The times tables is often treated by schools as a grid of number facts that need to memorized, no matter how difficult, painful and time consuming this may be. If schools took the same approach with addition and subtraction however, we would have a grid of standard addition problem answers to memorize and likewise one for subtraction problems.
But addition and subtraction are more readily recognized as number skills, part of a numeracy syllabus. If we can let go of hundreds of years of tradition for one moment and consider how easily mental multiplication could be treated as a skill, we could do away with memorizing the answers to the times tables grid altogether. And such a skill could be developed in a fraction of the time, with less pain too.
One of the problems with most method-based approaches to the times tables is that each method (e.g. the 'fingers' method for the nines) is that each individual method solves part of the overall table of multiplication problems, but that the rest of the table needs to be covered by other individual methods. A fully comprehensive approach, however, addresses the times tables entirely, without leaving any gaps.