Cover: Match the parasol
Application: A puzzle
that requires finding which two parasols are an identical pair. 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 different 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
delicate parasols all look very similar at first glance. Encourage the child
to look carefully at the first one and then look along the rows to spot the
differences. It may be noticed that only number 5 has an empty right hand
corner, as in number 1, but the bird has changed to a butterfly. This
eliminates numbers 1 and 5 quickly. A systematic method will help find the
pair. Suggest looking at the sections on the parasols to see the difference
between numbers 6 and 10. Ask, how
would you describe the positions? 
Matches/
Same/ Difference Left,
right Top,
bottom Over/above Under/below Next to Beside Pair Identical 

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 sum pairs, and contents
Application: The theme of Issue 14 is hundreds,
tens and units. The
introduction puzzle starts with recognising pairs that sum to 10. The
Puzzle cats hold up the Japanese symbol for 5, whilst
the Buzz kids show the other symbols for 1 to 9. As well as matching pairs
that make ten, there is a panel to fill in with Japanese symbols. 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 number pairs. 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework: Deriving
and recalling addition facts to 10, recognising pairs that sum to 10. Retrieve
data from information and organise and sort it. Use
mental calculation strategies to solve a problem. Problem
solving: making decisions and using appropriate language to resolve the task. 

Activities

Vocabulary/keywords


Pupils
are given an opportunity to recognise and draw another set of symbols for
numbers: Japanese numbers are very different to HinduArabic, and demonstrate
how numbers have developed in other cultures. A single stroke is the earliest
and most obvious way to record a unit, and can be found in many systems
(Roman and Egyptian, for example) as well as in a tally. The task
is to make pairs that sum to 10: knowing number pairs to 10 leads to
confidence with finding pairs that sum to 20, and 100. 
Pairs Sum Addition Equivalent Number Symbol Tally 

Assessment strategy
Confidence
in deriving number facts, knowing pairs that sum to 10 

Pages 4 and 5: Round to ten
Application: The
reader is asked to answer problems about estimating and rounding in a real
life context. There is
a panel to fill in and a chance to check the estimates with the total. 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. 


Understand and use the vocabulary
relating to estimating and rounding numbers. 

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. Round to
the nearest 10, give a sensible estimate for a number of objects,
understanding and using the vocabulary of estimation and approximation. Use
mental calculation strategies to solve a problem. 

Activities

Vocabulary/keywords


Six of
the Buzz kids have a speech balloon that has a box to fill in with an
estimate of the number of things on the shelves. This activity will be
manageable for all levels, as the numbers are easy to count, but as an
exercise it introduces the idea of rounding and to make estimates. Before the
children start, you could ask them to choose the box in the panel on the top
right which they think has the nearest total to their guess: they could
revisit their decision as they work through the speech balloons, as the
estimates the Buzz kids make will help with this decision. Making
estimates by rounding number is an important skill, as is understanding when
to round up or down, to the nearest ten. Younger children may well need help
with doing this, but should be within the scope of Year 2 and 3 children. A
column of boxes gives the opportunity to add all the estimates together, to
compare with the guess made. As a counting exercise, can they then check how
close the estimate total is to the actual number of items in the shop? It may
surprise them to realise the estimate is very accurate on this occasion. Encourage
children to orally explain their method for solving word problems, and
explain why estimating helps in recognising what an answer should be when
doing calculations. Ask, What number is 9 plus 19? (add 10 + 20 and adjust
both by 1) Extension: Talk about different strategies
for getting estimates, and when to make sensible estimates: how to estimate
the number of pencils in a box, marbles in a bag, words on a page (talk about
visually grouping into 5Ős, counting words in one line, etc). Ask, When do
you round up to the nearest 100? Can you round to the nearest half an hour?
Ask how the estimate can be made (seeing three rows of three dolls plus two,
for example) and talk about strategies for getting estimates. 
How many Round up Round
down Estimate Less than More than About Nearly Approximately Close to Roughly Rows 

Assessment strategy
Being
able to solve word problems in practical contexts, and use the information to
answer questions about estimates shows good reasoning. 

Pages 6 and 7: Colour around
Application: Moving on
from rounding up to 30 with six fairly easy challenges on the previous pages,
this colouring puzzle consolidates the idea and goes up to 50. 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. 

Rounding
with numbers up to 50 

Resources required: coloured pens or pencils: orange, red, yellow, blue and green 

Learning objective taken
from the Mathematics Framework: Round to
the nearest 10, understanding and using the vocabulary of estimation and
approximation. Read and
understand numbers. Know what each digit in a two digit number represents. 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 younger children
may also be able to tackle it with a little help. Before a younger child
starts, write down the numbers by each colour that he or she will have to use
in the key. Ask a
Year 3 reader, could you round three digit numbers? Is 443 closer to 400 than
500? What do we do with numbers that end in 5, or 50 (450 for example)? The
Puzzle cats on the spread help with their explanations. 
How many Numbers Tens Ones Twodigit Zero Half way How many Round up Round
down Estimate Less than More than 
Assessment strategy
Confidence
in reading and understanding rounding up or down with numbers under 100. 
Pages 8 and 9: Counting fish maze
Application: A maze
that requires finding a strategy of counting in tens. Buzz and
Fizz have to find a route where they have a number divisible by ten when they
reach the last bridge. 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 recognising fives and other pairs that make five, in order to make
tens. 

Resources required: none 

Learning objective taken
from the Mathematics Framework: Count
reliably a set of objects. Recognise
groups of five and using them in addition. 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. Although
there are a few groups of fish that are not in fives, the reader may soon use
the strategy of looking for fives to make tens. For older
children, this introduces the concept of multiplication, They will already
recognise (multiples of) tens as numbers ending in 0, this activity will show
them that steps of 5, starting with 0, go up in numbers that end in 0 or 5.
It also illustrates that 4 x 5 is two lots of ten. Not all Year 2Ős will have
tackled multiplication at the beginning of the school year, so the vocabulary
may be new to them. Talk about repeated addition, how 4 lots of 5 is the same
as 5 + 5 + 5 + 5. Towards
the end of the maze, they will have to find two groups that make 5 (a two and
a three) to make 45, enabling the boat reach the bridge with 50. Other routes
are five short. The
question, Is your total divisible by 10? could lead to asking, How do we know
when a number divides into ten exactly? 
Count How many Addition Fives Tens Multiply Divisible Exactly 
Assessment strategy
Achieving
an understanding of number 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: Sum bowls
Application: This
puzzle looks at adding in round hundreds (or tens) to resolve 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. 


Practise with numbers and the
number system, working in hundreds. 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework: Understand
the operation of addition and related vocabulary, recognise that addition can
be done in any order. Understand
that more than two numbers can be added together. Develop
mathematical ideas and methods to solve problems. 

Activities

Vocabulary/keywords


The
colour coded system of pricing the bowls by their colours is sometimes found
in Sushi Bars, where the food is on a conveyer belt and the customer can
choose to take a bowl off the belt. Although
it is usually Year 2 that tackles hundreds, with a little help younger
children should also be able to tackle this activity, simply by suggesting
they can think of the numbers as tens for the purpose of adding, to discover
how each Buzz Kid has spent his or her money. This is
an opportunity to make combinations of hundreds (or tens) to reach the
additions each Buzz kid tells has been spent. There is only one way to make
400 with 4 bowls. Extension: ask, what other combinations
could make 400 if there was a different number of bowls (for example, 3)? Can
they find a set of three bowls that could be made up in two or three
different ways? (eg 3 bowls adding up to 600 could be: 3 lots of 200 or 100,
200 and 300). An investigation could be made looking at all the combinations
possible with a maximum spend of 900 yen. Which totals have the most
possibilities? 
Count on Count
back Tens How many Add,
addition, more, plus Sum,
make, total Number Combination Altogether Total Equals 

Assessment strategy
Confidence
with adding in hundreds or tens, problem solving and being able to add three
numbers mentally. 

Pages 12 and 13: Up in tens
Application: A Ôdot to
dotŐ 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 adding in tens 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework: Describe
and extend number sequences. Count on
or back in steps of 10 from any number. Recognise
a set of familiar numbers on a number line. 

Activities

Vocabulary/keywords

This
activity presents the familiar dottodot activity that most children will
know. This is immediately more challenging as they are told to start at 10
and reach 1000. They will gain practise in recognising 3 digit numbers and
place value. Younger
children will benefit by being guided to the numbers as they go, so as not to
get confused which number comes next, once the 100 boundary is crossed. Help
them by focussing on the ÔtensŐ in the 3 digit numbers. Ask, How
many tens have you counted? Could you have started anywhere in the picture?
Could you have started at 1000 and gone backwards? 
How many Add,
addition, more, plus Sum,
make, total Multiples Factor Groups of
10 10 times
table 2 digit 3 digit one
hundred one
thousand 
Assessment strategy
Knowing
number and being able to recite in order, counting on in steps of 10 from any
number . 
Pages 14 and 15: Bunch munch
Application: A story
where Buzz eats grapes, adding on one more each time. 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 adding on in consecutive numbers in a story context. 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework: Adding,
understanding that more than two numbers can be added together. Problem
solving: making decisions and using appropriate language to resolve the task. 

Activities

Vocabulary/keywords

The story
illustrates how numbers grow when consecutive numbers are added together. The
question on page 15 is challenging: Year 3 children should be able to tackle
this and younger ones may need to see the numbers written down and given help
with handling the problem. Talk about there being one more grape each time
(which corresponds to the number of trips) and remembering the total from the
trip before to add on the number of grapes, say, on the fifth trip (10 + 5) or the sixth trip (15 + 6). 
Add, addition,
more, plus Sum,
make, total In order Consecutive 
Assessment strategy
Confidence
in making sense of problems relating consecutive numbers, with a practical
context. 
Page 16: Curious landscape
Application: A picture
puzzle that involves observation and reasoning. There are actually 22
different oddities to find. The
Japanese theme is completed with the scene of an ornamental landscape.
Throughout the magazine a little mechanical robot from the Japanese shop
(pages 45) can be found. (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: is that a parasol or a tyre?
What can you see in trees? Is there anything odd about the reflections? 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 sheets: Buzz14act1.pdf (available
online: see BUZZ Activity Sheets)
Application: An
investigation is presented by Buzz and Fizz, making number sentences with
fridge magnets. 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/buzzws14.html 


calculations: addition and
subtraction 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework: Know by
heart addition facts and understand that more than two numbers can be added
together. Use
patterns of similar calculations. Problem
solving: deciding on a method or tools to complete the task and find mental
calculation strategies. 

Activities

Vocabulary/keywords


This
worksheet is designed to be accessible to several Year groups. Adding
three numbers together is a task suitable for Year 1, with a little help
(choosing two numbers and asking them to find the third) but it would be
working at a high level if they can explore all the possibilities. For Years
2 and 3 this offers a good investigation and consolidating knowledge of the
addition pairs of numbers under ten. If using in a class or group, encourage
the children to say the sentences out loud. Working in pairs is also
productive, as sharing knowledge helps both children. Using mental
calculation strategies, they should soon be able to see that they are working
with pairs that they will begin to know by heart (such as 2 + 3 = 5, 2 + 4 =
6). There are four sentences that use different numbers: 1 + 2 + 7, 1 + 3 +
6, 1 + 4 + 5, 2
+ 3 + 5. The
second challenge, allowing them to make doubles in the sentences, completes
using some addition double facts they should be very familiar with by the end
of Year 2. This will give them 4 extra sentences to work with (1 + 1 + 8, 2 +
2 + 6, 3 + 3 + 4, 4 + 4 + 2). Zero could also be added to the possibilities
(making another 4 unique sentences, such as 7 + 0 + 3 = 10). Putting
the same numbers in a new order to make a different sentence is also a good
exploration: can they predict how many ways each set of numbers can be rearranged?
Realising there are 6 ways to write each sentence (4 ways if the sentence
uses a double) will help them see a pattern and gain confidence in the task.
Listing numbers in this way is looking for combinations that make 10. This consolidates the fact that
addition can be done in any order. The
exercise of recording their number sentences is useful: it is easy to repeat
a sentence, so learning how to organise oneŐs work will encourage a
systematic approach to investigating patterns of similar calculations, and
lead to mathematical understanding. A second print out of the worksheet will
be useful, as there is the potential to find 64 sentences. In the
first challenge there are two numbers that canŐt be used (8 and 9), and in
the second challenge only one (9). Ask them to explain why this is in their
own words. Extension: Using two sets of magnet numbers,
can they find all the number sentences with two additions that sum to 20? (You
could begin by asking the class to recall all the pairs that add to 15 (11 +
4, 10 + 5, 9 + 6, 4 + 11, 5 + 10, 6 + 9). This would
be excellent practise for Years 3 and 4, and leads to knowing pairs of other
two digit numbers (such as 19 + 19 = 38) and making sums to 30, 40, 50... 
Add Addition Total Patterns Number
sentence Different Equals Plus Pairs Sum Doubles Set Combination 

Assessment strategy
A
confidence in recognising addition pairs, doubles and sums to 10. Discover
mental calculation strategies. 
