Cover: Buzz
Application: A puzzle to find which set of fish has the largest number. A
sorting puzzle Many fish are swimming under Nessie. It is necessary to
sort them into six sets and count how many are in each set: which has the
largest number? 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 count. 

Resources required: none 

Learning objective taken from the Mathematics Framework: Counting and understanding number. Estimate and then check
by counting. Recognise differences. Problem solving: making observations and using appropriate
language to resolve the task. 

Activities

Vocabulary/keywords


The differences between the six sets of fish are by shape,
number of fins, size as well as colours. Encourage children to describe the
different features. Ask the children if they can make an estimate of how many
fish are in the picture (30), and then how many are in each set. Discuss the
difficulty in estimating numbers over four or five (people of ancient times
only counted one, two and many). Ask, how they are to go about counting the six sets: what
is the best strategy? How many can be recognised at a glance before they lose
count? Does it help to count in twos or threes? Which set has the fewest
number of fish? There are 6 green spotty fish, 5
yellow fish, 5 blue striped fish, 5 green striped fish, 5 orange fish, 4 blue
and white fish. 
matches/ same/ difference stripes, wavy lines wider, thinner, longer sort, group, type, set many most (size of group) largest (in number) fewest, (in number) least (size of group) 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: Adding and subtraction match and Contents
Application: The
theme of Issue 8 is addition and subtraction. The introduction puzzle shows the Buzz kids holding up
additions and subtractions. A panel at the bottom allows the children to write in the
names of the Buzz Kids and the answers, in pairs to show which ones share the
same answer. 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 do
the operations, collect information and annotate their results. 

Resources required: pencil 

Learning objective taken from the Mathematics Framework: Do addition and subtractions. 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


Children may start by doing the first operation, then look
to find a subtraction that has a difference of 10. This is a good opportunity
to use the correct vocabulary, aiding understanding that answers to
subtractions are the difference between two numbers, and the answer to
addition is the sum. Doing the operations mentally is good practice, but younger
children may find it helpful to work on paper, and find the matches
afterwards. Ask, which pair of operations has the smallest number
(Luke and Lucy), and which the largest (Becky and Sasha). 
Count Addition, Sum, Subtraction, Difference Take away Number Data Sort many most (size of group) largest (in number) fewest, (in number) least (size of group) match pair 

Assessment strategy
Confidence doing additions and subtractions accurately,
and then being able to answer questions about the results. 

Pages 4 and 5: Highland fling
Application: The reader is asked to sort sets from the dancers and
musicians, and answer questions about them. 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 subtraction. 

Resources required: pencil 

Learning objective taken from the Mathematics Framework: Doing addition and subtraction 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 sorting the different
sets, and find it helpful to annotate the numbers they need to add or
subtract. The secret word will help them know if they have the correct
answers. More questions could be asked about the fling, such as, if all the
dancers and drummers wanted a glass of water, how many glasses would be
needed? How many are in the picture, including the Buzz Kids and cats? Sorting and organising data in this simple way also leads
on to more challenging data handling. 
How many Add,
addition, more, plus Sum,
make, total Subtract,
take away, minus Leave Difference Same as Data Sort Set Total Addition Subtraction Leave Difference Add Sum Smallest


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 6 and 7: Take away biscuits
Application: The
reader is invited to draw in the remaining biscuits on each plate
by working out the subtraction from 10. 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. 

Find differences from ten with simple subtractions. 

Resources required: pencil 

Learning objective taken from the Mathematics Framework: Counting and understanding number. Recognise pairs of numbers that make ten. 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,
who will enjoy the process of drawing in the missing biscuits. Younger
children may need help, which could be using props and talking though each
statement. Further questions could be, who has the most biscuits
left, or the least? Remind children of pairs of numbers that make ten. Ask them
to explain in their own words the operation they are doing. 
Subtraction, difference Take away, leave How many Numbers How many Add,
addition, more, plus Sum,
make, total less than least most most 
Assessment strategy
Confidence in finding strategies to solve number problems. 
Pages 8 and 9: Find the nines
Application: Two Buzz kids have a maze to solve by doing additions and
subtractions. Only the stones which make the answer nine are safe to step on. 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 

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

Activities

Vocabulary/keywords

Nine often
trips up children when doing operations, but it may help to remind them that
nine is just one less than ten, and the additions are not difficult to spot. Recognising the stones that make nine will encourage
children to see number patterns: ask them to describe them in their own
words. For example, with 2 digit subtractions that have a difference of nine,
the number being taken away is one more than the second digit of the first
number. For younger children, suggest they find and mark all the
blocks (ones that do not make nine)
before attempting the maze. 
Subtraction, difference Take away, leave How many Numbers How many Add,
addition, more, plus Sum,
make, total less than least 
Assessment strategy
To be able to use strategies to do simple addition and
subtraction. By asking children to explain directions their vocabulary will
be extended using appropriate words. 
Pages 10 and 11: Dotty adding
and subtraction
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. 


Using addition and subtraction to solve the task. 

Resources required: pencil 

Learning objective taken from the Mathematics Framework: Doing addition and subtraction 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 twos,
which will reveal the bagpipes Buzz is playing. It could be pointed out that
this is also moving up in odd numbers as it starts with one. Once the number 85 is reached, the rule changes to take
away 5. Younger children may need to be helped with this, as they will be
used to simply joining dots in order. Use a number line to introduce the idea. 
Subtraction, difference Take away, leave How many Numbers How many Add,
addition, more, plus Sum, make,
total less than least odd, even 

Assessment strategy
Confidence in adding in twos and subtraction with fives. 

Pages 12 and 13: Sum Picture
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. 

Recognise
shapes and follow rules. 

Resources required:
colouring pens or pencils (grey and blue) 

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

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, and doing simple addition with numbers
under ten. Ask, how will you spot numbers that sum to nine? If they
have done the steppingstone maze, this will be easier. Care needs to be taken in colouring the right triangles for each square. 
shape triangle right angled square How many Add,
addition, more, plus Sum, make, total 
Assessment strategy
Confidence in recognising transformations of triangles and
doing additions. 
Pages 14 and 15: Biscuit
Application: A story where Buzz offers biscuits on his way to meet
Fizz. Questions about missing biscuits from an array 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 problem about quantities in a story context. 

Resources required: none 

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

Activities

Vocabulary/keywords

The story shows Buzz begin with ten biscuits, and offer
them out as he goes to visit Fizz. It offers a good opportunity to calculate with numbers in a story/real life context. Reading the story with a
child, ask if he or she can keep count of the biscuits as Buzz goes. More missing
biscuits The puzzle on the next page looks at arrays of biscuits in
packets, and asks how many are missing from the complete packs. This involves
looking at shape as well as number, and children may find it helpful to draw
in the shapes. The second two are more challenging. 
Subtraction, difference Take away, leave How many Add,
addition, more, plus Sum,
make, total less than least /left triangle circle segment square 
Assessment strategy
Confidence in making sense of problems relating to counting,
with a practical context. Understanding and ability to talk about shape. 
Page 16: Curious Supper
Application: A picture puzzle that involves observation and reasoning.
There are at least 22 different oddities to find. The secret puzzle of spotting Nessie 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 boot and train
under the table. Some may not be so easy to recognise. Encourage children
to use language to describe why something is odd: what is wrong with the shadows
(the ice cream parasol is on the wrong side). There is a light bulb on the
candlestick and a missing leg on the stool. 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 
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 fridge magnets. 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/buzzws10.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


This worksheet is designed to be accessible to several
Year groups. The worksheet asks for number sentences that give the
answer, 3 (two are given), using the numbers 0 to 10; a task suitable for
Year 2 and up. If using in a class or group, encourage the children to say
the sentences out loud. Going on to try other numbers is the next part of
this activity. Using mental calculation strategies, they might see a pattern
of addition and subtractions and may even be able to predict what will happen with the
next number. Although it is good to know the doubling of numbers (as in
2 + 2), they do not belong in this investigation, so remind children they can
only use a number (from the choice of 0 to 10) once in a number sentence. As with the worksheet from BUZZ 7, this offers scope for
some real investigation: Ask, how will they use what they have learnt from looking
for threes, fours and fives? How many subtractions and additions for each one? Encourage them to use their own words, for example: the
number of subtractions for the target number 2 is 8, and is one less for the
target number 3. Ask, what do you think will happen with a target of 4? The exercise of recording their number sentences is
useful: learning how to organise
oneÕs work will encourage a systematic approach to investigating patterns of
similar calculations, and lead to mathematical understanding. Extension: For older children: what happens to target numbers using
numbers 0 to 20? 
Add Subtract Total Patterns Number sentence Different Equals Minus Plus Pairs Sum Target number Less More Same 

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