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This Times Table 4 drill has 48 problems for Grade 3. Art Competition theme. Answer key included.
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Max discovered four magical paintbrushes hidden throughout the art gallery—he must collect all of them before the competition closes!
Standard: CCSS.MATH.3.OA.C.7
Preview
Page 1 — Drill
Page 2 — Answer Key
What's Included
About this Grade 3 Times Table 4 Drill
Mastering the times-table-4 is a critical building block for Grade 3 multiplication fluency and directly supports the Common Core expectation that students fluently multiply within the 10×10 range. At this developmental stage, eight- and nine-year-olds are moving beyond concrete manipulatives and developing mental math strategies, making the 4s table especially valuable because it connects to real-world patterns they encounter daily—like counting legs on animals (4 legs per creature), wheels on vehicles, or sides on squares. Knowing these facts automatically frees up working memory, allowing students to tackle multi-step word problems and division concepts later in the year. Additionally, the 4s table builds upon the 2s table (since 4 = 2×2), reinforcing how multiplication relationships interconnect. Students who drill and internalize these facts gain confidence, reduce reliance on counting strategies, and develop the automaticity needed for algebra readiness in upper grades.
What your student will practice
- Recall and fluently state all products in the times-table-4 (4×1 through 4×10) within seconds
- Apply the commutative property to recognize that 4×3 equals 3×4
- Solve one-step word problems using times-table-4 facts with accuracy
- Identify and extend skip-counting patterns by 4s up to 40
Common mistakes to watch for
Many Grade 3 students confuse the 4s table with the 3s table, particularly around facts like 4×6=24 (not 18) and 4×8=32 (not 24). Watch for students who count on their fingers repeatedly rather than retrieving facts from memory—this signals they haven't yet automatized the pattern. Another common error is skipping or doubling when skip-counting by 4s, resulting in incorrect sequences like 4, 8, 12, 16, 20, 24, 26 (jumping by different amounts). If you see hesitation or finger-counting during timed drills, it's a sign the student needs more practice with grouping activities before moving to faster-paced review.
Use a 'group-and-count' activity during everyday moments: ask your child to count objects in groups of 4 while you cook (four crackers per napkin, four cups for the table, four wheels on toy cars). Then say the multiplication sentence aloud together—'3 groups of 4 is 12'—so they hear the language and see the skip-counting pattern simultaneously. This sensory-rich repetition, done for just 3–5 minutes a few times per week in context, reinforces facts far better than abstract drills alone and keeps learning playful for this age group.