know the following in each year at primary school:

• Year 1 : count in multiples of 2, 5 and 10.
• Year 2 : be able to remember and use multiplication and division facts for the  2, 5 and 10  multiplication tables, including recognising odd and even numbers.
• Year 3 : be able to remember and use multiplication and division facts for the  3, 4 and 8  multiplication tables, including recognising odd and even numbers.
• Year 4 : be able to remember and use multiplication and division facts for the multiplication tables up to  12 x 12 .
• Year 5 : revision of all multiplication and division facts for the multiplication tables up to  12 x 12 .
• Year 6 : revision of all multiplication and division facts for the multiplication tables up to  12 x 12 .

How are times tables taught at school?

Download our free booklet  Times Tables in School  to learn how children are first taught to use their fingers, counters, and paper to help them find the right number before moving on to reciting times tables. The booklet includes lots of tips and games to support learning at home, too.

• Times Tables in School booklet [PDF]
• Multiplication in School booklet [PDF]
• Division in School booklet [PDF]

What is the Year 4 multiplication tables check?

The new  Year 4 multiplication tables check  becomes statutory in 2020. Your child will need to take a short online test to make sure their times tables knowledge is at the expected level. You can find more information about the check here: Year 4 multiplication tables check

How can I help my child learn their times tables at home?

We’ve pulled together some tips and tricks to help you make learning times tables at home fun.

 Video: How to practise times tables

Education expert and parent Isabel Thomas offers her advice on making times tables practise fun with flashcards, post-its, and competitions.

Times tables tips

Our times tables top tips will provide some useful advice and great ideas to help you support your child in learning their times tables.

Read times tables tips here

Times tables games videos

Andrew Jeffrey talks us through his favourite times tables tricks and games to help your child become more confident with their times tables. 

Watch times tables games videos here

Download our free booklet

Learn how children are first taught their times tables, and find lots of tips and games to support learning at home. 

Download times tables booklet

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Multiplication Facts Worksheets

Welcome to the multiplication facts worksheets page at Math-Drills.com! On this page, you will find Multiplication worksheets for practicing multiplication facts at various levels and in a variety of formats. This is our most popular page due to the wide variety of worksheets for multiplication available. Or it could be that learning multiplication facts and multiplication strategies are essential to many topics in mathematics beyond third grade math.

Learning multiplication facts to the point of quick recall should be a goal for all students and will serve them well in their math studies. Multiplication facts are actually easier to learn than you might think. First of all, it is only essential to learn the facts from 1 to 9. Somewhere along the way students can learn that anything multiplied by zero is zero. Hopefully, that is an easy one. Students also need to learn to multiply by ten as a precursor to learning how to multiply other powers of ten. After those three skills are learned, everything else is long multiplication. Multiplying by 11 is actually two-digit multiplication. Now, learning fact tables of 11 and beyond will do no harm to those students who are keen and able to learn these things quickly, and it might help them figure out how many eggs are in a gross faster than anyone else, but keep it simple for those students who struggle a bit more.

Most Popular Multiplication Facts Worksheets this Week

Multiplication Facts Tables

The multiplication tables with individual questions include a separate box for each number. In each box, the single number is multiplied by every other number with each question on one line. The tables may be used for various purposes such as introducing the multiplication tables, skip counting, as a lookup table, patterning activities, and memorizing.

• Multiplication Facts Tables from 1 to 12 Multiplication Facts Tables in Gray 1 to 12 Multiplication Facts Tables in Gray 1 to 12 (Answers Omitted) Multiplication Facts Tables in Color 1 to 12 Multiplication Facts Tables in Color 1 to 12 (Answers Omitted) Multiplication Facts Tables in Montessori Colors 1 to 12 Multiplication Facts Tables in Montessori Colors 1 to 12 (Answers Omitted)
• Multiplication Facts Tables from 0 to 11 Multiplication Facts Tables in Gray 0 to 11 Multiplication Facts Tables in Gray 0 to 11 (Answers Omitted) Multiplication Facts Tables in Color 0 to 11 Multiplication Facts Tables in Color 0 to 11 (Answers Omitted) Multiplication Facts Tables in Montessori Colors 0 to 11 Multiplication Facts Tables in Montessori Colors 0 to 11 (Answers Omitted)
• Multiplication Facts Tables from 13 to 24 Multiplication Facts Tables in Gray 13 to 24 Multiplication Facts Tables in Gray 13 to 24 (Answers Omitted) Multiplication Facts Tables in Color 13 to 24 Multiplication Facts Tables in Color 13 to 24 (Answers Omitted)

The compact multiplication tables are basically lookup charts. To look up a multiplication fact, find the first factor in the column header and the second factor in the row headers; then use straight edges, your fingers or your eyes to find where the column and row intersect to get the product. These tables are better than the previous tables for finding patterns, but they can be used in similar ways. Each PDF includes a filled out table page and a blank table page. The blank tables can be used for practice or assessment. You might also make a game out of it, such as "Pin the Fact on the Table" (a play on Pin the Tail on the Donkey). Students are given a product (answer) and they pin it on an enlarged version or the table (photocopier enlargement, interactive whiteboard, overhead projector, etc.). Paper-saving versions with multiple tables per page are included. The left-handed versions of the multiplication tables recognize that students who use their left hands might block the row headings on the right-handed versions.

• Compact Multiplication Facts Tables from 1 to 7 Multiplication Table to 49 (1 Filled and 1 Blank) Multiplication Table to 49 (9 Filled and 9 Blank) Left-Handed Multiplication Table to 49 (1 Filled and 1 Blank) Left-Handed Multiplication Table to 49 (9 Filled and 9 Blank)
• Compact Multiplication Facts Tables from 1 to 9 Multiplication Table to 81 (1 Filled and 1 Blank) Multiplication Table to 81 (6 Filled and 6 Blank) Left-Handed Multiplication Table to 81 (1 Filled and 1 Blank) Left-Handed Multiplication Table to 81 (6 Filled and 6 Blank)
• Compact Multiplication Facts Tables from 1 to 10 Multiplication Table to 100 (1 Filled and 1 Blank) Multiplication Table to 100 (6 Filled and 6 Blank) Left-Handed Multiplication Table to 100 (1 Filled and 1 Blank) Left-Handed Multiplication Table to 100 (6 Filled and 6 Blank)
• Compact Multiplication Facts Tables from 1 to 12 Multiplication Table to 144 (1 Filled and 1 Blank) Multiplication Table to 144 (4 Filled and 4 Blank) Left-Handed Multiplication Table to 144 (1 Filled and 1 Blank) Left-Handed Multiplication Table to 144 (4 Filled and 4 Blank)

Five Minute Multiplication Frenzies

Five minute frenzy charts are 10 by 10 grids that are used for multiplication fact practice (up to 12 x 12) and improving recall speed. They are very much like compact multiplication tables, but all the numbers are mixed up, so students are unable to use skip counting to fill them out. In each square, students write the product of the column number and the row number. They try to complete the chart in a set time with an accuracy goal (such as less than five minutes and score 98 percent or better).

It is important to note here that you should NOT have students complete five minute frenzies if they don't already know all of the multiplication facts that appear on them. If you want them to participate with the rest of the class, cross off the rows and columns that they don't know and have them complete a modified version. Remember, these charts are for practice and improving recall, not a teaching tool by itself.

Students who write with their left hands may cover the row headings on the right-handed versions, so the left-handed versions have the row headings on the other side.

• Multiplication Frenzies from 0 to 9 Multiplication Frenzy with Factors from 0 to 9 ( 1 Chart Per Page) Multiplication Frenzy with Factors from 0 to 9 ( 4 Charts Per Page) Left-Handed Multiplication Frenzy with Factors from 0 to 9 ( 1 Chart Per Page) Left-Handed Multiplication Frenzy with Factors from 0 to 9 ( 4 Charts Per Page)
• Multiplication Frenzies from 1 to 10 Multiplication Frenzy with Factors from 1 to 10 ( 1 Chart Per Page) Multiplication Frenzy with Factors from 1 to 10 ( 4 Charts Per Page) Left-Handed Multiplication Frenzy with Factors from 1 to 10 ( 1 Chart Per Page) Left-Handed Multiplication Frenzy with Factors from 1 to 10 ( 4 Charts Per Page)
• Multiplication Frenzies from 2 to 12 Multiplication Frenzy with Factors from 2 to 12 ( 1 Chart Per Page) Multiplication Frenzy with Factors from 2 to 12 ( 4 Charts Per Page) Left-Handed Multiplication Frenzy with Factors from 2 to 12 ( 1 Chart Per Page) Left-Handed Multiplication Frenzy with Factors from 2 to 12 ( 4 Charts Per Page)
• Multiplication Frenzies from 5 to 15 Multiplication Frenzy with Factors from 5 to 15 ( 1 Chart Per Page) Multiplication Frenzy with Factors from 5 to 15 ( 4 Charts Per Page) Left-Handed Multiplication Frenzy with Factors from 5 to 15 ( 1 Chart Per Page) Left-Handed Multiplication Frenzy with Factors from 5 to 15 ( 4 Charts Per Page)

Multiplication Facts up to the 7 Times Table

This section includes math worksheets for practicing multiplication facts to from 0 to 49. There are two worksheets in this section that include all of the possible questions exactly once on each page: the 49 question worksheet with no zeros and the 64 question worksheet with zeros. All others either contain all the possible questions plus some repeats or a unique subset of the possible questions.

• Multiplication Facts up to the 7 Times Table (No Zeros) Multiplication Facts to 49 ( 100 Questions) ( No Zeros ) ✎ Multiplication Facts to 49 ( 50 Questions ) ( No Zeros ) ✎ Multiplication Facts to 49 ( 49 Questions) ( No Zeros ) ✎ Multiplication Facts to 49 ( 25 Questions ) ( No Zeros ) ✎
• Multiplication Facts up to the 7 Times Table (With Zeros) Multiplication Facts to 49 ( 100 Questions) ( With Zeros ) ✎ Multiplication Facts to 49 ( 64 Questions) ( With Zeros ) ✎ Multiplication Facts to 49 ( 50 Questions ) ( With Zeros ) ✎ Multiplication Facts to 49 ( 25 Questions ) ( With Zeros ) ✎
• Horizontally Arranged Multiplication Facts up to the 5 Times Table Horizontally Arranged Multiplication Facts with Products to 25 ( 100 Questions) ✎ Horizontally Arranged Multiplication Facts with Products to 25 ( 50 Questions ) ✎ Horizontally Arranged Multiplication Facts with Products to 25 ( 25 Questions ; Large Print) ✎
• Horizontally Arranged Multiplication Facts up to the 6 Times Table Horizontally Arranged Multiplication Facts with Products to 36 ( 100 Questions) ✎ Horizontally Arranged Multiplication Facts with Products to 36 ( 50 Questions ) ✎ Horizontally Arranged Multiplication Facts with Products to 36 ( 25 Questions ; Large Print) ✎
• Horizontally Arranged Multiplication Facts up to the 7 Times Table Horizontally Arranged Multiplication Facts with Products to 49 ( 100 Questions) ✎ Horizontally Arranged Multiplication Facts with Products to 49 ( 50 Questions ) ✎ Horizontally Arranged Multiplication Facts with Products to 49 ( 25 Questions ; Large Print) ✎

When a student first learns multiplication facts, try not to overwhelm them with the entire multiplication table. The following worksheets include one row of the facts in order with the target digit on the bottom and one row with the target digit on the top. The remaining rows include each of the facts once, but the target digit is randomly placed on the top or the bottom and the facts are randomly mixed on each row.

• Multiplying (1 to 7) by Individual Facts Multiplying (1 to 7) by 1 ✎ Multiplying (1 to 7) by 2 ✎ Multiplying (1 to 7) by 3 ✎ Multiplying (1 to 7) by 4 ✎ Multiplying (1 to 7) by 5 ✎ Multiplying (1 to 7) by 6 ✎ Multiplying (1 to 7) by 7 ✎
• Multiplying (0 to 7) by Individual Facts Multiplying (0 to 7) by 0 ✎ Multiplying (0 to 7) by 1 ✎ Multiplying (0 to 7) by 2 ✎ Multiplying (0 to 7) by 3 ✎ Multiplying (0 to 7) by 4 ✎ Multiplying (0 to 7) by 5 ✎ Multiplying (0 to 7) by 6 ✎ Multiplying (0 to 7) by 7 ✎
• Horizontally Arranged Multiplying (1 to 7) by Individual Facts (100 Questions per page) Horizontally Arranged Multiplying (1 to 7) by 1 ( 100 Questions ) ✎ Horizontally Arranged Multiplying (1 to 7) by 2 ( 100 Questions ) ✎ Horizontally Arranged Multiplying (1 to 7) by 3 ( 100 Questions ) ✎ Horizontally Arranged Multiplying (1 to 7) by 4 ( 100 Questions ) ✎ Horizontally Arranged Multiplying (1 to 7) by 5 ( 100 Questions ) ✎ Horizontally Arranged Multiplying (1 to 7) by 6 ( 100 Questions ) ✎ Horizontally Arranged Multiplying (1 to 7) by 7 ( 100 Questions ) ✎
• Horizontally Arranged Multiplying (1 to 7) by Individual Facts (50 Questions per page) Horizontally Arranged Multiplying (1 to 7) by 1 ( 50 Questions ) ✎ Horizontally Arranged Multiplying (1 to 7) by 2 ( 50 Questions ) ✎ Horizontally Arranged Multiplying (1 to 7) by 3 ( 50 Questions ) ✎ Horizontally Arranged Multiplying (1 to 7) by 4 ( 50 Questions ) ✎ Horizontally Arranged Multiplying (1 to 7) by 5 ( 50 Questions ) ✎ Horizontally Arranged Multiplying (1 to 7) by 6 ( 50 Questions ) ✎ Horizontally Arranged Multiplying (1 to 7) by 7 ( 50 Questions ) ✎
• Horizontally Arranged Multiplying (1 to 7) by Individual Facts (25 Questions per page) Horizontally Arranged Multiplying (1 to 7) by 1 ( 25 Questions ; Large Print) ✎ Horizontally Arranged Multiplying (1 to 7) by 2 ( 25 Questions ; Large Print) ✎ Horizontally Arranged Multiplying (1 to 7) by 3 ( 25 Questions ; Large Print) ✎ Horizontally Arranged Multiplying (1 to 7) by 4 ( 25 Questions ; Large Print) ✎ Horizontally Arranged Multiplying (1 to 7) by 5 ( 25 Questions ; Large Print) ✎ Horizontally Arranged Multiplying (1 to 7) by 6 ( 25 Questions ; Large Print) ✎ Horizontally Arranged Multiplying (1 to 7) by 7 ( 25 Questions ; Large Print) ✎
• Multiplying Doubles Multiplying Doubles up to 7 x 7

Multiplication Facts up to the 9 Times Table

This section includes math worksheets for practicing multiplication facts from 0 to 81. There are three worksheets (marked with *) in this section that include all of the possible questions in the specified range exactly once on each page: the 64 question worksheet with no zeros or ones, the 81 question worksheet with no zeros, and the 100 question worksheet with zeros. All others either contain all the possible questions plus some repeats or a unique subset of the possible questions.

• Multiplication Facts up to the 9 Times Table (No Zeros or Ones) Multiplication Facts to 81 ( 100 Questions) ( No Zeros or Ones ) ✎ Multiplication Facts to 81 ( 81 Questions) ( No Zeros or Ones ) ✎ *Multiplication Facts to 81 ( 64 Questions) ( No Zeros or Ones ) ✎ Multiplication Facts to 81 ( 50 Questions ) ( No Zeros or Ones ) ✎ Multiplication Facts to 81 ( 25 Questions ) ( No Zeros or Ones ) ✎
• Multiplication Facts up to the 9 Times Table (No Zeros) Multiplication Facts to 81 ( 100 Questions) ( No Zeros ) ✎ *Multiplication Facts to 81 ( 81 Questions) ( No Zeros ) ✎ Multiplication Facts to 81 ( 50 Questions ) ( No Zeros ) ✎ Multiplication Facts to 81 ( 25 Questions ) ( No Zeros ) ✎
• Multiplication Facts up to the 9 Times Table (With Zeros) *Multiplication Facts to 81 ( 100 Questions) ( With Zeros ) ✎ Multiplication Facts to 81 ( 81 Questions) ( With Zeros ) ✎ Multiplication Facts to 81 ( 50 Questions ) ( With Zeros ) ✎ Multiplication Facts to 81 ( 25 Questions ) ( With Zeros ) ✎
• Horizontally Arranged Multiplication Facts up to the 8 Times Table Horizontally Arranged Multiplication Facts with Products to 64 ( 100 Questions) ✎ Horizontally Arranged Multiplication Facts with Products to 64 ( 50 Questions ) ✎ Horizontally Arranged Multiplication Facts with Products to 64 ( 25 Questions ; Large Print) ✎
• Horizontally Arranged Multiplication Facts up to the 9 Times Table Horizontally Arranged Multiplication Facts with Products to 81 ( 100 Questions) ✎ Horizontally Arranged Multiplication Facts with Products to 81 ( 50 Questions ) ✎ Horizontally Arranged Multiplication Facts with Products to 81 ( 25 Questions ; Large Print) ✎

When learning multiplication facts, it is useful to have each fact isolated on a set of practice questions to help reinforce the individual fact. The following worksheets isolate each fact. These worksheets can be used as practice sheets, assessment sheets, or in conjunction with another teaching strategy such as manipulative use.

• Multiplying (1 to 9) by Individual Facts (81 Questions per Page) Multiplying (1 to 9) by 0 ( 81 Questions) ✎ Multiplying (1 to 9) by 1 ( 81 Questions) ✎ Multiplying (1 to 9) by 2 ( 81 Questions) ✎ Multiplying (1 to 9) by 3 ( 81 Questions) ✎ Multiplying (1 to 9) by 4 ( 81 Questions) ✎ Multiplying (1 to 9) by 5 ( 81 Questions) ✎ Multiplying (1 to 9) by 6 ( 81 Questions) ✎ Multiplying (1 to 9) by 7 ( 81 Questions) ✎ Multiplying (1 to 9) by 8 ( 81 Questions) ✎ Multiplying (1 to 9) by 9 ( 81 Questions) ✎ Multiplying (1 to 9) by (3 and 4) ( 81 Questions) ✎ Multiplying (1 to 9) by (4 and 5) ( 81 Questions) ✎ Multiplying (1 to 9) by (5 and 6) ( 81 Questions) ✎ Multiplying (1 to 9) by (6 and 7) ( 81 Questions) ✎ Multiplying (1 to 9) by (7 and 8) ( 81 Questions) ✎ Multiplying (1 to 9) by (8 and 9) ( 81 Questions) ✎ Multiplying (1 to 9) by (6 to 8) ( 81 Questions) ✎ Multiplying (1 to 9) by (7 to 9) ( 81 Questions) ✎ Multiplying (1 to 9) by (6 to 9) ( 81 Questions) ✎
• Multiplying (2 to 9) by Individual Facts (100 Questions per Page) Multiplying (2 to 9) by (6 to 8) ( 100 Questions) ✎ Multiplying (2 to 9) by (7 to 9) ( 100 Questions) ✎
• Multiplying (1 to 9) by Individual Facts (36 Questions per Page; Large Print) Multiplying (1 to 9) by 0 ( 36 Questions) ✎ Multiplying (1 to 9) by 1 ( 36 Questions) ✎ Multiplying (1 to 9) by 2 ( 36 Questions) ✎ Multiplying (1 to 9) by 3 ( 36 Questions) ✎ Multiplying (1 to 9) by 4 ( 36 Questions) ✎ Multiplying (1 to 9) by 5 ( 36 Questions) ✎ Multiplying (1 to 9) by 6 ( 36 Questions) ✎ Multiplying (1 to 9) by 7 ( 36 Questions) ✎ Multiplying (1 to 9) by 8 ( 36 Questions) ✎ Multiplying (1 to 9) by 9 ( 36 Questions) ✎ Multiplying (1 to 9) by (6 and 7) ( 36 Questions) ✎ Multiplying (1 to 9) by (7 and 8) ( 36 Questions) ✎ Multiplying (1 to 9) by (8 and 9) ( 36 Questions) ✎ Multiplying (1 to 9) by (6 to 8) ( 36 Questions) ✎ Multiplying (1 to 9) by (7 to 9) ( 36 Questions) ✎ Multiplying (1 to 9) by (6 to 9) ( 36 Questions) ✎
• Horizontally Arranged Multiplying (0 to 9) by Individual Facts (100 Questions per Page) Horizontally Arranged Multiplying ( 0 to 9 ) by 0 ( 100 Questions) ✎ Horizontally Arranged Multiplying ( 0 to 9 ) by 1 ( 100 Questions) ✎ Horizontally Arranged Multiplying ( 0 to 9 ) by 2 ( 100 Questions) ✎ Horizontally Arranged Multiplying ( 0 to 9 ) by 3 ( 100 Questions) ✎ Horizontally Arranged Multiplying ( 0 to 9 ) by 4 ( 100 Questions) ✎ Horizontally Arranged Multiplying ( 0 to 9 ) by 5 ( 100 Questions) ✎ Horizontally Arranged Multiplying ( 0 to 9 ) by 6 ( 100 Questions) ✎ Horizontally Arranged Multiplying ( 0 to 9 ) by 7 ( 100 Questions) ✎ Horizontally Arranged Multiplying ( 0 to 9 ) by 8 ( 100 Questions) ✎ Horizontally Arranged Multiplying ( 0 to 9 ) by 9 ( 100 Questions) ✎
• Horizontally Arranged Multiplying (0 to 9) by Individual Facts (50 Questions per Page) Horizontally Arranged Multiplying ( 0 to 9 ) by 0 ( 50 Questions ) ✎ Horizontally Arranged Multiplying ( 0 to 9 ) by 1 ( 50 Questions ) ✎ Horizontally Arranged Multiplying ( 0 to 9 ) by 2 ( 50 Questions ) ✎ Horizontally Arranged Multiplying ( 0 to 9 ) by 3 ( 50 Questions ) ✎ Horizontally Arranged Multiplying ( 0 to 9 ) by 4 ( 50 Questions ) ✎ Horizontally Arranged Multiplying ( 0 to 9 ) by 5 ( 50 Questions ) ✎ Horizontally Arranged Multiplying ( 0 to 9 ) by 6 ( 50 Questions ) ✎ Horizontally Arranged Multiplying ( 0 to 9 ) by 7 ( 50 Questions ) ✎ Horizontally Arranged Multiplying ( 0 to 9 ) by 8 ( 50 Questions ) ✎ Horizontally Arranged Multiplying ( 0 to 9 ) by 9 ( 50 Questions ) ✎
• Horizontally Arranged Multiplying (0 to 9) by Individual Facts (25 Questions per Page; Large Print) Horizontally Arranged Multiplying ( 0 to 9 ) by 0 ( 25 Questions ; Large Print) ✎ Horizontally Arranged Multiplying ( 0 to 9 ) by 1 ( 25 Questions ; Large Print) ✎ Horizontally Arranged Multiplying ( 0 to 9 ) by 2 ( 25 Questions ; Large Print) ✎ Horizontally Arranged Multiplying ( 0 to 9 ) by 3 ( 25 Questions ; Large Print) ✎ Horizontally Arranged Multiplying ( 0 to 9 ) by 4 ( 25 Questions ; Large Print) ✎ Horizontally Arranged Multiplying ( 0 to 9 ) by 5 ( 25 Questions ; Large Print) ✎ Horizontally Arranged Multiplying ( 0 to 9 ) by 6 ( 25 Questions ; Large Print) ✎ Horizontally Arranged Multiplying ( 0 to 9 ) by 7 ( 25 Questions ; Large Print) ✎ Horizontally Arranged Multiplying ( 0 to 9 ) by 8 ( 25 Questions ; Large Print) ✎ Horizontally Arranged Multiplying ( 0 to 9 ) by 9 ( 25 Questions ; Large Print) ✎
• Multiplying Doubles Multiplying Doubles up to 9 x 9

Some students are a little more motivated when learning is turned into a game. Multiplication bingo encourages students to recall multiplication facts in an environment of competition.

• Multiplication Bingo Game Multiplication Bingo Cards for Facts 1 to 9 Multiplication Bingo Facts 1 to 9 Teacher Call Cards

Multiplication Facts up to the 10 Times Table

Multiplying by 10 is often a lesson itself, but here we have included it with the other facts. Students usually learn how to multiply by 10 fairly quickly, so this section really is not a whole lot more difficult than the multiplication facts to 81 section.

• Multiplication Facts up to the 10 Times Table (No Zeros or Ones) Multiplication Facts to 100 ( 100 Questions) ( No Zeros or Ones ) ✎ *Multiplication Facts to 100 ( 81 Questions) ( No Zeros or Ones ) ✎ Multiplication Facts to 100 ( 50 Questions ) ( No Zeros or Ones ) ✎ Multiplication Facts to 100 ( 25 Questions ) ( No Zeros or Ones ) ✎
• Multiplication Facts up to the 10 Times Table (No Zeros) *Multiplication Facts to 100 ( 100 Questions) ( No Zeros ) ✎ Multiplication Facts to 100 ( 50 Questions ) ( No Zeros ) ✎ Multiplication Facts to 100 ( 25 Questions ) ( No Zeros ) ✎
• Multiplication Facts up to the 10 Times Table (With Zeros) Multiplication Facts to 100 ( 100 Questions) ( With Zeros ) ✎ Multiplication Facts to 100 ( 50 Questions ) ( With Zeros ) ✎ Multiplication Facts to 100 ( 25 Questions ) ( With Zeros ) ✎
• Horizontally Arranged Multiplication Facts up to the 10 Times Table Horizontally Arranged Multiplication Facts to 10 × 10 = 100 ( 100 Questions) ✎ Horizontally Arranged Multiplication Facts to 10 × 10 = 100 ( 50 Questions ) ✎

Some students find it easier to focus on one multiplication fact at a time. These multiplication worksheets include some repetition, of course, as there is only one thing to multiply by. Once students practice a few times, these facts will probably get stuck in their heads for life. Some of the later versions include a range of focus numbers. In those cases, each question will randomly have one of the focus numbers in question. For example, if the range is 6 to 8, the question might include a 6, 7 or 8 or more than one depending on which other factor was chosen for the second factor.

• Multiplying (1 to 10) by Individual Facts (100 Questions per Page) Multiplying (1 to 10) by 0 ( 100 Questions) ✎ Multiplying (1 to 10) by 1 ( 100 Questions) ✎ Multiplying (1 to 10) by 2 ( 100 Questions) ✎ Multiplying (1 to 10) by 3 ( 100 Questions) ✎ Multiplying (1 to 10) by 4 ( 100 Questions) ✎ Multiplying (1 to 10) by 5 ( 100 Questions) ✎ Multiplying (1 to 10) by 6 ( 100 Questions) ✎ Multiplying (1 to 10) by 7 ( 100 Questions) ✎ Multiplying (1 to 10) by 8 ( 100 Questions) ✎ Multiplying (1 to 10) by 9 ( 100 Questions) ✎ Multiplying (1 to 10) by 10 ( 100 Questions) ✎
• Multiplying (1 to 10) by Ranges Individual Facts (100 Questions per Page) Multiplying (1 to 10) by (6 and 7) ( 100 Questions) ✎ Multiplying (1 to 10) by (7 and 8) ( 100 Questions) ✎ Multiplying (1 to 10) by (8 and 9) ( 100 Questions) ✎ Multiplying (1 to 10) by (9 and 10) ( 100 Questions) ✎ Multiplying (1 to 10) by (6 to 8) ( 100 Questions) ✎ Multiplying (1 to 10) by (7 to 9) ( 100 Questions) ✎ Multiplying (1 to 10) by (8 to 10) ( 100 Questions) ✎ Multiplying Doubles (aka Squares) from (1 to 10) ( 100 Questions)
• Multiplying (1 to 10) by Individual Facts (50 Questions per Page) Multiplying (1 to 10) by 0 ( 50 Questions ) ✎ Multiplying (1 to 10) by 1 ( 50 Questions ) ✎ Multiplying (1 to 10) by 2 ( 50 Questions ) ✎ Multiplying (1 to 10) by 3 ( 50 Questions ) ✎ Multiplying (1 to 10) by 4 ( 50 Questions ) ✎ Multiplying (1 to 10) by 5 ( 50 Questions ) ✎ Multiplying (1 to 10) by 6 ( 50 Questions ) ✎ Multiplying (1 to 10) by 7 ( 50 Questions ) ✎ Multiplying (1 to 10) by 8 ( 50 Questions ) ✎ Multiplying (1 to 10) by 9 ( 50 Questions ) ✎ Multiplying (1 to 10) by 10 ( 50 Questions ) ✎
• Multiplying (1 to 10) by Ranges of Individual Facts (50 Questions per Page) Multiplying (1 to 10) by (6 and 7) ( 50 Questions ) ✎ Multiplying (1 to 10) by (7 and 8) ( 50 Questions ) ✎ Multiplying (1 to 10) by (8 and 9) ( 50 Questions ) ✎ Multiplying (1 to 10) by (9 and 10) ( 50 Questions ) ✎ Multiplying (1 to 10) by (6 to 8) ( 50 Questions ) ✎ Multiplying (1 to 10) by (7 to 9) ( 50 Questions ) ✎ Multiplying (1 to 10) by (8 to 10) ( 50 Questions ) ✎
• Multiplying (1 to 10) by Individual Facts (36 Questions per Page) Multiplying (1 to 10) by 0 ( 36 Questions) ✎ Multiplying (1 to 10) by 1 ( 36 Questions) ✎ Multiplying (1 to 10) by 2 ( 36 Questions) ✎ Multiplying (1 to 10) by 3 ( 36 Questions) ✎ Multiplying (1 to 10) by 4 ( 36 Questions) ✎ Multiplying (1 to 10) by 5 ( 36 Questions) ✎ Multiplying (1 to 10) by 6 ( 36 Questions) ✎ Multiplying (1 to 10) by 7 ( 36 Questions) ✎ Multiplying (1 to 10) by 8 ( 36 Questions) ✎ Multiplying (1 to 10) by 9 ( 36 Questions) ✎ Multiplying (1 to 10) by 10 ( 36 Questions) ✎
• Multiplying (1 to 10) by Ranges of Individual Facts (42 Questions per Page) Multiplying (1 to 10) by (6 and 7) ( 42 Questions) ✎ Multiplying (1 to 10) by (7 and 8) ( 42 Questions) ✎ Multiplying (1 to 10) by (8 and 9) ( 42 Questions) ✎ Multiplying (1 to 10) by (9 and 10) ( 42 Questions) ✎ Multiplying (1 to 10) by (6 to 8) ( 42 Questions) ✎ Multiplying (1 to 10) by (7 to 9) ( 42 Questions) ✎ Multiplying (1 to 10) by (8 to 10) ( 42 Questions) ✎
• Horizontally Arranged Multiplying (1 to 10) by Individual Facts (100 Questions per Page) Horizontally Arranged Multiplying (1 to 10) by 1 ( 100 Questions ) ✎ Horizontally Arranged Multiplying (1 to 10) by 2 ( 100 Questions ) ✎ Horizontally Arranged Multiplying (1 to 10) by 3 ( 100 Questions ) ✎ Horizontally Arranged Multiplying (1 to 10) by 4 ( 100 Questions ) ✎ Horizontally Arranged Multiplying (1 to 10) by 5 ( 100 Questions ) ✎ Horizontally Arranged Multiplying (1 to 10) by 6 ( 100 Questions ) ✎ Horizontally Arranged Multiplying (1 to 10) by 7 ( 100 Questions ) ✎ Horizontally Arranged Multiplying (1 to 10) by 8 ( 100 Questions ) ✎ Horizontally Arranged Multiplying (1 to 10) by 9 ( 100 Questions ) ✎ Horizontally Arranged Multiplying (1 to 10) by 10 ( 100 Questions ) ✎
• Horizontally Arranged Multiplying (1 to 10) by Individual Facts (50 Questions per Page) Horizontally Arranged Multiplying (1 to 10) by 1 ( 50 Questions ) ✎ Horizontally Arranged Multiplying (1 to 10) by 2 ( 50 Questions ) ✎ Horizontally Arranged Multiplying (1 to 10) by 3 ( 50 Questions ) ✎ Horizontally Arranged Multiplying (1 to 10) by 4 ( 50 Questions ) ✎ Horizontally Arranged Multiplying (1 to 10) by 5 ( 50 Questions ) ✎ Horizontally Arranged Multiplying (1 to 10) by 6 ( 50 Questions ) ✎ Horizontally Arranged Multiplying (1 to 10) by 7 ( 50 Questions ) ✎ Horizontally Arranged Multiplying (1 to 10) by 8 ( 50 Questions ) ✎ Horizontally Arranged Multiplying (1 to 10) by 9 ( 50 Questions ) ✎ Horizontally Arranged Multiplying (1 to 10) by 10 ( 50 Questions ) ✎
• Horizontally Arranged Multiplying (1 to 10) by Individual Facts (25 Questions per Page; Large Print) Horizontally Arranged Multiplying (1 to 10) by 1 ( 25 Questions ; Large Print) ✎ Horizontally Arranged Multiplying (1 to 10) by 2 ( 25 Questions ; Large Print) ✎ Horizontally Arranged Multiplying (1 to 10) by 3 ( 25 Questions ; Large Print) ✎ Horizontally Arranged Multiplying (1 to 10) by 4 ( 25 Questions ; Large Print) ✎ Horizontally Arranged Multiplying (1 to 10) by 5 ( 25 Questions ; Large Print) ✎ Horizontally Arranged Multiplying (1 to 10) by 6 ( 25 Questions ; Large Print) ✎ Horizontally Arranged Multiplying (1 to 10) by 7 ( 25 Questions ; Large Print) ✎ Horizontally Arranged Multiplying (1 to 10) by 8 ( 25 Questions ; Large Print) ✎ Horizontally Arranged Multiplying (1 to 10) by 9 ( 25 Questions ; Large Print) ✎ Horizontally Arranged Multiplying (1 to 10) by 10 ( 25 Questions ; Large Print) ✎

If a student is learning their times tables one at a time, these worksheets will help with practice and assessment along the way. Each one increases the range for the second factor.

• Multiplying (1 to 10) by Increasing Ranges of Individual Facts (100 Questions per Page) Multiplying (1 to 10) by (1 and 2) ( 100 Questions) ✎ Multiplying (1 to 10) by (1 to 3) ( 100 Questions) ✎ Multiplying (1 to 10) by (1 to 4) ( 100 Questions) ✎ Multiplying (1 to 10) by (1 to 5) ( 100 Questions) ✎ Multiplying (1 to 10) by (1 to 6) ( 100 Questions) ✎ Multiplying (1 to 10) by (1 to 7) ( 100 Questions) ✎ Multiplying (1 to 10) by (1 to 8) ( 100 Questions) ✎ Multiplying (1 to 10) by (1 to 9) ( 100 Questions) ✎
• Multiplying (1 to 10) by Increasing Ranges of Individual Facts (50 Questions per Page) Multiplying (1 to 10) by (1 and 2) ( 50 Questions ) ✎ Multiplying (1 to 10) by (1 to 3) ( 50 Questions ) ✎ Multiplying (1 to 10) by (1 to 4) ( 50 Questions ) ✎ Multiplying (1 to 10) by (1 to 5) ( 50 Questions ) ✎ Multiplying (1 to 10) by (1 to 6) ( 50 Questions ) ✎ Multiplying (1 to 10) by (1 to 7) ( 50 Questions ) ✎ Multiplying (1 to 10) by (1 to 8) ( 50 Questions ) ✎ Multiplying (1 to 10) by (1 to 9) ( 50 Questions ) ✎
• Multiplying Doubles Multiplying Doubles up to 10 x 10

Multiplication Facts up to the 12 Times Table

The Holy Grail of elementary mathematics. Once you learn your twelve times table, it is smooth sailing from now on, right? Well, not exactly, but having a good mental recall of the multiplication facts up to 144 will certainly set you on the right path for future success in your math studies.

• Multiplication Facts up to the 12 Times Table (No Zeros or Ones) Multiplication Facts to 144 ( 100 Questions) ( No Zeros or Ones ) ✎ Multiplication Facts to 144 ( 50 Questions ) ( No Zeros or Ones ) ✎ Multiplication Facts to 144 ( 25 Questions ) ( No Zeros or Ones ) ✎
• Multiplication Facts up to the 12 Times Table (No Zeros) Multiplication Facts to 144 ( 100 Questions) ( No Zeros ) ✎ Multiplication Facts to 144 ( 50 Questions ) ( No Zeros ) ✎ Multiplication Facts to 144 ( 25 Questions ) ( No Zeros ) ✎
• Multiplication Facts up to the 12 Times Table (With Zeros) Multiplication Facts to 144 ( 100 Questions) ( With Zeros ) ✎ Multiplication Facts to 144 ( 50 Questions ) ( With Zeros ) ✎ Multiplication Facts to 144 ( 25 Questions ) ( With Zeros ) ✎
• Horizontally Arranged Multiplication Facts up to the 11 Times Table Horizontally Arranged Multiplication Facts to 11 × 11 = 121 ( 100 Questions) ✎ Horizontally Arranged Multiplication Facts to 11 × 11 = 121 ( 50 Questions ) ✎
• Horizontally Arranged Multiplication Facts up to the 12 Times Table Horizontally Arranged Multiplication Facts to 12 × 12 = 144 ( 100 Questions) ✎ Horizontally Arranged Multiplication Facts to 12 × 12 = 144 ( 50 Questions ) ✎

With one, two or three target numbers at a time, students are able to practice just the multiplication facts they need.

• Multiplying (1 to 12) by Individual Facts (100 Questions per Page) Multiplying (1 to 12) By 0 ( 100 Questions) ✎ Multiplying (1 to 12) By 1 ( 100 Questions) ✎ Multiplying (1 to 12) By 2 ( 100 Questions) ✎ Multiplying (1 to 12) By 3 ( 100 Questions) ✎ Multiplying (1 to 12) By 4 ( 100 Questions) ✎ Multiplying (1 to 12) By 5 ( 100 Questions) ✎ Multiplying (1 to 12) By 6 ( 100 Questions) ✎ Multiplying (1 to 12) By 7 ( 100 Questions) ✎ Multiplying (1 to 12) By 8 ( 100 Questions) ✎ Multiplying (1 to 12) By 9 ( 100 Questions) ✎ Multiplying (1 to 12) By 10 ( 100 Questions) ✎ Multiplying (1 to 12) By 11 ( 100 Questions) ✎ Multiplying (1 to 12) By 12 ( 100 Questions) ✎
• Multiplying (1 to 12) by RAnges of Individual Facts (100 Questions per Page) Multiplying (1 to 12) By (0 and 1) ( 100 Questions) ✎ Multiplying (1 to 12) By (6 and 7) ( 100 Questions) Multiplying (1 to 12) By (7 and 8) ( 100 Questions) ✎ Multiplying (1 to 12) By (8 and 9) ( 100 Questions) ✎ Multiplying (1 to 12) By (9 and 10) ( 100 Questions) ✎ Multiplying (1 to 12) By (10 and 11) ( 100 Questions) ✎ Multiplying (1 to 12) By (11 and 12) ( 100 Questions) ✎ Multiplying (1 to 12) By (6, 7 and 8) ( 100 Questions) ✎ Multiplying (1 to 12) By (7, 8 and 9) ( 100 Questions) ✎ Multiplying (1 to 12) By (8, 9 and 10) ( 100 Questions) ✎ Multiplying (1 to 12) By (9, 10 and 11) ( 100 Questions) ✎ Multiplying (1 to 12) By (10, 11 and 12) ( 100 Questions) ✎
• Multiplying (1 to 12) by Individual Facts (50 Questions per Page) Multiplying (1 to 12) By 0 ( 50 Questions ) ✎ Multiplying (1 to 12) By 1 ( 50 Questions ) ✎ Multiplying (1 to 12) By 2 ( 50 Questions ) ✎ Multiplying (1 to 12) By 3 ( 50 Questions ) ✎ Multiplying (1 to 12) By 4 ( 50 Questions ) ✎ Multiplying (1 to 12) By 5 ( 50 Questions ) ✎ Multiplying (1 to 12) By 6 ( 50 Questions ) ✎ Multiplying (1 to 12) By 7 ( 50 Questions ) ✎ Multiplying (1 to 12) By 8 ( 50 Questions ) ✎ Multiplying (1 to 12) By 9 ( 50 Questions ) ✎ Multiplying (1 to 12) By 10 ( 50 Questions ) ✎ Multiplying (1 to 12) By 11 ( 50 Questions ) ✎ Multiplying (1 to 12) By 12 ( 50 Questions ) ✎
• Multiplying (1 to 12) by Ranges of Individual Facts (50 Questions per Page) Multiplying (1 to 12) By (6 and 7) ( 50 Questions ) ✎ Multiplying (1 to 12) By (7 and 8) ( 50 Questions ) ✎ Multiplying (1 to 12) By (8 and 9) ( 50 Questions ) ✎ Multiplying (1 to 12) By (9 and 10) ( 50 Questions ) ✎ Multiplying (1 to 12) By (10 and 11) ( 50 Questions ) ✎ Multiplying (1 to 12) By (11 and 12) ( 50 Questions ) ✎ Multiplying (1 to 12) By (6, 7 and 8) ( 50 Questions ) ✎ Multiplying (1 to 12) By (7, 8 and 9) ( 50 Questions ) ✎ Multiplying (1 to 12) By (8, 9 and 10) ( 50 Questions ) ✎ Multiplying (1 to 12) By (9, 10 and 11) ( 50 Questions ) ✎ Multiplying (1 to 12) By (10, 11 and 12) ( 50 Questions ) ✎
• Horizontally Arranged Multiplying (0 to 12) by Individual Facts (100 Questions per Page) Horizontally Arranged Multiplying ( 0 to 12 ) by 0 ( 100 Questions) ✎ Horizontally Arranged Multiplying ( 0 to 12 ) by 1 ( 100 Questions) ✎ Horizontally Arranged Multiplying ( 0 to 12 ) by 2 ( 100 Questions) ✎ Horizontally Arranged Multiplying ( 0 to 12 ) by 3 ( 100 Questions) ✎ Horizontally Arranged Multiplying ( 0 to 12 ) by 4 ( 100 Questions) ✎ Horizontally Arranged Multiplying ( 0 to 12 ) by 5 ( 100 Questions) ✎ Horizontally Arranged Multiplying ( 0 to 12 ) by 6 ( 100 Questions) ✎ Horizontally Arranged Multiplying ( 0 to 12 ) by 7 ( 100 Questions) ✎ Horizontally Arranged Multiplying ( 0 to 12 ) by 8 ( 100 Questions) ✎ Horizontally Arranged Multiplying ( 0 to 12 ) by 9 ( 100 Questions) ✎ Horizontally Arranged Multiplying ( 0 to 12 ) by 10 ( 100 Questions) ✎ Horizontally Arranged Multiplying ( 0 to 12 ) by 11 ( 100 Questions) ✎ Horizontally Arranged Multiplying ( 0 to 12 ) by 12 ( 100 Questions) ✎
• Horizontally Arranged Multiplying (0 to 12) by Individual Facts (50 Questions per Page) Horizontally Arranged Multiplying ( 0 to 12 ) by 0 ( 50 Questions ) ✎ Horizontally Arranged Multiplying ( 0 to 12 ) by 1 ( 50 Questions ) ✎ Horizontally Arranged Multiplying ( 0 to 12 ) by 2 ( 50 Questions ) ✎ Horizontally Arranged Multiplying ( 0 to 12 ) by 3 ( 50 Questions ) ✎ Horizontally Arranged Multiplying ( 0 to 12 ) by 4 ( 50 Questions ) ✎ Horizontally Arranged Multiplying ( 0 to 12 ) by 5 ( 50 Questions ) ✎ Horizontally Arranged Multiplying ( 0 to 12 ) by 6 ( 50 Questions ) ✎ Horizontally Arranged Multiplying ( 0 to 12 ) by 7 ( 50 Questions ) ✎ Horizontally Arranged Multiplying ( 0 to 12 ) by 8 ( 50 Questions ) ✎ Horizontally Arranged Multiplying ( 0 to 12 ) by 9 ( 50 Questions ) ✎ Horizontally Arranged Multiplying ( 0 to 12 ) by 10 ( 50 Questions ) ✎ Horizontally Arranged Multiplying ( 0 to 12 ) by 11 ( 50 Questions ) ✎ Horizontally Arranged Multiplying ( 0 to 12 ) by 12 ( 50 Questions ) ✎
• Horizontally Arranged Multiplying (0 to 12) by Individual Facts (25 Questions per Page; Large Print) Horizontally Arranged Multiplying ( 0 to 12 ) by 0 ( 25 Questions ; Large Print) ✎ Horizontally Arranged Multiplying ( 0 to 12 ) by 1 ( 25 Questions ; Large Print) ✎ Horizontally Arranged Multiplying ( 0 to 12 ) by 2 ( 25 Questions ; Large Print) ✎ Horizontally Arranged Multiplying ( 0 to 12 ) by 3 ( 25 Questions ; Large Print) ✎ Horizontally Arranged Multiplying ( 0 to 12 ) by 4 ( 25 Questions ; Large Print) ✎ Horizontally Arranged Multiplying ( 0 to 12 ) by 5 ( 25 Questions ; Large Print) ✎ Horizontally Arranged Multiplying ( 0 to 12 ) by 6 ( 25 Questions ; Large Print) ✎ Horizontally Arranged Multiplying ( 0 to 12 ) by 7 ( 25 Questions ; Large Print) ✎ Horizontally Arranged Multiplying ( 0 to 12 ) by 8 ( 25 Questions ; Large Print) ✎ Horizontally Arranged Multiplying ( 0 to 12 ) by 9 ( 25 Questions ; Large Print) ✎ Horizontally Arranged Multiplying ( 0 to 12 ) by 10 ( 25 Questions ; Large Print) ✎ Horizontally Arranged Multiplying ( 0 to 12 ) by 11 ( 25 Questions ; Large Print) ✎ Horizontally Arranged Multiplying ( 0 to 12 ) by 12 ( 25 Questions ; Large Print) ✎

In the following multiplication worksheets, the facts are grouped into anchor groups.

• Multiplying (1 to 12) by Anchor Facts (Commonly Grouped Facts) Multiplying by Anchor Facts 0, 1, 2, 5 and 10 Multiplying by Facts 3, 4 and 6 Multiplying by Facts 7, 8 and 9 Multiplying by Facts 11 and 12 Multiplying by Facts 0 to 5 and 10 Multiplying by Facts 0 to 7 and 10 Multiplying by Facts 0 to 10
• Multiplying (1 to 12) by Increasing Ranges of Individual Facts (100 Questions per Page) Multiplying (1 to 12) by (1 to 5) ( 100 Questions) ✎ Multiplying (1 to 12) by (1 to 6) ( 100 Questions) ✎ Multiplying (1 to 12) by (1 to 7) ( 100 Questions) ✎ Multiplying (1 to 12) by (1 to 8) ( 100 Questions) ✎ Multiplying (1 to 12) by (1 to 9) ( 100 Questions) ✎ Multiplying (1 to 12) by (1 to 10) ( 100 Questions) ✎ Multiplying (1 to 12) by (1 to 11) ( 100 Questions) ✎
• Multiplying (1 to 12) by Increasing Ranges of Individual Facts (50 Questions per Page) Multiplying (1 to 12) by (1 to 5) ( 50 Questions ) ✎ Multiplying (1 to 12) by (1 to 6) ( 50 Questions ) ✎ Multiplying (1 to 12) by (1 to 7) ( 50 Questions ) ✎ Multiplying (1 to 12) by (1 to 8) ( 50 Questions ) ✎ Multiplying (1 to 12) by (1 to 9) ( 50 Questions ) ✎ Multiplying (1 to 12) by (1 to 10) ( 50 Questions ) ✎ Multiplying (1 to 12) by (1 to 11) ( 50 Questions ) ✎

On the following multiplication worksheets, the questions are in order and might be useful for students to remember their times tables or to help them with skip counting.

• Repetitive Multiplying of Individual Facts by (1 to 12) Repetitive Multiplying of 1 by (1 to 12) Repetitive Multiplying of 2 by (1 to 12) Repetitive Multiplying of 3 by (1 to 12) Repetitive Multiplying of 4 by (1 to 12) Repetitive Multiplying of 5 by (1 to 12) Repetitive Multiplying of 6 by (1 to 12) Repetitive Multiplying of 7 by (1 to 12) Repetitive Multiplying of 8 by (1 to 12) Repetitive Multiplying of 9 by (1 to 12) Repetitive Multiplying of 10 by (1 to 12) Repetitive Multiplying of 11 by (1 to 12) Repetitive Multiplying of 12 by (1 to 12)
• Multiplying Doubles Multiplying Doubles up to 12 x 12

Multiplication Facts beyond the 12 Times Table

It is quite likely that there are students who have mastered all of the multiplication facts up to the 12 times tables. In case they want/need an extra challenge, this sections includes multiplication facts worksheets above 12 with the expectation that students will use mental math or recall to calculate the answers.

• Multiplying with Increasing Upper Range Factors from 13 to 20 Multiplying with Factors 2 to 13 (100 Questions) ✎ Multiplying with Factors 2 to 14 (100 Questions) ✎ Multiplying with Factors 2 to 15 (100 Questions) ✎ Multiplying with Factors 5 to 15 (100 Questions) ✎ Multiplying with Factors 5 to 16 (100 Questions) ✎ Multiplying with Factors 5 to 17 (100 Questions) ✎ Multiplying with Factors 5 to 18 (100 Questions) ✎ Multiplying with Factors 5 to 19 (100 Questions) ✎ Multiplying with Factors 5 to 20 (100 Questions) ✎
• Multiplying by Individual Facts from 13 to 25 Multiplying by 13 (49 Questions) ✎ Multiplying by 14 (49 Questions) ✎ Multiplying by 15 (49 Questions) ✎ Multiplying by 16 (49 Questions) ✎ Multiplying by 17 (49 Questions) ✎ Multiplying by 18 (49 Questions) ✎ Multiplying by 19 (49 Questions) ✎ Multiplying by 20 (49 Questions) ✎ Multiplying by 21 (49 Questions) ✎ Multiplying by 22 (49 Questions) ✎ Multiplying by 23 (49 Questions) ✎ Multiplying by 24 (49 Questions) ✎ Multiplying by 25 (49 Questions) ✎

Expand your mental math abilities by learning multiplication facts beyond the twelve times tables with these worksheets. They are horizontally arranged, so you won't be tempted to use an algorithm. Even if you can't recall all these facts yet, you can still figure them out using the distributive property. Let's say you want to multiply 19 by 19, that could be (10 × 19) + (9 × 19). Too hard? How about (10 × 10) + (10 × 9) + (9 × 10) + (9 × 9)! Or just remember that 19 × 19 = 361 :)

• Horizontally Arranged Multiplying with Increasing Upper Range Factors from 13 to 25 Horizontally Arranged Multiplying with Factors 1 to 13 (100 Questions) ✎ Horizontally Arranged Multiplying with Factors 1 to 14 (100 Questions) ✎ Horizontally Arranged Multiplying with Factors 1 to 15 (100 Questions) ✎ Horizontally Arranged Multiplying with Factors 2 to 16 (100 Questions) ✎ Horizontally Arranged Multiplying with Factors 2 to 17 (100 Questions) ✎ Horizontally Arranged Multiplying with Factors 2 to 18 (100 Questions) ✎ Horizontally Arranged Multiplying with Factors 2 to 19 (100 Questions) ✎ Horizontally Arranged Multiplying with Factors 2 to 20 (100 Questions) ✎ Horizontally Arranged Multiplying with Factors 5 to 21 (100 Questions) ✎ Horizontally Arranged Multiplying with Factors 5 to 22 (100 Questions) ✎ Horizontally Arranged Multiplying with Factors 5 to 23 (100 Questions) ✎ Horizontally Arranged Multiplying with Factors 5 to 24 (100 Questions) ✎ Horizontally Arranged Multiplying with Factors 5 to 25 (100 Questions) ✎
• Horizontally Arranged Multiplying by Individual Facts from 13 to 25 Horizontally Arranged Multiplying (1 to 13) by 13 (100 Questions) ✎ Horizontally Arranged Multiplying (1 to 14) by 14 (100 Questions) ✎ Horizontally Arranged Multiplying (1 to 15) by 15 (100 Questions) ✎ Horizontally Arranged Multiplying (1 to 16) by 16 (100 Questions) ✎ Horizontally Arranged Multiplying (1 to 17) by 17 (100 Questions) ✎ Horizontally Arranged Multiplying (1 to 18) by 18 (100 Questions) ✎ Horizontally Arranged Multiplying (1 to 19) by 19 (100 Questions) ✎ Horizontally Arranged Multiplying (1 to 20) by 20 (100 Questions) ✎ Horizontally Arranged Multiplying (1 to 21) by 21 (100 Questions) ✎ Horizontally Arranged Multiplying (1 to 22) by 22 (100 Questions) ✎ Horizontally Arranged Multiplying (1 to 23) by 23 (100 Questions) ✎ Horizontally Arranged Multiplying (1 to 24) by 24 (100 Questions) ✎ Horizontally Arranged Multiplying (1 to 25) by 25 (100 Questions) ✎
• Multiplying Doubles Multiplying Doubles up to 15 x 15 Multiplying Doubles up to 20 x 20

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50 Fun Hands-On Activities and Games To Teach Multiplication

Making it fun makes it stick!

Multiplication is a basic skill students need to master before they can move on to more advanced math. Memorizing multiplication tables is one option, but it’s important for kids to understand exactly what it means to multiply. This list of fun and engaging ways to teach multiplication has so many options. You’re sure to find a way to resonate with every one of your students!

1. Play a game of Scoot

This is a fun way to break up the routine of worksheets. One at a time, you will post one of the multiplication task cards and your students will work to find the answer. After a set amount of time (up to you), say “Scoot.” Students will leave their answer sheet on their desk and move one seat to their left. Post another task card. Again, say “Scoot” and have students rotate.

2. Practice skip-counting with a song

For many of us, setting information to music helps us memorize it. This series of videos from HeavenSentHorse features common tunes that your students will quickly catch on to like Jingle Bells, This Old Man and more.

3. Solve multiplication puzzles

Puzzles are a great way to engage students and build their problem-solving skills. These puzzles help students put together the pieces to get the whole picture and really understand how to solve a multiplication problem.

4. Play Four in a Row

This fun game challenges kids to practice their math facts. Partners will take turns choosing a circle and solving the math fact. If they get it right, they place a marker over it (here, a penguin stamp). The first player to connect four wins.

5. Solve Mystery Pictures

Students will solve the one-digit multiplication problems, then use the key to color in the boxes and create the mystery picture.

6. Play multiplication tic-tac-toe

Playing with partners, each player chooses a multiplication problem to solve. If they get it right, they mark it with their dot marker. If not, it’s the next person’s turn. Play goes back and forth until someone gets three in a row.

7. Build multiplication skills with Minecraft

Your kids will flip for this fun version of Minecraft multiplication. Download the game and instructions for free!

8. Deal a hand of Spiral

Players take turns rolling the dice and moving around the game board with this fun multiplication card game.

9. Sweeten up multiplication practice

Write multiplication problems on the bottom of small cupcake paper liners. On the inside, write the product. Two players take turns picking a liner, finding the answer, and flipping it over to check.

10. Take a whirl at fidget spinner math

The object of the game is simple: Spin the spinner and complete as many problems as possible.

11. Make multiplication pool noodles

Pick up some pool noodles and use our easy tutorial to turn them into the ultimate multiplication manipulatives ! This is such a unique way for kids to practice their math facts.

12. Match wits at Array Capture

You can use dice-in-dice or just a regular pair of dice for this game. Players roll the dice and use the numbers to block off space on the grid, writing in the math sentence too. At the end of the game, the player with the most spaces colored in wins.

13. Punch holes to make arrays

Arrays introduce multiplication in a way that kids can easily understand. This activity is great for active learners who will love punching holes as they create multiplication arrays for basic facts.

14. Fold a multiplication cootie catcher

We love finding new and clever ways to practice math facts! Get these free printables , then let kids color and fold them up. Now they’ve got self-checking practice at their fingertips.

15. Visit the Multiplication Shop

How fun is this? Set up a “store” with small items for sale. Kids choose a number of items from each section to “buy” and write out the multiplication sentences as their receipt!

16. Ask a partner, “Do You Have …?”

Got an old “Guess Who?” game lying around? Turn it into a multiplication game instead!

17. Pull out the base-10 blocks

Base-10 blocks are one of our favorite manipulatives, and they’re a terrific tool to help you teach multiplication. Build arrays with them to let kids visualize the problems and their answers.

18. Color in Emoji Mystery pages

Here’s a twist on color-by-number. First, kids have to answer the multiplication problems in each square. Then they get to color! Get a free set of these pages at Artsy Fartsy Mama .

19. Multiply with dice-in-dice

Something about dice-in-dice just makes learning more fun! If you don’t have a set, you can use a pair of regular dice for this activity. Mix things up with polyhedral dice with higher numbers too.

20. Pick sticks to play Kaboom!

So easy and so fun! Write multiplication facts at the end of a variety of wood craft sticks. On a few, write “Kaboom!” instead. To play, kids draw sticks from a cup and answer the problem. If they get it right, they can keep pulling sticks. But if they get a Kaboom! stick, they have to put their whole collection back!

21. Match Multiplication memory cards

Practice facts with a memory game. Make your own cards by writing facts and answers, then lay them all face down. Turn over a card and try to find its matching answer or problem. Your turn continues as long as you’re able to make matches.

22. Find it first

Write a series of products on the whiteboard, and mix in a few random numbers too. Send two students up to the board and call out a multiplication problem. The first one to find and point to the correct answer wins a point.

23. Draw Waldorf multiplication flowers

This is a creative way to teach multiplication facts. Draw a flower with 12 petals and a circle in the center. In the circle, write the multiplicand; on the petals, the numbers 1 to 12. Now, draw larger petals outside, and fill in the product of each fact. Add some color to make fun classroom decorations!

24. Play multiplication war

All you need for this is a deck of cards, plus paper and a pencil for each player. Split the deck between the players. Each player flips two cards, then writes out the multiplication sentence and the answer. The player with the higher product takes all the cards. Play until the deck is gone. The player with the most cards wins!

25. Compete at multiplication bingo

Grab these free printable bingo cards at the link and provide one to each student along with some chips or beans to use as counters. Call out multiplication facts and have students cover the answers if they have them. When they get five in a row, it’s a bingo!

26. Put a twist on Rock, Paper, Scissors

Chances are your students already know how to play Rock, Paper, Scissors. This is similar, but instead, each player holds out a random number of fingers. The first one to correctly multiply them together and call out the answer wins a point. Play to 5, 10, or any number you choose.

27. Do some egg carton multiplication

Number the cups of an egg carton from 1 to 12. Drop in two marbles or beans, then close the carton and shake it up. Open it up and have students write out the multiplication number sentence based on where the marbles landed. This is an easy tool parents can make for kids at home too.

28. Try interactive flash cards

These aren’t your ordinary flash cards! These free printables are a cool way to teach multiplication since the answer side includes a dot array to help kids visualize the solution. You can use sticky-note flags to cover the answers while kids use the arrays for help too.

29. Teach multiplication facts with a paper plate wheel

All it takes is paper plates, glue, and a marker to help your students learn their multiplication tables. Let kids have fun decorating their plates, and this doubles as a math craft!

30. Practice with fact family triangles

Tie together multiplication and division facts with triangle flash cards. Learn how to use them and buy a printable set at Primary Flourish . You can also have kids make their own.

31. Make LEGO arrays

LEGO bricks are one of our favorite ways to teach math! You can use multiple bricks to make arrays or just look at the bumps on the top of a single brick as an array in itself.

32. Try the finger trick

This cute craft also teaches kids a clever multiplication trick that can help them if they’re stuck with multiplication “times nine.” Learn the easy trick at 5-Minute Crafts .

33. Use the Force to teach multiplication

Sometimes learning multiplication facts just takes practice. Worksheets may not be very exciting, but adding a theme that kids are interested in may motivate your students. This free download from Royal Baloo features homework sheets and practice papers with graphs, mazes, puzzles, and more, all with a Star Wars theme.

34. Watch a multiplication video

From Schoolhouse Rock to Animaniacs and beyond, there are lots of fun videos to help you teach multiplication. Find our big list here.

35. Play multiplication checkers

Turn a thrift store checkerboard into a multiplication game with some stickers and a marker. The play is similar to traditional checkers, but you have to solve the problem before you can leave your checker on a new space.

36. Toss a multiplication soccer ball

What better way to appeal to students than to combine math with one of their favorite activities? These fun balls can be used in so many ways to support learning.

37. Flip bottle caps

Here’s a cool alternative to flash cards. You can use metal bottle caps or plastic bottle lids, along with round stickers that fit the caps. It’s a great way to go green while you teach multiplication!

38. Batter up to learn multiplication

Sports-loving kids will love this one! Get the free printables and use them along with a 10-sided die to get some multiplication facts practice.

39. Line up dominoes

Single dominoes turned sideways become multiplication number sentences! Grab a handful and have kids write out the sentences and their answers.

40. Roll to win

This works a bit like Yahtzee. Roll a die, then choose a number from 1 to 6 to multiply it by. Each number can only be used once, so choose carefully to rack up the most points. If you have polyhedral dice, you can play with higher numbers too.

41. Sculpt play dough arrays

What kid doesn’t love the chance to play with play dough? Use this activity for math centers, and kids will really enjoy practicing their multiplication facts.

42. Connect the dots with Multiplication Squares

This is a math spin on the old Dots and Boxes game. Kids roll two dice and multiply the numbers together. Then they find the answer on the board and connect two dots next to it. The goal is to complete a box, coloring it in with your own color marker. When the board is full, count the squares to see who wins.

43. Cut out and assemble array cities

Here’s another colorful math craft: multiplication array cities. Most high-rises have their windows arranged to make perfect arrays. Have kids make their own city skylines with buildings showing various multiplication arrays.

44. Stack math power towers

There’s a universal appeal about making stacks of cups, so don’t be surprised if kids clamor to play this game over and over again. Pull a cup, answer correctly, and stack. See who can get a stack of 10 first, or who can build the highest tower in 2 minutes, and so on.

45. Change your students’ names (temporarily)

Grab some name tags and write multiplication equations on each. Give a tag to each of your students. For the remainder of the day, everyone will refer to each other by the answer to the equation on their tag (e.g., the student with the name tag that says 7 x 6 would be referred to as “42”).

46. Take multiplication to the gridiron

All you need is poster board, 12-sided dice, and a couple of game pieces to teach multiplication using football. Students move their game piece up the field by rolling the dice and multiplying the two numbers that face up. They get four chances to score a touchdown.

47. Roll and Bump!

Print the free game boards , each with a multiplier in the heading. Roll two dice, add them together, then multiply by the multiplier. Then place your game piece over that answer. If another player also comes up with the same product, they can “bump” your game piece off and replace it with their own. The player with the most markers on the board at the end of the game wins.

48. Weave multiplication patterns

Skip-counting provides an introduction to multiplication. We love this hands-on activity where kids skip-count and weave yarn into pretty patterns.

49. Challenge kids with Multiplication Jenga

Grab an old Jenga game at the thrift store (or pick up the generic version at the dollar store). Write multiplication problems on each block, then stack ’em up. Player one pulls a block and tries to answer the problem. If they get it right, they keep the block. If they miss, their partner gets a chance. But if no one can answer it, the block gets stacked up on top. Keep playing until the tower collapses!

50. Twist and learn

Your students will love this twisted version of an old favorite! The original Math Twister was designed for addition, but it works for multiplication too. Simply write products on sticky notes and add them to circles. Then call out math problems like “Left foot, 4 x 5!” The player must put their left foot on the number 20—if they can!

Looking for more activities to teach multiplication? Try these Teacher-Tested Tips and Activities for Teaching the Area Model Multiplication Method .

Plus, get all the latest teaching tips and ideas when you sign up for our free newsletters .

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Times tables worksheets

Mixed worksheets

Printable times tables quiz generator

Times tables worksheet, name:_____________, timestables.co.uk, answer sheet.

Would you like to practise your tables? Below you will find tables practise worksheets. Click on one of the worksheets to view and print the table practice worksheets, then of course you can choose another worksheet. You can choose between three different sorts of exercises per worksheet. In the first exercise you have to draw a line from the sum to the correct answer. In the second exercise you have to enter the missing number to complete the sum correctly. In the third exercise you have to answer the sums which are shown in random order. All in all, three fun ways of practicing the tables in your own time, giving you a good foundation for ultimately mastering all of the tables. Choose a table to view the worksheet.

Practise with tables worksheets

A great addition to practising your tables online is learning them with the assistance of worksheets. Here you can find the worksheets for the 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 and 12 times tables. You can also use the worksheet generator to create your own worksheets which you can then print or forward. The tables worksheets are ideal for KS1 and KS2 practise.

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Learning Times Table 8 Times Table

Welcome to our Learning Times Table Worksheets for the 8 Times Table. Here you will find a selection of free printable Math sheets, which will help your child to learn their 8 times table.

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Times Tables Learning

Once you have understood what multiplication is, you are then ready to start learning your tables.

One of the best ways to learn their tables is to follow these simple steps:

• First, write down the times table you want to learn. This is useful to see what the times table looks like. Study it and use your noticing skills, look for patterns...visual learning.
• Next, read it aloud - sing or chant the table. This is the auditory learning - not only have you spoken the table but you have also heard it.
• Repeat, repeat and repeat some more - repetition is the key to learning tables (or other facts). The more you say the table aloud, the more you will learn it like you learn word to a song.
• Next, see how good your recall is by trying a practice sheet, or getting someone to test you. You should aim to be able to answer a times table question almost instantly - certainly within about 5 seconds!
• If your recall of the table is up to scratch, then move on to your next table - but keep practicing regularly to keep it in your mind! Otherwise your brain will quickly forget it.
• Need more practice? Go back and repeat some of the previous steps.

Once you are confident in a range of tables, try doing some tables challenges... there are plenty for you to try at the Math Salamanders!

Hopefully before long, your times table knowledge will be secure in your head and you will have it at your fingertips to use when you need it!

Learning Times Table

8 times table sheets.

Here you will find a selection of learning times table worksheets designed to help your child to learn and practice their 8 times tables.

Using these sheets will help your child to:

• learn their multiplication facts for the 8 Times Tables up to 8x10;
• learn their division facts for the 8 times tables.

Want to test yourself to see how well you have understood this skill?.

• Try our NEW quick quiz at the bottom of this page.

Quicklinks to ...

8 Times Table Multiplication Worksheets

8 times table multiplication and division worksheets, 8 times table tests, 8 times table video clip.

• More related resources

8 Times Table Online Quiz

• 8 Times Table Salamanders sheet 1
• PDF version
• 8 Times Table Cars sheet 1
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• 8 Times Tables Rockets sheet 1
• 8 Times Tables Fish sheet 1
• 8 Times Tables Circles sheet 1
• 8 Times Table Salamanders sheet 2
• 8 Times Table Cars sheet 2
• 8 Times Table Frogs sheet 2
• 8 Times Table Rockets sheet 2
• 8 Times Table Fish sheet 2
• 8 Times Table Test 1
• Test 1 Answers
• 8 Times Table Test 2
• Test 2 Answers
• 8 Times Table Test 3
• Test 3 Answers
• 8 Times Table Test 4 (up to 12 times)
• Test 4 Answers

Have a look at this You tube clip about the 8 times table produced by Mr. DeMaio - great fun!

There is a whole set of his fun musical multiplication table videos - use the link below which will open his You tube channel on a new webpage.

More Recommended Math Resources

Take a look at some more of our worksheets similar to these.

Looking for more 8 Times Tables worksheets like these?

Try the 8 Times Table practice worksheets at the 2nd Grade Math Salamanders!

The sheets on this site are great for introducing the 8 times table with counting and grouping activities.

Using the link below will open the 2nd Grade Math Salamanders main site in a new browser window.

• More 8 Times Tables worksheets

Individual Times Tables Sheets

Here you will find a selection of individual math times tables sheets designed to help you practice a particular times table.

• learn a times table;
• practice multiplication and division facts for the chosen times table;

All the free math sheets in this section support by the Elementary Math Benchmarks.

• Printable Times Tables - 2 Times Table sheets
• Printable Times Tables - 3 Times Table sheets
• Times Tables for kids - 4 Times Table sheets
• Times Table Math - 5 Times Table sheets
• Times Table Worksheets - 6 Times Tables
• Free Times Table - 7 Times Table sheets
• Maths Times Tables - 9 Times Table
• Practice Times Tables 10 Times Table
• 11 Times Tables Worksheets
• 12 Times Tables Worksheets

Times Table Tests

Here you will find a range of times table tests for the 2 to 10 times tables.

There are 3 tests available for each times table, of a similar level of difficulty to allow one test to be benchmarked against another.

Each test comes with a separate answer sheet.

• Times Table Tests 2 3 4 5 10 Tables
• Times Tables Tests 6 7 8 9 11 and 12
• Blank Multiplication Charts to 10x10
• Blank Printable Charts to 12x12
• Times Table Worksheets Circles 1 to 12 tables

Math Times Table Flashcards

Here you will find a selection of Multiplication Flashcards designed to help your child learn their Multiplication facts.

Using flashcards is a great way to learn your Multiplication facts. They can be taken on a journey, played with in a game, or used in a spare five minutes daily until your child knows their Multiplication facts off by heart.

Using these flashcards will help your child to:

• Learn their multiplication facts for the Multiplication tables.
• Printable Math Flash Cards 2 3 4 5 10 Times Tables
• Free Math Flash Cards 6 7 8 9 Times Tables

Multiplication Games

Here you will find a range of Free Printable Multiplication Games.

The following games develop the Math skill of multiplying in a fun and motivating way.

• learn their multiplication facts;
• practice and improve their multiplication table recall;
• develop their strategic thinking skills.
• Multiplication Math Games

Our quizzes have been created using Google Forms.

At the end of the quiz, you will get the chance to see your results by clicking 'See Score'.

This will take you to a new webpage where your results will be shown. You can print a copy of your results from this page, either as a pdf or as a paper copy.

For incorrect responses, we have added some helpful learning points to explain which answer was correct and why.

We do not collect any personal data from our quizzes, except in the 'First Name' and 'Group/Class' fields which are both optional and only used for teachers to identify students within their educational setting.

We also collect the results from the quizzes which we use to help us to develop our resources and give us insight into future resources to create.

For more information on the information we collect, please take a look at our Privacy Policy

We would be grateful for any feedback on our quizzes, please let us know using our Contact Us link, or use the Facebook Comments form at the bottom of the page.

This quick quiz tests your knowledge of the 8 Times Table.

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5 times table worksheets

Free 5 times table worksheets

Click on one of the worksheets to view or print them. The 5 times table offers various exercises. For example, you can look for blocks and colour them with the numbers that are part of the 5 times table. Alternatively, you can draw lines from questions to the correct answers. The exercises on the worksheets will prepare you for any future maths problems.

The 5 times table is usually the 4th times table students will learn. This following the tables of 1, 2 and 10. The 5 times table can be easily remembered by adding 5 every time. The answers will always end in a 5 or 0. Moreover, when using the number line, you will make gradual jumps of 5. This will look as follows: 5, 10, 15, 20, 25, 30, 35 etc. This will aid you in remembering the answers and you'll be able to check whether your guesses are correct.

The times tables are the basis of more elaborate calculations and one's general maths comprehension. The exercises provided here are suited for maths education taught in primary school. These free 5 multiplication facts table worksheets for printing or downloading (in PDF format) are specially aimed at primary school students. You can also make a multiplication worksheet yourself using the worksheet generator. These worksheets are randomly generated and therefore provide endless amounts of exercise material for at home or in class.

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Survive the Inca Planet of Meso with Emile & Aimee and

Recall times tables., designed for homework., allocates the right work to students., engage students, learning gap analysis, run school wide competitions., rocket your sats results., set off for the planet meso and meet emile, aimee & scrambler..

As your students play games, you can see live which times tables they know and which ones they don’t. 

Improve Times Tables Recall by 24% over 4 months.*

*In a study of 4,000 schools from January to April 2020 by the University of Manchester.

Perfect for Homework.

Use Emile for homework and see how your students are progressing at the click of a button.

Summative Assessments

A comprehensive range of End of Unit and End of Term Summative Assessments are part of Emile. See your students’ progress at the touch of a button!

Representations

Emile uses a whole of host of representations to help students deduce answer and support a Concrete, Pictoral, Abstract approach.

 These include: Place Value Grids, Part-Whole Models, Bead Strings, Dienese Rods & Decimal Squares.

Real Games That Teach Real Maths.

We’ve made hundreds of unique games that deliver real learning.

Harness the power of Candy Crush and Angry Birds, and see your students excel.

Whole School Competitions.

Let your Students compete and progress, to see not only who is the best, but also who can make the most progress.

Automatically Allocates the RIGHT Work.

By making use of an Assess, Practise and Achieve model, we ensure that students are working at the right level and are making progress.

Students are engaged by an enchanting adventure, crazy characters, enthralling game modes, ultra competitive class competitions, school leaderboards for most effort & most improved, reward systems that encourage more use and trophies to display.  All these features lead students to wanting to answer questions, explore new concepts or revisit known topics.

The more questions they answer, the more we know what questions to allocate and the more we can tell teachers with what area their class need help. 

Just Some of Our Time Table Games

This is just a taster of our times table games to give you an idea of what students will see. Of course, the best way to experience what a student will see is to sign up for a trial. (Remember we have more games in the app.)

Rating Game:

Our Rating Game runs through times tables and division facts without a time limit. 

The Level achieved helps decide the student’s personalised learning journey. 

Reach certain Levels and unlock more clothes for your tamagotchi.

Multi-Player Games:

Challenge class mates to a Battle or take on the world. 

See who can answer the most consecutive time table facts correctly!

Earn coins and uncover trophies.  

MTC Practice

An exact copy of the DfE online test that allows teachers to set the time allowed for answering, the times tables used and track progress.

Tamagotchi:

Every student gets their own tamagotchi. Feed, play with and grow their tamagotchi by unlocking levels on the time table planet of Meso. 

Pyramid Puzzle

Help Emile find gems in an abandoned structure.

Players learn: solve problems involving multiplying, integer scaling problems and harder correspondence problems such as n objects are connected to m objects

Calendar Clicker

Emile has found a combination lock that is hiding treasure help him find the combination.

Players learn: The 1 to 12 times table with multiplication and division.

Crystal Calculations

Help Emile unlock an artifact protecting gems.

Connect gems with a bolt of lightning to reinforce factor pairs.

Combination Challenge

Slithery snake.

Steer Emile so he can eat bugs and use place value to solve the calculations.

Maze Madness

Avoid the guardians, while solving the riddles. 

Smart Allocation of Work.

All our Emile products harness the power of games-based learning and gamification.

Students are engaged by an enchanting adventure, crazy characters, enthralling game modes, ultra competitive class competitions, school leaderboards for most effort & most improved, reward systems that encourage more use and trophies to display. Everything aligned to the  Curriculum . All these features lead students to wanting to answer questions, explore new concepts or revisit known topics.

By making use of a simple Assess, Practise and Achieve model, we ensure that students are working at the right level and are making progress.

An Enchanting Adventure.

Our games are based in the Universe of Knowledge where Emile and Aimee are trying to retrieve the Knowledge Gems from Scrambler. 

Emile and Aimee have followed Scrambler to the times table mesoamerican themed planet “Meso”. See Emile dress up as an Inca and Mayan and explore the art and culture. 

As students proceed through the resource they are rewarded with animations building the story and characters. 

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• Open access
• Published: 13 May 2024

The impact of the world’s first regulatory, multi-setting intervention on sedentary behaviour among children and adolescents (ENERGISE): a natural experiment evaluation

• Bai Li   ORCID: orcid.org/0000-0003-2706-9799 1 ,
• Selene Valerino-Perea 2 ,
• Weiwen Zhou 3 ,
• Yihong Xie 4 ,
• Keith Syrett 5 ,
• Remco Peters 1 ,
• Zouyan He 4 ,
• Yunfeng Zou 4 ,
• Frank de Vocht 6 , 7 &
• Charlie Foster 1  

International Journal of Behavioral Nutrition and Physical Activity volume  21 , Article number:  53 ( 2024 ) Cite this article

507 Accesses

122 Altmetric

Metrics details

Regulatory actions are increasingly used to tackle issues such as excessive alcohol or sugar intake, but such actions to reduce sedentary behaviour remain scarce. World Health Organization (WHO) guidelines on sedentary behaviour call for system-wide policies. The Chinese government introduced the world’s first nation-wide multi-setting regulation on multiple types of sedentary behaviour in children and adolescents in July 2021. This regulation restricts when (and for how long) online gaming businesses can provide access to pupils; the amount of homework teachers can assign to pupils according to their year groups; and when tutoring businesses can provide lessons to pupils. We evaluated the effect of this regulation on sedentary behaviour safeguarding pupils.

With a natural experiment evaluation design, we used representative surveillance data from 9- to 18-year-old pupils before and after the introduction of the regulation, for longitudinal ( n  = 7,054, matched individuals, primary analysis) and repeated cross-sectional ( n  = 99,947, exploratory analysis) analyses. We analysed pre-post differences for self-reported sedentary behaviour outcomes (total sedentary behaviour time, screen viewing time, electronic device use time, homework time, and out-of-campus learning time) using multilevel models, and explored differences by sex, education stage, residency, and baseline weight status.

Longitudinal analyses indicated that pupils had reduced their mean total daily sedentary behaviour time by 13.8% (95% confidence interval [CI]: -15.9 to -11.7%, approximately 46 min) and were 1.20 times as likely to meet international daily screen time recommendations (95% CI: 1.01 to 1.32) one month after the introduction of the regulation compared to the reference group (before its introduction). They were on average 2.79 times as likely to meet the regulatory requirement on homework time (95% CI: 2.47 to 3.14) than the reference group and reduced their daily total screen-viewing time by 6.4% (95% CI: -9.6 to -3.3%, approximately 10 min). The positive effects were more pronounced among high-risk groups (secondary school and urban pupils who generally spend more time in sedentary behaviour) than in low-risk groups (primary school and rural pupils who generally spend less time in sedentary behaviour). The exploratory analyses showed comparable findings.

Conclusions

This regulatory intervention has been effective in reducing total and specific types of sedentary behaviour among Chinese children and adolescents, with the potential to reduce health inequalities. International researchers and policy makers may explore the feasibility and acceptability of implementing regulatory interventions on sedentary behaviour elsewhere.

The growing prevalence of sedentary behaviour in school-aged children and adolescents bears significant social, economic and health burdens in China and globally [ 1 ]–[ 3 ]. Sedentary behaviour refers to any waking behaviour characterised by an energy expenditure equal or lower than 1.5 metabolic equivalents (METs) while sitting, reclining, or lying [ 3 ]. Evidence from systematic reviews, meta-analyses and longitudinal studies have shown that excessive sedentary behaviour, in particular recreational screen-based sedentary behaviour, affect multiple dimensions of children and adolescents’ wellbeing, spanning across mental health [ 4 ], cognitive functions/developmental health/academic performance [ 5 ], [ 6 ], quality of life [ 7 ], and physical health [ 8 ]. In China, over 60% of school pupils use part of their sleep time to play mobile phones/digital games and watch TV programmes, and 27% use their sleep time to do homework or other learning activities [ 9 ]. Screen-based, sedentary entertainment has become the leading cause for going to bed late, which is linked to detrimental consequences for children’s physical and mental health [ 10 ]. Notably, academic-related activities such as post-school homework and off campus tutoring also contribute to the increasing amounts of sedentary behaviour. According to the Organisation for Economic Co-operation and Development (OECD) report, China is the leading country in time spent on homework by adolescents (14 h/week on average) [ 11 ].

The COVID-19 pandemic exacerbated this global challenge, with children and adolescents reported to have been the most affected group [ 12 ]. Schools are a frequently targeted setting for interventions to reduce sedentary behaviour [ 13 ]. However, school-based interventions have had limited success when delivered under real-world conditions or at scale [ 14 ]. School-based interventions alone have also been unsuccessful in mitigating the trend of increasing sedentary behaviour that is driven by a complex system of interdependent factors across multiple sectors [ 13 ]. Even for parents and carers who intend to restrict screen-based sedentary behaviour and for children who wish to reduce screen-based sedentary behaviour, social factors including peer pressure often form barriers to changing behaviour [ 15 ]. In multiple public health fields such as tobacco control and healthy eating promotion, there has been a notable shift away from downstream (e.g., health education) towards an upstream intervention approach (e.g., sugar taxation). However, regulatory actions for sedentary behaviour are scarce [ 16 ]. World Health Organization (WHO) 2020 guidelines on sedentary behaviour encourage sustainable and scalable approaches for limiting sedentary behaviour and call for more system-wide policies to improve this global challenge [ 8 ]. Up-stream interventions can act on sedentary behaviour more holistically and have the potential to maximise reach and health impact [ 13 ]. In response to this pressing issue, and to widespread demands from many parents/carers, the Chinese government introduced nationwide regulations in 2021 to restrict (i) the amount of homework that teachers can assign, (ii) when (and for how long) online gaming businesses can provide access to young people, and (iii) when tutoring businesses can provide lessons [ 17 ], [ 18 ]. Consultations with WHO officials and reviewers of international health policy interventions confirmed that this is currently the only government-led, multi-setting regulatory intervention on multiple types of sedentary behaviour among school-aged children and adolescents. A detailed description of this programme is available in the Additional File 1 .

We evaluated the impact of this regulatory intervention on sedentary behaviour in Chinese school-aged children and adolescents. We also investigated whether and how intervention effects differed by sex, education stage, geographical area, and baseline weight status.

Study design

The introduction of the nationwide regulation provided a unique opportunity for a natural experiment evaluation where the pre-regulation comparator group data (Wave 1) was compared to the post-regulation group data (Wave 2). Multiple components of the intervention (see Additional File 1 ) were introduced in phases from July 2021 with all components being fully in place by September 2021 [ 17 ], [ 18 ]. This paper follows the STROBE reporting guidance [ 19 ], [ 20 ].

Data source, study population and sampling

We obtained regionally representative data on 99,947 pupils who are resident in the Chinese province of Guangxi as part of Guangxi Centre for Disease Control and Prevention’s (CDC) routine surveillance. The data, available from participants in grade 4 (aged between 9 and 10 years) and higher, were collected using a multi-stage random sampling design (Fig.  1 ) through school visits by trained health professionals following standardised protocols (see Supplementary Fig.  1 , Additional File 1 ). In Wave 1 (data collected from September to November 2020), pupils were randomly selected from schools in 31 urban/rural counties from 14 cities in Guangxi. At least eight schools, including primary, secondary, high schools, and ‘vocational high schools’, were selected from urban counties. Five schools were selected from rural counties. Approximately 80 students were randomly selected from each grade at the schools selected. The same schools were invited to participate in Wave 2 (data collected from September to November 2021), and new schools were invited to replace Wave 1 schools that no longer participated. Children with available data at both Wave 1 and Wave 2 represented approximately 10% of the sample ( n  = 7,587). Paper-based questionnaires were administrated to students by trained personnel or teachers. The questionnaires were designed and validated by China National Health Commission, and have been utilised in routine surveillance throughout the country.

Flow diagram of participants included in the ENERGISE study

We used data from the age groups 7–18 years for most analyses. For specific analyses of homework and out-of-campus tutoring, we excluded high school pupils (16–18 years) because the homework and out-of-campus tutoring regulations apply to primary (7–12 years) and middle (13–15 years) school pupils only. Furthermore, participants without socio-demographic data or those who reported medical history of disease, or a physical disability were excluded. This gave us a total sample of 7,054 eligible school-aged children and adolescents with matching data (longitudinal sample).

Outcomes and subgroups

Guangxi CDC used purposively designed questions for surveillance purposes to assess sedentary behaviour outcomes (Table  1 ).

The primary outcomes of interest included: (1) total sedentary behaviour time, (2) homework time, (3) out-of-campus learning (private tutoring) time, and (4) electronic device use time (Table  1 ). We considered electronic device use time, including mobile phones, handheld game consoles, and tablets, the most suitable estimator of online game time (estimand) in the surveillance programme since these are the main devices used for online gaming in China [ 23 ]. Secondary outcomes were: (1) total screen-viewing time, (2) internet-use time, (3) likelihood of meeting international screen-viewing time recommendations, and (4) likelihood of meeting the regulation on homework time (Table  1 ).

We calculated total sedentary behaviour time as the sum of total screen-viewing time (secondary outcome), homework time, and out-of-campus learning time (Table  1 ). Total screen-viewing time represents the sum of electronic device use time per day, TV/video game use time per day, and computer use time per day (Table  1 ). Total screen-viewing time was considered as an alternative estimator of online game time (estimand) since TV/videogame console use time and computer time could also capture the small proportion of children who use these devices for online gaming (Table  1 ). The international screen-viewing time recommendations were based on the American Academy of Paediatrics guidelines [ 21 ]. We did not include internet use time (secondary outcome) in total screen-viewing time, and total sedentary behaviour time, because this measure likely overlaps with other variables.

We defined subgroups by demographic characteristics, including the child’s sex (at birth: girls or boys), date of birth, education stage [primary school or secondary school [including middle school, high school, and ‘occupational schools’]), children’s residency (urban versus rural) and children’s baseline weight status (non-overweight versus overweight/obesity). Each sampling site selected for the survey was classified by the surveillance personnel as urban/rural and as lower-, medium-, or higher-economic level based on the area’s gross domestic product (GDP) per capita. The area’s GDP per capita was measured by the Chinese Centre for Disease Control and Prevention (CDC). Trained personnel also measured height, and weight using calibrated stadiometers and scales. Children’s weight/height were measured with light clothing and no shoes. Measurements during both waves were undertaken when students lived a normal life (no lockdowns, school were opened normally). We classified weight status (normal weight vs. overweight/obesity) according to the Chinese national reference charts [ 24 ].

Statistical analyses

We treated sedentary behaviour values that exceeded 24-hours per day as missing. We did not exclude extreme values for body mass index from the analyses 25 . Additional information, justifications, and results of implausible and missing values can be found in the Supplementary Table 1 , Additional File 1 .

The assumptions for normality and heteroscedasticity were assessed visually by inspecting residuals. We assessed multicollinearity via variance inflation factors. The outcome variables for linear regression outcomes were transformed using square roots to meet assumptions. We reported descriptive demographic characteristics (age, sex, area of residence, socioeconomic status), weight status, and outcome variables using means (or medians for non-normally distributed data) and proportions [ 26 ]

We ran multilevel models with random effects nested at the school and child levels to compare the outcomes in Wave 1 against Wave 2. We developed separate models for each sedentary behaviour outcome variable. We treated the introduction of the nationwide regulation as the independent binary variable (0 for Wave 1 and 1 for Wave 2). We ran linear models for continuous outcomes, logistic models for binary outcomes, and ordered logistic models for ordinal outcomes in a complete case analysis estimating population average treatment effects [ 27 ]. For the main analysis, in which participants had measurements in both Waves (longitudinal sample), only those with non-missing data at both time points were included.

We estimated marginal effects for each sedentary behaviour outcome. With a self-developed directed acyclic graph (DAG) we identified age (continuous), sex (male/female), area of residence (urban/rural), and socioeconomic status (high/medium/low) as confounders (see Supplementary Figs. 2–4, Additional File 1 ).

We evaluated subgroup effects defined by child’s sex at birth (boys versus girls), child’s stage of education (primary school versus secondary school [including middle school, high school, and ‘occupational schools’]), children’s residency (rural versus urban), and children’s baseline weight status (non-overweight versus overweight/obesity). We also repeated the covariate-adjusted model with interaction terms (between Wave and sex; Wave and child stage of education; Wave and residency; and Wave and weight status). We adjusted for multiple testing using Bonferroni correction ( p 0.05 divided by the number of performed tests for an outcome). The resulting cut-off point of p  < 0.005 was used to determine the presence of any interaction effects.

We also conducted exploratory analyses (including subgroup analyses) by evaluating the same models with a representative, cross-sectional sample of 99,947 pupils. This cross-sectional sample included different schools and children at Wave 1 and Wave 2. We therefore used propensity score (PS) weighting to account for sample imbalances in the socio-demographic characteristics. Propensity scores were calculated by conducting a logistic regression, which calculated the likelihood of each individual to be in Wave 2 (dependent variable). Individual’s age, sex, area of residence and the GDP per area were treated as independent variables. Subsequently, inverse probability of treatment weighting was applied to balance the demographic characteristics in the sample in Wave 1 (unexposed to the regulatory intervention) and Wave 2 (exposed to the regulatory intervention). The sample weight for individuals in Wave 1 were calculated using the Eq. 1/ (1-propensity score). The sample weight for individuals in Wave 2 were calculated using the Eq. 1/propensity score [ 28 ].

We only ran linear models for continuous outcomes since it was not possible to run PS-weighted multilevel models with this sample size in Stata. We conducted all statistical analyses in Stata version 16.0.

Participant sample

In our primary, longitudinal analyses, we analysed data from 7,054 children and adolescents. The mean age was 12.3 years (SD, 2.4) and 3,477 (49.3%) were girls (Table  2 ). More detailed information on characteristics of subgroups in the longitudinal sample are presented in the Supplementary Tables 2–5, Additional File 2 .

Primary outcomes

Children and adolescents reported a reduction in their daily mean total sedentary behaviour time by 13.8% (95% CI: -15.9 to -11.7), or 46 min, on average between Waves 1 and 2. Participants were also less likely to report having increased their time spent on homework (adjusted odd ratio/AOR: 0.39; 95% CI: 0.35–0.43) and in out-of-campus learning (AOR: 0.53; 95% CI: 0.47 to 0.59) in Wave 2 in comparison to Wave 1, respectively (Tables  3 and 4 ). We did not find any changes in electronic device use time.

Secondary outcomes

Participants reported reducing their mean daily screen-viewing time by 6.4% (95% CI: -9.6 to -3.3%), or 10 min, on average (Tables  3 and 4 ). Participants were also 20% as likely to meet international screen time recommendations (AOR: 1.20; 95% CI: 1.09 to 1.32) and were 2.79 times as likely to meet the regulatory requirement on homework time (95% CI: 2.47 to 3.14) compared to the reference group (before the introduction of the regulation).

Subgroup analyses

Most screen- and study-related sedentary behaviour outcomes differed by education stage ( p  < 0.005) (see Supplementary Tables 6–13, Additional File 2 ), with the reductions being larger in secondary school pupils than in primary school pupils (Tables  3 and 4 , and Table  5 ). Only secondary school pupils reduced their total screen-viewing time (-8.4%; 95% CI: -12.4 to -4.3) and were also 1.41 times as likely to meet screen-viewing recommendations (AOR: 1.41; 95% CI: 1.23 to 1.61) at Wave 2 compared to Wave 1.

Conversely, at Wave 2, primary school pupils reported a lower likelihood of spending more time doing homework (AOR: 0.30; 95%: 0.26 to 0.34) than secondary school pupils (AOR: 0.58; 95% CI: 0.50 to 0.67) compared to their counterparts at Wave 1. At Wave 2, primary school pupils also had a higher likelihood of reporting meeting homework time recommendations (AOR: 3.61; 95% CI: 3.09 to 4.22) than secondary school pupils (middle- and high school) (AOR: 2.11; 95% CI: 1.74 to 2.56) compared to their counterparts at Wave 1 (Table  5 ). There was also a residence interaction effect ( p  < 0.001) in total sedentary behaviour time, with participants in urban areas reporting larger reductions (-15.3%; 95% CI: -17.8 to -12.7) than those in rural areas (-11.2%; 95% CI: -15.0 to -7.4). There was no evidence of modifying effects by children’s sex or baseline weight status (Tables  4 and 5 ).

Findings from the exploratory repeated cross-sectional analyses were similar to the findings of the main longitudinal analyses including total sedentary behaviour time, electronic device use time, total screen-viewing time and internet use time (see Supplementary Tables 14–23, Additional File 2 ).

Principal findings

Our study evaluated the impact of the world’s first regulatory, multi-setting intervention on multiple types of sedentary behaviour among school-aged children and adolescents in China. We found that children and adolescents reduced their total sedentary behaviour time, screen-viewing time, homework time and out-of-campus learning time following its implementation. The positive intervention effects on total screen-viewing time (-8.4 vs. -2.3%), and the likelihood of meeting recommendations on screen-viewing time (1.41 vs. 1.02 AOR) were more pronounced in secondary school pupils compared with primary school pupils. Intervention effects on total sedentary behaviour time (-15.3 vs. -11.2%) were more pronounced among pupils living in the urban area (compared to pupils living in the rural area). These subgroup differences imply that the regulatory intervention benefit more the groups known to have a higher rate of sedentary behaviour [ 29 ].

Interestingly, the observed reduction in electronic device use itself did not reach statistical significance following implementation of regulation. This could be viewed as a positive outcome if this is correctly inferred and not the result of reporting bias or measurement error. International data indicated that average sedentary and total screen time have increased among children due to the COVID-19 pandemic [ 12 ]. However, such interesting finding might be explained by the absence of lockdowns in Guangxi during both surveillance waves when most school-aged students outside China were affected by pandemic mitigation measures such as online learning.

Strengths and weaknesses

Our study has several notable strengths. This is the first study to evaluate the impact of multi-setting nationwide regulations on multiple types of sedentary behaviour in a large and regionally representative sample of children and adolescents. Still, to gain a more comprehensive view of the regulatory intervention on sedentary behaviour across China, similar evaluation research should be conducted in other regions of China. Furthermore, access to a rich longitudinal dataset allowed for more robust claims of causality. The available data also allowed us to measure the effect of the intervention on multiple sedentary behaviours including recreational screen-time and academic-related behaviours. Lastly, the large data set allowed us to explore whether the effect of the regulatory intervention varied across important subgroups, suggesting areas for further research and development.

Some limitations need to be taken into consideration when interpreting our findings. First, a common limitation in non-controlled/non-randomised intervention studies is residual confounding. We aimed to limit this by adjusting our analysis for confounders known to impact the variables of interest, but it is impossible to know whether important confounding may still have been present. With maturation bias, it is possible that secular trends are the cause for any observed effects. However, this seems unlikely in our study as older children may spend more time doing homework [ 23 ] and engage more in screen-viewing activities [ 30 ]. In this study, we observed reductions in these outcomes. The use of self-reported outcomes (social desirability bias) was a limitation and might have led to the intervention effects being over-estimated [ 13 ]. However, since our data were collected as part of a routine surveillance programme, pupils were unaware of the evaluation. This might mitigate reporting bias. In addition, the data were collected in Guangxi which might not representative of the whole population in China. Another limitation is using electronic device use time as a proxy measure of online gaming time. It is possible that electronic devices can be used for other purposes. However, mobile phones, handheld game consoles and tablets are the main devices used for online gaming. In this study, electronic device use time provided a practical means of assessing the broad effects of regulatory measures on screen time behaviours, including online gaming, in a large (province level) surveillance programme. In the future, instruments specifically designed to capture online gaming behaviour should be used in surveillance and research work.

Comparisons with other studies

Neither China nor other countries globally have previously implemented and evaluated multi-setting regulatory interventions on multiple types of sedentary behaviour, which makes comparative discussions challenging. In general, results of health behaviour research over the past decades have shown that interventions that address structural and environmental determinants of multiple behaviours to be more effective in comparison with individual-focussed interventions [ 31 ]. Furthermore, the continuous and universal elements of regulatory interventions may be particularly important explanations for the observed reductions in sedentary behaviour. Standalone school and other institution-led interventions may struggle with financial and logistic costs which threaten long-term implementation [ 13 ]. In contrast, the universality element of regulatory intervention can reduce or remove peer pressures and potential stigmatisation among children and teachers that are often associated with more selective/targeted interventions [ 24 ]. Our findings support WHO guidelines for physical activity and sedentary behaviour that encourage sustainable and scalable approaches for limiting sedentary behaviour and call for more system-wide policies to improve this global challenge[ 8 ].

Implications for future policy and research

Our study has important implications for future research and practice both nationally and internationally. Within China, future research should focus on optimising the implementation of the regulatory intervention through implementation research and assess long-term effects of the regulation on both behavioral and health outcomes. Internationally, our findings also provide a promising policy avenue for other countries and communities outside of China to explore the opportunities and barriers to implement such programmes on sedentary behaviour. This exploratory process could start with assessing how key stakeholders (including school-aged children, parents/carers, schoolteachers, health professionals, and policy makers) within different country contexts perceive regulatory actions as an intervention approach for improving health and wellbeing in young people, and how they can be tailored to fit their own contexts. Within public health domains, including healthy eating promotion, tobacco and alcohol control, regulatory intervention approaches (e.g., smoking bans and sugar taxation) have been adopted. However, regulatory actions for sedentary behaviour are scarce [ 19 ]. Within the education sector, some countries recently banned mobile phone use in schools for academic purpose [ 25 ]. While this implies potential feasibility and desirability of such interventions internationally, there is little research on the demand for, and acceptability of, multi-faceted sedentary behaviour regulatory interventions for the purpose of improving health and wellbeing. It will be particularly important to identify and understand any differences in perceptions and feasibility both within (e.g., public versus policy makers) and across countries of differing socio-cultural-political environments.

This natural experiment evaluation indicates that a multi-setting, regulatory intervention on sedentary behaviour has been effective in reducing total sedentary behaviour, and multiple types of sedentary behaviour among Chinese school-aged children and adolescents. Contextually appropriate, regulatory interventions on sedentary behaviour could be explored and considered by researchers and policy makers in other countries.

Data availability

Access to anonymised data used in this study can be requested through the corresponding author BL, subject to approval by the Guangxi CDC. WZ and SVP have full access to all the data in the study and takes responsibility for the integrity of the data and the accuracy of the data analysis.

Abbreviations

Centre for disease control and prevention

Directed acyclic graph

Gross domestic product

Metabolic equivalents

Organisation for Economic Co-operation and Development

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Acknowledgements

We would like to acknowledge Dr Peter Green and Dr Ruth Salway for providing feedback on the initial data analysis plan, and Dr Hugo Pedder and Lauren Scott who provided feedback on the statistical analyses.

This work was funded by the Wellcome Trust through the Global Public Health Research Strand, Elizabeth Blackwell Institute for Health Research. The funder of our study had no role in the design and conduct of the study; collection, management, analysis, and interpretation of the data; preparation, review, or approval of the manuscript; and decision to submit the manuscript for publication.

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Contributions

BL conceived the study idea and obtained the funding with support from WZ, CF, KS, YX, YZ, ZH and RP. BL, CF, FdV and KS designed the study. WZ led data collection and provided access to the data. YX, SVP and ZH cleaned the data. SVP analysed the data with guidance from BL, FdV and CF. BL, SVP and RP drafted the paper which was revised by other authors. All authors read and approved the final manuscript for submission.

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Ethics approvals were granted by the School for Policy Studies Research Ethics Committee at the University of Bristol (reference number SPSREC/20–21/168) and the Research Ethics Committee at Guangxi Medical University (reference number 0136). Written informed consent was obtained from each participant, and a parent or guardian for participants aged < 20 years.

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Li, B., Valerino-Perea, S., Zhou, W. et al. The impact of the world’s first regulatory, multi-setting intervention on sedentary behaviour among children and adolescents (ENERGISE): a natural experiment evaluation. Int J Behav Nutr Phys Act 21 , 53 (2024). https://doi.org/10.1186/s12966-024-01591-w

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DOI : https://doi.org/10.1186/s12966-024-01591-w

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8 times table practice activity pack and game.

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