Cover: Buzz
Application: A visual
puzzle requiring matching the correct sections to the larger picture. 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 recognise differences in
shape and use a strategy to do the task. 

Resources required: none 

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

Activities

Vocabulary/keywords


The
challenge here is to look in detail at the small sections, which vary in
subtlety: the bottom right piece with the flowerpots look correct, but this
square section would have the elbow of Buzz showing at the right edge. Good
observation is required, and most children will be able to do this without
help, given a little time. Ask, how
would you describe the pieces, explain what is missing. 
Matches/
Same/ Difference Left,
right Top,
bottom Over/above Under/below Next to Beside 

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

Pages 2 and 3: Introductory puzzle:
Water cress and Contents
Application: The theme of Issue 11 is
mathematical pictures: handling data and measure. The
introduction puzzle shows the Buzz kids growing watercress in yoghurt pots.
The task is to work out when each pot is ready. A table
at the bottom allows the children to write in the results from collecting the
data. There is
a hidden caterpillar on every spread. 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 collect information,
calculate and annotate their results. 

Resources required: pencil 

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

Activities

Vocabulary/keywords


Each Buzz
Kid makes a statement of when his or her pot was planted. Children in Years 1
and 2 may find the activity quite challenging, as it requires adding on eight
days to a given date and putting the pots in order. Use a number line or
calendar to help. This
demonstrates the usefulness of using a table to show the results. The
question at the end involves extracting and understanding the table they have
filled in, showing that the day no pot is ready is
the 17^{th}. 
Sum Addition Number Data Sort List Time Days of
the Month Date First/
last 

Assessment strategy
Confidence
in collecting data accurately, make calculations and then being able to
answer questions about the results. 

Pages 4 and 5: Garden Hunt
Application: The
reader is asked to make a tally and do some addition. Buzz and Fizz are
hiding in the picture, as well as the little caterpillar. 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. 


Organising data into tables. 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework: 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


Children
are set the task of finding a number of things in the large picture,
colouring in the tally and writing in the numbers. Children will enjoy
looking for the items they have to count in the picture, including spotting
where Fizz and Buzz are hiding. Sorting
and organising data in this simple way leads on to more challenging data
handling. The total is asked for (45 things) and other questions could be
asked: which is the smallest number of things? Which is the most? Put the
objects in order, fewest to most. Show as a bar graph. 
Data Sort Set List Label Table Title Tally Fewest Most 

Assessment strategy
Being
able to solve word problems in practical contexts, and use the information to
complete tables shows good reasoning. 

Pages 6 and 7: Sunflowers
Application: The
height of sunflowers is shown against the fence. Children
use the lines on the fence to measure and complete the table. 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. 

Measuring
and completing a bar graph. 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework: Solve a
given problem by collecting, sorting and organising information in simple
ways. Estimate
measure. Collecting
data. Extract and interpret from a table. Compare
and order measures in cm, using a scale. 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. The children may need
guidance in using the lines on the fence as a way to measure: ask, what is
the height of the fence? Agree that the top of the fence is 100 cm, or 1
metre, as you start at 0 on the ground. An estimate must be made to decide
how tall KwokÕs sunflower is. SashaÕs is given as 90cm, and this confirms the
scale on the fence. The
activity asks to give the height of the shortest sunflower (40cm). Other
questions could also be asked. How much taller is YasminÕs
sunflower than LukeÕs? SashaÕs compared to LucyÕs. Which two sunflowers have
the middle height? (the median could be found by
taking the middle of these two heights). 
How tall Tallest Shortest Average Short Height Centimetre cm Metre Represents More than Less than Compare Bar graph 
Assessment strategy
Confidence
in measuring using a scale, sorting information using tables and diagrams. 
Pages 8 and 9: Flowerpot maze
Application: Two of
the Buzz kids thread their way through a maze, collecting different coloured
flowerpots that are in their way. 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. 

Solving a maze using strategy and
sorting information to make a diagram. 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework: Solve a
given problem by collecting, sorting and organising information in simple
ways. Collecting
data quickly and complete a table. Extract and interpret from a table,
Identifying further questions. Problem
solving, reasoning and numeracy: making decisions and using appropriate
language to resolve the task. 

Activities

Vocabulary/keywords

Keeping a
tally as each coloured flowerpot is met will prove to be an essential part of
the activity. Suggest they find the route first, than start again making the
tally. Having
completed the maze, they are asked to complete the table diagram, by putting
in the number of each colour they find. The final question encourages using
useful vocabulary regarding quantities (most, least, fewest, most of). Ask, why
is a table a useful way to show how many things there are? Talk about the
visual aspect of diagrams. What other way could they show the data?
(Pictograms, bar line chart, bar charts). Ask, when would a pictogram be a
good way to show the data (e.g. when one pictogram can represent several
units.) Other questions
could be asked: How many red flowerpots are there
altogether in the hedge maze? How many are not picked up by the Buzz kids? and so on. 
Data How many Number
list Represents More than Less than Fewest Most of Least Bar chart Table 
Assessment strategy
To be
able to sort, list and use diagrams confidently. By asking children to
explain directions their vocabulary will be extended using appropriate words.

Pages 10 and 11:Tulips
Application: A
challenging activity that requires the reader to recognise pattern and use
logic. Finding the correct order will show a word on the bottom shelf. 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. 


Solving a problem by recognising a
pattern or sequence. 

Resources required: colouring pencils: purple, yellow and blue 

Learning objective taken
from the Mathematics Framework: Develop
mathematical ideas and methods to solve problems. 

Activities

Vocabulary/keywords


The
puzzle requires understanding that the arrangement of colours on each shelf
always follows the same sequence, but the start of the sequence varies each
time. As this
is quite a difficult concept, several of the tulips have been coloured in on
the bottom shelf, but it still requires realising that the colour of each
tulip is dependent on the one next to it. Encourage children to use their own
words when describing what the order is, suggest they look for pairs that are
easy to check. 
Left Right Next Rule Pattern Sequence Order 

Assessment strategy
Confidence
in understanding a sequence, and using it to solve a puzzle. 

Pages 12 and 13: Which
ladder?
Application: A Ôdot to
dotÕ picture with a measuring puzzle to solve. 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. 

Following number in order up to
80, estimating height. 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework: Adding on
one from 1 to 80. Using
measure in a real life context. 

Activities

Vocabulary/keywords

Dot to
dots are a very useful exercise in giving children practise in adding on with
a number line. On
completing this picture there is a problem of measure to solve: four ladders
are shown horizontally, and the reader is asked to say which one would be the
correct height to reach the tree house safely. If a child is not sure,
suggest they estimate first, then check by measuring the lengths with a piece
of paper or ruler. Discussing
the lengths uses vocabulary involving measure, and making estimates. 
Number 1
 80 Height Long Short Shortest Longest Shorter Longer Measure estimate 
Assessment strategy
Knowing
number up to 80. Confidence in estimating measure. 
Pages 14 and 15: Daffodils
Application: A story
where Buzz cuts down daffodils by mistake, when mowing the grass. Questions
about counting the daffodils 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: pencil 

Learning objective taken
from the Mathematics Framework: Solving
problems with number, in a real life context. Problem
solving: making decisions and using appropriate language to resolve the task. 

Activities

Vocabulary/keywords

The story
shows Buzz cutting down 14 daffodils as well as the grass. The story
continues to ask the reader to work out how many daffodils were left in the
garden, if there had been 36 before Buzz started. Boxes are
supplied to fill in. There are other ways they could work out the answer, and
a discussion could be had on which way is easiest to calculate. Encourage
children to do the sums in their heads. 
How many Sum Addition Take away 
Assessment strategy
Using
mental arithmetic with a practical context. 
Page 16: Curious garden
Application: A picture
puzzle that involves observation and reasoning. There are at least 22
different oddities to find. The
secret puzzle of spotting a caterpillar 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 odd things growing in the vegetable patch. Some may
not be so easy to recognise. Encourage children to use language to describe
why something is odd: what is wrong with the wheelbarrow other than goldfish
swimming in it? Do bananas grow on trellises? 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 square 
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 make a
record of the number they find. 
Activity sheet 11: Magic Orchard (available online: see
BUZZ Activity)
Application: Buzz and Fizz introduce the magic
square order 3 Using
an orchard Buzz and Fizz ask the reader to investigate the properties of a
magic square. A
pdf 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/buzzws11.htm 


investigating with number 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework: Addition Find
mental calculation strategies Use
patterns for similar calculations Problem
solving 

Activities

Vocabulary/keywords


The magic
square, Order 3 (a magic square on a 3 x 3 grid with 9 cells), has been
enjoyed across the world for centuries.
Known as Lo Shu in China, its properties
were recorded over 4000 years ago. A short history and explanation of magic
squares can be found in CIRCA issue 47, which also explores the 4cell square,
or Order 4. Children
will discover that each row, column and diagonal adds up to the same number,
15. There are 9 cells, and the numbers in the square only use the numbers one
to nine. There is no other way these numbers could be arranged to do this (other
arrangements are reflections or rotations). For an advanced extension, you
could ask how you could change the magic summation (the total for each line)
to make another number, such as 18 (by adding one to each cell). 
Add Total How many Row Column Diagonal Cell Summation 

Assessment strategy
A
confidence looking at number and mental addition. 
