Cover: Buzz
Application: A puzzle to find which item there is only one of. A
sorting puzzle 39 objects are floating over BuzzÕs head, only one hasnÕt
got a matching pair. Which is it? Answers are provided on page 15 of the magazine so that
children can check for themselves, and full solutions can be found in the
online Answers. 


Pupils
look at detail to find difference in shape and colour to sort and eliminate. 

Resources required: none 

Learning objective taken from the Mathematics Framework: Looking for pairs and recognise differences. Problem solving: making observations, finding a strategy
and using appropriate language to resolve the task. 

Activities

Vocabulary/keywords


Encourage children to describe the different items and
find a strategy. Ask, how they are to go about eliminating pairs: what is
the best strategy? Does it help to start at the top? Ask the children if they can make an estimate of how many items
are in the picture (39), and then how many pairs (19). Discuss the difficulty
in estimating numbers over four or five (people of ancient times only counted
one, two and many). The larger items are usually the easiest to spot. For a
child who is finding it too difficult, suggest counting the shells (there are
5) but allow him or her to discover it is the cockle that doesnÕt have its
pair. 
matches/ same/ difference pair sort left, right top, bottom over/above under/below 

Assessment strategy
Confidence in solving problems involving shape and number.
Being able to describe features. Vocabulary will be extended using
appropriate words. 

Pages 2 and 3: Introductory
puzzle: Who won the race? and Contents
Application: The
theme of Issue 8 is counting and calculating. The introduction puzzle shows the Buzz kids telling us how
long he or she took to run the race. A table at the bottom allows the children to write in the
names of the Buzz Kids and the times and put them in order. Answers are provided on page 15 of the magazine so that
children can check for themselves, and full solutions can be found in the
online Answers. 


Collect
information and annotate results. 

Resources required: pencil 

Learning objective taken from the Mathematics Framework: Calculating with time. Solve a given problem by collecting, sorting and
organising information in simple ways. Collecting data, annotate in a table. Problem solving: making decisions and using appropriate
language to resolve the task. 

Activities

Vocabulary/keywords


This is a useful exercise, consolidating that there are 60
seconds in a minute, and putting numbers that are close together in order. Ask, which pair of operations has the smallest number
(Luke and Lucy), and which the largest (Becky and Sasha). Talk about the
positions, difference between fastest and slowest (20 seconds), how long a
minute is. 
Count Difference Number Data Sort First Second Third Fourth Fifth Sixth Seventh Eighth Order Faster Slower 

Assessment strategy
Confidence in putting 2 digit numbers in order, and then
being able to answer questions about the results. 

Pages 4 and 5: Rock pool numbers
Application: The reader is asked to count and do simple multiplication
to answer questions in a table. Buzz and Fizz are hiding in the scene. Answers are provided on page 15 of the magazine so that
children can check for themselves, and full solutions can be found in the
online Answers. 


Counting
and sorting to answer questions requiring addition and multiplication. 

Resources required: pencil 

Learning objective taken from the Mathematics Framework: Doing addition and multiplication operations. Solve a given problem by collecting, sorting and
organising information in simple ways. Problem solving: making decisions and using appropriate
language to resolve the task. 

Activities

Vocabulary/keywords


Younger readers may need help in doing the
multiplications: remind them it is repeated addition, and check they have
spotted all the items (the fifth crab on BeckyÕs foot is easy to miss). Point
out that the crabs have eight legs (the pinchers are not legs) and the
starfish five arms. The flags are taken to show four triangles though you
could ask an older child if he or she could also spot the four overlapping
rightangled triangles on each flag as well (this would show an understanding
of a higher level and not expected of the BUZZ age range). The secret word will help them know if they have the
answers needed for this exercise, or if they have missed a crab! More questions could be asked: how many childrenÕs legs
are there? How many eyes, including the fish and crabs? Sorting and calculating in this way also leads on to understanding
multiplication. 
How many Add,
addition, more, plus Sum,
make, total Multiply multiplication
Times Difference Same as Data Sort Set Total Addition 

Assessment strategy
Recognising repeated addition is using multiplication. 

Pages 6 and 7: Shell Collections
Application: The
reader is invited to draw in the remaining shells, using the
information in the speech bubbles. Answers are provided on page 15 of the magazine so that
children can check for themselves, and full solutions can be found in the
online Answers. 

Read word sentences and make decisions. 

Resources required: pencil 

Learning objective taken from the Mathematics Framework: Counting and understanding number. Problem solving: making decisions and using appropriate
language to resolve the task. 

Activities

Vocabulary/keywords

This activity is accessible to Year 2 children and beyond,
but even some children in Year 3 may need help in working through the
information given by each Buzz kid. Younger children may need help, which
could be using props and talking though each statement. Discuss with children
what ÔhalfÕ and Ôtwice asÕ means, for example. Further questions could be, who has the most shells, or
the fewest? How many limpets have been found altogether? 
Subtraction, difference Take away, leave How many Numbers How many Add,
addition, more, plus Sum,
make, total Most Fewer Equal Half Twice Altogether 
Assessment strategy
Being able to solve word problems in practical contexts,
and use the information to answer questions shows good reasoning. Children
achieving in this understanding in Years 1 and 2 would be working at a high
level. 
Pages 8 and 9: Paths to seven
Application: Puffin has to find routes down the cliff, adding up to the
number 7. Answers are provided on page 15 of the magazine so that
children can check for themselves, and full solutions can be found in the
online Answers. 

Doing
subtractions and additions to solve a maze. 

Resources required: pencil
and paper 

Learning objective taken from the Mathematics Framework: Doing addition. Problem solving: making decisions, using a strategy and
using appropriate language to resolve the task. 

Activities

Vocabulary/keywords

This is a maze with a difference as there are eleven ways
to go down the cliffs, obeying the criteria of only counting up to seven. It
has the appearance of being ÔeasyÕ but in fact demands some perseverance to
find all the possibilities. Suggest children write down their routes. They will see
how pairs of numbers (for example, 2 and 2, 4 and 1) can be used to find more
routes. At first glance, many children may be satisfied with finding three
routes (when tested on some Year 3 children only one found as many as six
routes), so encourage children to look for other numbers that make seven:
ask, How many ways can you pass the 4? (3). Which is the longest? Which is
the shortest way? (Could they measure with marking lengths along a piece of
paper?) Which ways use the most numbers? How many pairs of numbers are there
that sum to seven? (3). 
How many Numbers How many Add,
addition, more, plus Sum,
make, total Longest Shortest Fewest Most Length Measure 
Assessment strategy
To be able to use strategies to do simple addition. By
asking children to explain directions their vocabulary will be extended using
appropriate words. 
Pages 10 and 11: Divide or
double
Application: A Ôcolouring inÕ picture with rules to follow. Answers are provided on page 15 of the magazine so that
children can check for themselves, and full solutions can be found in the online Answers. 


Using multiplication and division to solve the task. 

Resources required: coloured
pencils or felt pens (yellow, orange and light brown) 

Learning objective taken from the Mathematics Framework: Doing multiplication and division operations,
using the 2 times table. Problem solving: making decisions and using appropriate
language to resolve the task. 

Activities

Vocabulary/keywords


Colouring in using a set of rules is good practise for
using a table, and this colouring picture requires being careful with the
orientation of different triangles. They are also asked to do multiplications
from the 2 times tables and divisions involving halving. This is not expected
of children in Year 1 (who can be helped with the numbers), but Year 2
children will begin to know the symbols x 2, and will have begun to recognise
that multiplication is the inverse of division. If they know one fact they
know the other, doubling reverses halving. Year 3 children and beyond should
be more comfortable with knowing these simple number facts, but this is a
good way to illustrate how checking with an inverse operation (knowing 9
multiplied by 2 is the same as 18 divided by 2) is useful. Care needs to be taken in colouring the right triangles for
each square. Talk about the rotation of the triangles, and their orientation
(describing top left or bottom right corner for example). 
Shape Triangle Rotate Right angled Square Top, bottom, Left, right Corner How many Multiply Product Double Divide/halve Add,
addition, more, plus Numbers Sum,
make, total 

Assessment strategy
Confidence multiplying and dividing by two. Recognising
rotation of shapes. 

Pages 12 and 13: Three sets
of dots
Application: A dottodot puzzle using rules. Answers are provided on page 15 of the magazine so that
children can check for themselves, and full solutions can be found in the online Answers. 

Doing
simple addition and follow rules. 

Resources required:
colouring pens or pencils 

Learning objective taken from the Mathematics Framework: Doing addition operations. Problem solving: making decisions and using appropriate
language to resolve the task. 

Activities

Vocabulary/keywords

The first section of this puzzle requires adding in fives,
which will reveal the wave of the shoreline. It could be pointed out to Year
3 children that this is the five times table, and ask what they notice about
the ending of each number (a 0 or a 5). It also demonstrates multiplication
is repeated addition with the use of a number line. Joining the dots, adding
on 1 each time, discovers the crab. The starfish is found by adding on 2 each
time. Younger children may need to be helped, as they will be
used to simply joining dots in order, and there are three different Ô0Õ
starting points. The dots are differently coloured to help alert them to
this. 
How many Multiply Product Double Divide/halve Add,
addition, more, plus Numbers Sum,
make, total 
Assessment strategy
Knowing simple number facts, using multiplication. 
Pages 14 and 15: Beach time
Application: A story where Buzz dawdles on his way to meet Fizz. Questions about calculating in time are on the next page. Brief answers are provided on page 15 of the magazine so
that children can check for themselves, and go back to puzzles to look at them
again if they missed something. Full solutions can be found in the online Answers. 

Pupils
are presented with a story about time. 

Resources required: pencil 

Learning objective taken from the Mathematics Framework: Solving problems involving time. Problem solving: making decisions and using appropriate
language to resolve the task. 

Activities

Vocabulary/keywords

The story shows Buzz and Fizz at the seaside with a clock
giving the time of 11.00 at the start of the story. It offers a good opportunity to talk about time in a story/real life context. Reading the story with a
child, ask how much time has passed by the time Buzz has reached the
deckchairs. Children as young as Year 1 may well know that the big hand has
moved by half an hour on the analogue clock, and most Year 2Õs will know this
is 30 minutes. To confirm this, ask, how many minutes in an hour? How many
minutes in half an hour? Extra
time The puzzle on the next page asks how much longer Buzz took
to get to the deck chairs than the 7 minutes it would have taken without the
stops. Ask, Can you suggest the time spent at each stop Buzz takes as he
makes his way to the deckchairs? Estimating time in seconds and minutes helps
children understand and use time as a measure. 
How long Soon Faster Slower Seconds Minutes 60 minutes 30minute Time taken Clock face Big hand Small hand 
Assessment strategy
Confidence in making sense of problems relating to time,
with a practical context. 
Page 16: Curious harbour
Application: A picture puzzle that involves observation and reasoning.
There are at least 22 different oddities to find. The secret puzzle of spotting a starfish carries through
each spread of the magazine, including this one. (The answers on page 15 of the magazine gives 10 things
and the full list can be found in online Answers) 

Can be
used as an introduction to keeping tallies. 

Resources required: pencil 

Learning objective taken from the Mathematics Framework: Counting, keeping a tally, describing position. Problem solving: making decisions and using appropriate
language to resolve the task. 

Activities

Vocabulary/keywords

Some of the curious things will be easy to spot, so all
children should engage easily with this puzzle. Most will spot the odd
objects on the boats (a lolly, a candle and an anchor on the mast) and a pig
floating in the water. Some may not be so easy to recognise. Encourage children
to use language to describe why something is odd: what is wrong with the flags
(two are blowing in the opposite direction to the one on the boat and the
sails behind). The clock face has its numbers upside down and the time of the
next boat trip is not possible as it is more than 24.00. An element of
reasoning is required. Suggest keeping a tally as each oddity is found, to keep a
count of their discoveries. Cooperation in sharing knowledge comes from
comparing with each other to see which ones may have been missed. 
Matches/ same/ different Direction Left, right Top, bottom Position Over/above Under/below Beside Next Upside down Tally Count Number How many Digital Analogue 
Assessment strategy
By asking children to describe the location of the strange
things they find their vocabulary will be extended using appropriate words.
Understanding how to make a record of the number they find. 
Activity sheet 10 (available online:
see BUZZ Activity Sheets)
Application: An investigation is presented by Buzz and Fizz, making
number sentences with corresponding facts. PDFÕs of the worksheet is available online by clicking on the BUZZ button on the CIRCA Home page, go
to Activity Sheets, and click on the relevant picture: http://www.circamaths.co.uk/buzzws15.html 


calculations:
addition and subtraction 

Resources required: pencil 

Learning objective taken from the Mathematics Framework: Find mental calculation strategies: Use patterns of similar calculations Use the relationship between addition and subtraction Problem solving: deciding on a method or tools to complete
the task. 

Activities

Vocabulary/keywords


If children have tackled the worksheet ÔSum FridgeÕ (BUZZ
issue 7 Activity sheets 7a and 7b) they will have been asked for number
sentences that use the numbers 0 to 10. This worksheet is different in that
it focuses on the usefulness of realising that once you have knowledge of one
number sentence, there are three different number sentences that are implied
with the facts of the first. Whereas able Year 2 children can tackle this
activity, it is aimed more at Years 3 and 4, as it uses 2 digit numbers and therefore
slightly more challenging sums. Some boxes have been filled in to prompt
children to see the connection and corresponding facts. The third allows
children to make their own number sentence and related sentences. It will not
matter if they choose easier numbers, as the main purpose is to understand
the relationship between addition and subtraction. If using in a class or group, encourage the children to
say the sentences out loud. How many subtractions and additions for each one? The exercise of recording their number sentences is
useful: learning how to organise
oneÕs work will encourage a systematic approach to doing similar
calculations, and lead to mathematical understanding. Extension: For older children: can you work out one fact mentally,
such as 60 + 25, and then state three other related facts? 
Add Subtract Total Patterns Number sentence Different Equals Minus Plus Pairs Sum Target number Less More Same Implies relationship 

Assessment strategy
A confidence in recognising patterns, using the
relationship between addition and subtraction. Discover mental calculation
strategies. 
