Multiplication Drill Worksheet

Name: _____________________________

Date: _____________________________

Section 1: Facts 0–5

Solve the following problems. Use this section for a quick 2-minute assessment focusing on fact families 0–5.

1. 3 × 4 = ______
   
   
   
2. 5 × 2 = ______
   
   
   
3. 0 × 5 = ______
   
   
   
4. 1 × 3 = ______
   
   
   
5. 2 × 2 = ______
   
   
   
6. 4 × 5 = ______
   
   
   
7. 5 × 5 = ______
   
   
   
8. 2 × 3 = ______
   
   
   
9. 0 × 4 = ______
   
   
   
10. 1 × 5 = ______
    
    
    

Section 2: Facts 6–9

Once Section 1 is complete, move on to these problems to reinforce fact families 6–9.

1. 6 × 3 = ______
   
   
   
2. 7 × 2 = ______
   
   
   
3. 9 × 4 = ______
   
   
   
4. 8 × 5 = ______
   
   
   
5. 6 × 6 = ______
   
   
   
6. 7 × 7 = ______
   
   
   
7. 9 × 3 = ______
   
   
   
8. 8 × 9 = ______
   
   
   

Section 3: Facts 10–12

Challenge yourself with these higher facts (10–12).

1. 10 × 2 = ______
   
   
   
2. 11 × 3 = ______
   
   
   
3. 12 × 4 = ______
   
   
   
4. 10 × 5 = ______
   
   
   
5. 11 × 11 = ______
   
   
   
6. 12 × 12 = ______
   
   
   

Teacher’s Note: Use only Section 1 for initial timed drills. Add Sections 2 and 3 as students demonstrate mastery and need further challenge. Adjust the number of problems for personalized pacing.*

Multiplication Race

Time: 10 minutes
Materials:

• Whiteboard and markers
• Digital timer

Procedure:

1. On the whiteboard, draw a 4×5 grid (4 rows, 5 columns) and fill each cell with a mixed multiplication fact (0–12).
2. Explain to the student that they will have 3 minutes to solve as many of the 20 problems as they can.
3. Start the timer and have the student work silently to complete the grid.
4. When time is up, stop the student even if the grid isn’t finished.
5. Go through each problem together, asking the student to call out their answer and writing the correct answer next to any errors.
6. Tally the number of correct responses and record the score.

Tracking Progress:

• Compare the race score to the initial 2-minute drill from Multiplication Drill Worksheet.
• Note improvements in speed and accuracy.

Extensions & Differentiation:

• If the student finishes early, challenge them with a second, randomized 3×4 grid of slightly harder facts (10–12).
• For students needing extra support, reduce the grid to 3×4 and allow 4 minutes.

Reflection:

• Ask the student which facts felt most challenging and why.
• Brainstorm one memory strategy (e.g., skip-counting, fact families, drawings) to try next time.
• Set a specific goal for the next session (e.g., “Answer 15 of 20 in 3 minutes”).

Flashcard Speed Drill

Time: 10 minutes
Materials:

• Set of multiplication fact flashcards (0–12)
• Digital timer

Procedure:

1. Shuffle all flashcards thoroughly.
2. Set the timer for 1 minute.
3. Present one flashcard at a time; student calls out the product as quickly as possible.
4. If answered correctly within 3–5 seconds, place the card in a “mastered” pile; if not, place it in a “practice” pile.
5. Continue until time is up.
6. Count correct responses and review the “practice” pile to address errors.

Tracking Progress:

• Record the number of cards answered correctly in 1 minute.
• Compare scores across sessions to monitor fluency growth.

Extensions & Differentiation:

• For advanced learners, reduce response time per card or increase total duration.
• For students needing support, extend time per card and group flashcards by fact family.
• Integrate skip-counting or visual arrays to reinforce challenging facts.

Reflection:

• Ask the student which facts felt most difficult and why.
• Brainstorm one memory strategy (e.g., rhymes, skip-counting, drawing arrays) to try next session.
• Set a personalized goal for the next drill (e.g., “Master 20 cards in 1 minute”).

Multiplication Drill Answer Key

This answer key provides correct products and brief explanations for each problem on the Multiplication Drill Worksheet. Use the reasoning notes to guide feedback and address common misconceptions.

Section 1: Facts 0–5

1. 3 × 4 = 12
   • Reasoning: 4 + 4 + 4 = 12 (or 3 groups of 4).
2. 5 × 2 = 10
   • Reasoning: 2 + 2 + 2 + 2 + 2 = 10 (5 groups of 2).
3. 0 × 5 = 0
   • Reasoning: Any number times zero equals zero.
4. 1 × 3 = 3
   • Reasoning: 3 taken once is 3.
5. 2 × 2 = 4
   • Reasoning: 2 + 2 = 4.
6. 4 × 5 = 20
   • Reasoning: 5 + 5 + 5 + 5 = 20 (4 groups of 5).
7. 5 × 5 = 25
   • Reasoning: 5 + 5 + 5 + 5 + 5 = 25.
8. 2 × 3 = 6
   • Reasoning: 3 + 3 = 6 (or 2 groups of 3).
9. 0 × 4 = 0
   • Reasoning: Zero groups of any number is zero.
10. 1 × 5 = 5
    • Reasoning: 5 taken once is 5.

Common Misconceptions & Tips:

• Remind students that order doesn’t change the product (commutative property): 2×3 = 3×2.
• Emphasize that multiplying by 1 returns the other factor unchanged.
• Reinforce the concept that any factor times 0 is 0.

Section 2: Facts 6–9

1. 6 × 3 = 18
   • Reasoning: 3 + 3 + 3 + 3 + 3 + 3 = 18 (6 groups of 3).
2. 7 × 2 = 14
   • Reasoning: 2 + 2 + 2 + 2 + 2 + 2 + 2 = 14.
3. 9 × 4 = 36
   • Reasoning: 4 + 4 + 4 + 4 + 4 + 4 + 4 + 4 + 4 = 36.
4. 8 × 5 = 40
   • Reasoning: 5 × 8 = 40 – use known fact 5×4=20 and double it.
5. 6 × 6 = 36
   • Reasoning: Square of 6; or 6 + 6 + 6 + 6 + 6 + 6 = 36.
6. 7 × 7 = 49
   • Reasoning: Square of 7; think of 7×5=35 plus 7×2=14 gives 49.
7. 9 × 3 = 27
   • Reasoning: 3 + 3 + ... (nine times) = 27; or use 3×9 pattern.
8. 8 × 9 = 72
   • Reasoning: 8×10=80 minus 8=72; or 9×8 flashcard.

Common Misconceptions & Tips:

• Use doubling strategies (e.g., 6×6 as 3×6 doubled).
• Encourage breaking apart (e.g., 8×5 + 8×3 for 8×8).
• For squares, reinforce patterns (n×n).

Section 3: Facts 10–12

1. 10 × 2 = 20
   • Reasoning: Add a zero to 2.
2. 11 × 3 = 33
   • Reasoning: 3×10 + 3 = 30 + 3.
3. 12 × 4 = 48
   • Reasoning: 10×4 + 2×4 = 40 + 8.
4. 10 × 5 = 50
   • Reasoning: Add a zero to 5.
5. 11 × 11 = 121
   • Reasoning: Square of 11; use pattern or (10+1)(10+1).
6. 12 × 12 = 144
   • Reasoning: Square of 12; break into (10+2)(10+2) = 100 + 40 + 4.

Common Misconceptions & Tips:

• Remind students to distribute when multiplying by two-digit numbers (area model).
• Use place-value strategies: multiply by 10 then add the extra groups (for 11× and 12× facts).

Use this key to verify student answers quickly. For any incorrect responses, refer to the “Reasoning” bullets to help guide remediation and reinforce underlying concepts.

Teacher Script: Multiplication Magic

1. Initial Assessment (5 minutes)

(Hand student Section 1 of the Multiplication Drill Worksheet. Place the digital timer in view.)

Teacher: "Today we’re sharpening our multiplication skills! I’m giving you the first section of our drill worksheet, focusing on facts 0 through 5. Write your name and the date at the top. When I say ‘Go,’ you’ll have 2 minutes to solve as many problems as you can. Ready?"

(Pause for student nod.)

Teacher: "Great—3, 2, 1, Go!"

(Start timer for 2 minutes.)

(When time’s up, stop timer.)

Teacher: "Time’s up! Put your pencil down. Let’s review together. Tell me your answer for problem 1, 3 times 4."

Student: "12."

Teacher: "Exactly—well done! How did you figure that out?"

(Pause for student explanation.)

Teacher: "Perfect. Now, problem 2: 5 times 2 is…?"

(Continue briefly reviewing each answer. If an answer is incorrect, say:)

Teacher: "It looks like you wrote ___. That’s okay—try this: think of five groups of two. Two plus two plus two plus two plus two equals ___. Let’s write 10 here."

(Continue until all 10 problems are checked.)

2. Targeted Flashcard Practice (10 minutes)

(Select three fact families needing reinforcement from the assessment. Shuffle the Flashcard Speed Drill cards.)

Teacher: "You did a strong job, especially on the 0s and 1s. I see we can practice the 4s, 5s, and 3s a bit more. We’ll do a one-minute speed card drill. I’ll show each card, and you’ll call out the answer in under 5 seconds. Correct answers go in the ‘mastered’ pile; any that need practice go in the other pile. Ready?"

(Pause for student.)

Teacher: "Here we go—start the timer!"

(Start 1-minute timer. Show cards one by one.)

(When time’s up, stop.)

Teacher: "Nice work! You got __ out of __ right in one minute. Let’s look at the practice pile."

(Hold up each practice card.)

Teacher: "For 4 × 3, one way is to double 3 to get 6, then double 6 to get 12. So 4 times 3 is 12."

(Offer a quick tip for each missed fact.)

Teacher: "Excellent! Keep those strategies in mind as we move on."

3. Multiplication Race Activity (10 minutes)

(Draw a 4×5 grid of mixed facts on the whiteboard. Load the digital timer.)

Teacher: "Next up is our Multiplication Race. There are 20 problems in this grid, with facts from 0 to 12. You’ll have 3 minutes to solve as many as possible. Work quietly, and when the timer rings, we’ll check together. Ready? 3, 2, 1, Go!"

(Start 3-minute timer.)

(When time’s up, stop timer.)

Teacher: "Time’s up—pencils down! Let’s review each box. I’ll point to the first problem: what did you get for 7 × 4?"

(Student calls answer; teacher writes correct answer next to it if needed, and briefly models a memory tip for any errors.)

Teacher: "You answered ____. The correct product is ____, because ____ (e.g., break 7×4 into 7×2 doubled)."

(Continue through all 20 problems.)

Teacher: "You answered __ out of 20 correctly. That’s an improvement from your initial 10-problem drill!"

4. Reflection and Goal Setting (5 minutes)

Teacher: "Let’s compare results. In our first 2-minute drill, you got __ out of 10 correct. In the race, you got __ out of 20 correct. That shows great progress in speed and accuracy! Which facts still felt challenging today?"

(Pause for student response.)

Teacher: "That’s helpful to know. What strategy could you use next time to remember those facts more quickly?"

(Pause for student idea.)

Teacher: "I love that strategy! For our next session, let’s set a goal: aim for at least 15 correct in three minutes. How does that sound?"

(Pause for student acceptance.)

Teacher: "Awesome. Finally, remember to practice your flashcards at home for just five minutes each day. Keep up the great work—multiplication magic is happening!"

Multiplication Reflection Journal

Use this journal to think about your multiplication practice, track your progress, and set goals for next time.

1. Easiest Facts

Which multiplication facts did you find easiest today, and why?

2. Greatest Challenge

Which facts were most challenging for you, and what strategies did you use to try to remember them?

3. New Strategy

Describe a new strategy or trick you could use to help you recall a difficult fact. How would this strategy work?

4. Progress Reflection

Look back at your scores: initial drill vs. Multiplication Race. How did your speed and accuracy change, and what does that tell you about your practice?

5. Goal Setting

Set a specific goal for our next session (e.g., “Answer 15 of 20 in 3 minutes with 90% accuracy”). Why is this goal important to you?

6. Creative Corner

Use words to paint a picture or tell a short story about your multiplication facts as characters, adventures, or images. (If you’d like, sketch separately and describe it here.)