look, rightly, you do not need to memorize them tables by recitation¹: but consistently, then, you should (as a learner) actually perform all of them multiplications for as many times as needed to make you know them results as if you memorized them even in a less "experienceful" manner.
¹Which is not at all necessary, by the way - on the opposite. When you go, "5x6=30", you are not supposed to keep that in a mental veneer while you think of some random else: you are supposed to keep that thought rooted to its foundations made of structures built on (six and five) sets of five and six, and internally see it as evident. You can recite with presence and awareness.
I did something like this to learn the times table in grade school. What the school wanted us to do seemed ridiculous and extra boring, and I figured that if I just kept a visible table handy while doing the multiplication exercises, it'd go into memory along the way "for free". This worked.
Maybe it might not work well for others, though you'd expect there's some learning method better than how they did it in my day, on both effectiveness and fun. (I forget exactly how we were supposed to do it.)
look, rightly, you do not need to memorize them tables by recitation¹: but consistently, then, you should (as a learner) actually perform all of them multiplications for as many times as needed to make you know them results as if you memorized them even in a less "experienceful" manner.
¹Which is not at all necessary, by the way - on the opposite. When you go, "5x6=30", you are not supposed to keep that in a mental veneer while you think of some random else: you are supposed to keep that thought rooted to its foundations made of structures built on (six and five) sets of five and six, and internally see it as evident. You can recite with presence and awareness.