Cover: Choose the silhouette
Application: A puzzle
requiring finding which shape matches Fizz, in this circus edition. 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 the difference in
shapes and use a strategy to do the task. 

Resources required: none 

Learning objective taken
from the Mathematics Framework: Present
solutions to puzzles in an organised way. Problem
solving: making decisions and using appropriate language to resolve the task. 

Activities

Vocabulary/keywords


The
challenge here is to pick the silhouette that matches the image of Fizz on
the trapeze. Encourage children to look at each silhouette in turn, eliminating ones when they find a difference, such as the rope in the
first box, and ask them to describe it. The most subtle
difference is Box 2, where the foot is missing. Most children will be able to
decide on Box 4 after close examination. 
Matches/
Same/ Difference Left,
right Top,
bottom Over/above Under/below Next to Beside Missing Close 

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

Pages 2 and 3: Introductory
puzzle: Match the clubs, and contents
Application: The theme of Issue 12 is problem
solving. The
introduction puzzle starts with recognising sets that match. The Buzz
Kids are juggling sets of clubs and there are panels to fill in. 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 pairs of sets. 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework: Use
mental calculation strategies to solve a problem. Problem
solving: making decisions and using appropriate language to resolve the task. 

Activities

Vocabulary/keywords


Strategy
is needed to work out which sets match another, as skimming from one to
another makes the task surprisingly difficult. Encourage
children to look at the first one and compare it with each one. Completing
the panels below is good practice for checking their answers. 
Pairs Same as Altogether Match Set 

Assessment strategy
Confidence
in resolving a problem and using a systematic approach. 

Pages 4 and 5: Spinning numbers
Application: Spinning
numbers requires finding pairs of numbers to fit answers given in a panel. Buzz and
Fizz are also hidden in the 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. 


Using mental arithmetic to solve a
problem. 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework: Solve
simple word problems involving number and explain how the problem was solved. Solve
problems involving understanding of numbers and operations, explain and
justify decisions. Use
mental calculation strategies to solve a problem. 

Activities

Vocabulary/keywords


The Buzz
kids are spinning plates with numbers on them. To find the numbers in the
panel pupils will need to do some additions and subtractions and look for
pairs of numbers. Younger
children may well need help with these questions, but should be within the
scope of able Year 2 and Year 3 children. Encourage
children to look for numbers they think will end with the correct digit.
Estimating helps in recognising what an answer should be when doing
calculations. Ask, Which numbers will give a number ending in nine when
summed together? (15 and 14). Which numbers will leave a zero when you
subtract one from the other? (50, 40, 10, and 21 and 11). Putting
in the answers will help narrow down their choices as they do the puzzle. Extension:
What other numbers can they find with the numbers on the spinning plates? What is
the largest number they can make with two numbers? The smallest? 
How many Addition Sum Subtraction Take away Estimate Less than More than 

Assessment strategy
Being
able to solve number problems in a puzzle activity shows good mental
arithmetic ability. Children achieving in this in Years 1 and 2 would be
working at a high level (more expected of Year 3 and beyond). 

Pages 6 and 7: Circus mats
Application: Two of
the Buzz Kids choose shapes that will make up squares. Children
are invited to colour in the answers. 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. 

Problem
solving using shape 

Resources required: pencil, colouring felt tips or crayons (red, green, blue and yellow) 

Learning objective taken
from the Mathematics Framework: Recognising
properties of shape, using rotation and translation. Problem
solving: making decisions and using appropriate language to resolve the task. Use 2D
shapes to make new shapes. 

Activities

Vocabulary/keywords

This
activity is accessible to Year 1 and 2 children, as the colours can be used
as a strategy, but it is particularly suitable for Year 3, requiring looking
at shapes that fit on a 3 x 3 grid, using rotation and translation. The
importance of an activity like this is that it encourages children to ask,
What if?, Could I try this? in the process of solving a puzzle. If a child needs help, suggest a
shape and ask, What does this shape have to do to
fit here? (slide and turn). As an exercise, it involves
finding strategies and elimination. Talk
about how the pieces are made up: that the shapes making up each mat are made
up of combining small squares. Ask, How many small squares make up each
piece? For more able children, they can be asked how many sides a piece has,
or how many right angles. 
Sliding Turning Rotating Turns Square L shape T shape Rectangle U shape Z shape Angle as
a measure of turn Clockwise Anti
clockwise Right
angle Corner Straight
sides 
Assessment strategy
Confidence
in describing and recognizing 2D shapes and being able to combine shapes to
make new shapes. Discovering
strategies to resolve a task. 
Pages 8 and 9: Circus Way
Application: A maze
that gives lots of opportunity to add numbers and find strategies for finding different totals. 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 solve a problem that
involves working with numbers. 

Resources required: none 

Learning objective taken
from the Mathematics Framework: Recognise
number connections, find ways of calculating to
solve problems. Problem
solving, reasoning and numeracy: making decisions and using appropriate
language to resolve the task. 

Activities

Vocabulary/keywords

As with
many BUZZ mazes, there are not obvious blocks or paths;
the reader is required to follow rules in order to successfully complete the
task. There is not need to cheat, as there is no wrong way! Rather than draw
on the maze, encourage children to use their fingers and count as they go. Once a
child has found one of the routes and added the balls, he or she should be
able to see there are many ways Buzz can get to the tent, and enjoy the
process of ticking off the numbers found each time. This is a puzzle that can
be returned to as it is both challenging and time consuming. It does not
matter if the child cannot find all the routes straight away. Ask, which
routes have you found easy to solve?, Can you work together to find another? Children
may decide they can go round a route again to pick up every ball, in which
case there are 28 possible routes. 
Addition How many Odd (has
a remainder of one after dividing by two) Even
(divides by two exactly) Up, down,
through, under, above Top,
bottom, left, right 
Assessment strategy
Achieving
an understanding of numbers and finding strategies to solve number problems. By
asking children to explain directions their vocabulary will be extended using
appropriate words. 
Pages 10 and 11: Balancing
Balls
Application: Balancing
puzzle that involves weights leading to a very early introduction to
algebraic thinking. 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. 


Working with mass (grams), and
balancing numbers 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework: Use
operations to solve a problem involving mass. Develop
mathematical ideas and methods to solve problems. 

Activities

Vocabulary/keywords


This
activity is exciting as on the first level it
requires mental calculation and reasoning, inviting discussion on how to
solve the problem. It also serves as a painless introduction simple algebra,
where the reader has to find the value of ÔxÕ, given other information. It
would be useful for older children who are intimidated by equations with
number, as they will be able to recognise the balancing on a see saw. The
questions build up, using the information just acquired from the puzzle
picture before. The weight is described as the number of balls, illustrating
that the balancing can be understood as quantities of an object. Being
able to explain orally and writing a sentence showing how the problem was
solved will encourage good reasoning skills. The last
question introduces grams, and involves looking back to the first question,
where the hat is shown to weigh three balls. A simple multiplication or
repeated addition is required as each ball is 50g. An extension could be to
ask how many grams the other items, plus Fizz and Buzz, weigh. 
How many Add,
addition, more, plus Sum,
make, total Subtraction Balance Weigh Grams Multiply Repeated
addition 

Assessment strategy
Calculating
with number and being able to explain how the problem is solved shows good
reasoning and functionality. 

Pages 12 and 13: Even numbers
Application: A Ôdot to
dotÕ 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. 

Use known number facts, understand
the operation of simple addition 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework: Know
simple addition facts by heart. Understanding odd and even numbers 

Activities

Vocabulary/keywords

Most
children from Year 1 will find adding in twoÕs familiar, and this dot to dot
is a useful way of looking at the two times table, as well as reinforcing
what even numbers are. You could
ask, What is an even number? What is an odd number? And encourage them to
explain in their own words. 
How many Add,
addition, more, plus Sum,
make, total Multiples Repeated
addition Factor Even
numbers Odd
numbers 
Assessment strategy
Confidence
in number, recognising a pattern and understanding multiples. 
Pages 14 and 15: Ice Cream
Tub
Application: A story
where Buzz loses his change and only can buy one ice cream tub. A
question about the cost of an ice cream tub follow 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. Throughout the magazine there has been a balloon to spot on every
spread. Full
solutions can be found in the online Answers. 

Pupils are presented with a
problem about money in a story context. 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework: Problem
solving: making decisions and using appropriate language to resolve the task. Understand
the operation of addition and subtraction and related vocabulary. 

Activities

Vocabulary/keywords

The story
tells how, in BuzzÕs enthusiasm to say thank you to Katto
the Clown, he loses some of his money. How much is the ice cream tub? The
puzzle that follows invites some algebraic thinking, which is simple enough
for most children to understand and solve, and uses a real life context. 
Add,
addition, more, plus Sum,
make, total Same as Take away 
Assessment strategy
Confidence
in making sense of problems using mental calculations, with a practical
context. 
Page 16: Curious Caravan
Application: A picture
puzzle that involves observation and reasoning. There are at least 22
different oddities to find. The
circus theme is completed with the curious caravan. (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. Some may not be so easy to recognise. Encourage children to
use language to describe why something is odd: could a mouse hold up 1 ton?
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 make a
record of the number they find. 
Activity sheet 12: Triangle Totals
(available online: see BUZZ Activity Sheets)
Application: An
investigation is presented by Buzz and Fizz, to place numbers in a triangle
so that each side totals a given number. A downlaoadable 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/buzzws12.html 


calculations: addition 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework: Find
mental calculation strategies: Use
patterns of similar calculations Problem
solving: deciding on a method or tools to complete the task. Understand
that more than two numbers can be added together. 

Activities

Vocabulary/keywords


This
worksheet is designed to be accessible to several Year groups, but is
particularly suitable for Year 3, who should be able to use reasoning and
strategy. The
numbers are supplied at the bottom of the sheet so that they can be cut up
and moved about. By experimenting with adding the three numbers along a side,
they will gain confidence in the task, encouraging the questions, What if?, What could I try next? The
exercise of recording their solutions is useful: learning how to organise oneÕs work will encourage a
systematic approach to investigating patterns of similar calculations, and
lead to mathematical understanding. The
challenge is given to find another number that works with just numbers 1
to 6. It will soon be discovered
that a number higher than 12 cannot be made, but 9 can. Extension:
For younger children, the same puzzle could be to use the numbers 1, 2 or 3
(as often as wished) to make each side add up to 5. 
Add Subtract Total Patterns Number
sentence Different Equals Minus Plus sum 

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