Cover: What is different?
Application: The
main theme of Issue 2 of Buzz is shape and sorting. The cover presents a visual reasoning problem where pupils are asked to recognise each subtle difference in the 12 pictures, comparing each one with the one at the bottom. Answers
are provided on page 15 of the magazine so that children can check for themselves,
and a full description of all the differences can be found in the online Answers. 

Pupils
look at detail to find difference in shape, colour or direction 

Resources required: none 

Learning objective taken from the Mathematics FrameworkRecognise
differences. Problem
solving: making observations and using appropriate language to resolve the
task. 

Activities 
Vocabulary/keywords

At first
glance each picture may look the same, and some differences may not be as
easy to find as others. Encourage
verbal discussion which will give opportunity to use vocabulary for location.
How do you describe that Fizz has flipped her arm, that stripes are
alternately coloured (in picture 4), or going in the opposite direction
(picture 8)? To help, ask, How many circles on each scarf? How many have the
same sleeves? 
matches/
same/ difference circles stripes V
shape/triangle opposite left,
right top,
bottom over/above under/below 
Assessment strategy
By asking children to explain position and shape their vocabulary will be extended using appropriate words. Back to Top 
Page
2: Which shield?
Application: A reasoning
problem where pupils are asked to identify shape and position and allocate
each description to each character誷 shield in a table. They will
also have to find the shield that matches the one Fizz has. Answers
are provided on page 15 of the magazine so that children can check for
themselves, and full
solutions can also be found in the online Answers. 

Pupils
look at shape and describe position Can be
used as an introduction to resolving confusions over left and right 

Resources required: pencil 

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

Activities

Vocabulary/keywords

A good
starting point would be to discuss which is your left or right, as opposed to
the character誷 on the page. Encourage
discussion before completing the table. Sorting the descriptions will provide
opportunity to use vocabulary that explains location. To extend
the activity, ask: What is the difference between Becky誷 shield to Fizz誷? Which
shield uses the least motifs? How many
circles can you find? 
matches/
same/ difference square diamond star triangle circle waves left,
right top, bottom over/above under/below 
Assessment strategy
By asking
children to explain position and shape their vocabulary will be extended
using appropriate words. 
Pages
4 and 5: Crown jewels
Application: A
reasoning problem where pupils are asked to identify shape and position to
complete patterns on each of the crowns. They will
be rewarded by finding the word treasure, spelt out, if they correctly
select and ring the jewels from the row along the bottom. (The letters will
not come up in order, but the word will appear in the correct sequence once
all are done.) 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 shape and pattern Can be
used as an introduction to describing and recognising 2D shapes. 

Resources required: pencil/felt tips/ colouring pencils (red, blue, yellow
and green colours) 

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

Activities

Vocabulary/keywords

A
discussion to introduce the idea behind each pattern could be useful: Is
colour significant? Which patterns use 2 shapes and 2 colours? What if you
extend a pattern? How could you continue the pattern on Sasha誷 crown? Is there
a pattern that uses reflection? Drawing
in the shapes in the spaces will provide reinforcement of shape recognition. Encourage
using the names of shapes and their properties. Ask if they can find where
else the thin rectangle is used: look for the rotation of it on Luke誷 crown.
How would you describe that? Which other shapes are used with rotations? How
many sides has the hexagon? How many squares are there altogether? 
matches
/same circle triangle square rectangle pentagon hexagon left,
right top,
bottom over/above under/below along first,
second, third, fourth, fifth quarter
turn, half turn reflection 
Assessment strategy
By asking children to explain position and shape their vocabulary will be extended using appropriate words. See also pages 12/13 for practise in using names of shapes. Back to Top 
Pages
6 and 7: Sort the shapes
Application: Children
are asked to find, sort and draw in the shapes using a criteria. A dotty grid
is provided to help in drawing in the shapes. They are
also asked to find two hidden characters 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. 

Pupils
look at shape and sort according to a property. Can be
used as an introduction to right angles, and other properties of 2D shapes. 

Resources required: pencil and ruler 

Learning objective taken from the Mathematics Framework Recognising
shape, describe and classify according to their properties. Understanding
angle as a measure of turn. Measure in cm. Problem
solving: making decisions and using appropriate language to resolve the task. 

Activities

Vocabulary/keywords

Most
children will be able to recognise the right angles in the shapes without the
tester: however this is a useful introduction to understanding angles on a
straight line, (180), the important qualities of a right angle (that it is
made with lines perpendicular to each other), and is defining in many shapes
(e.g. a square or rightangled triangle). Ask: are
all the triangles in the scene rightangled? (the one on the curtain by
Sasha誷 head in not quite). The tester will help to decide if an angle is
more or less than a right angle. The dotty grid in each box will assist in
drawing the shapes in accurately, though requiring a certain amount of
measuring. To help arrange the shapes within the boundaries, one line has
been drawn in already. Extension:
All the shapes to find are polygons, a 2D shape with straight sides. Ask:
which ones share other properties? Why is the rectangle not a square? What
other ways could they sort the shapes by (e.g., number of sides)? What sort
of shape is the hat Becky is wearing? (A cone). 
sort set right
angle 90 turn
(half/quarter) square quadrilateral
4 sided rectangle triangle equal
sides polygon pentagon straight
sides most/least length equal
sides left,
right top,
bottom over/above under/below cone 
Assessment strategy
A confidence in recognising right angles, and how they are used a definition on many shapes: see the right angle maze on pages 89 for practise. Back to Top 
Pages
8 and 9: The right angle maze
Application: A shape
maze where the criterion is to identify which shapes have at least one right
angle. The task
is to discover which of the three castles is reachable. 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 shape and recognise right angles. 

Resources required: pencil 

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

Activities 
Vocabulary/keywords 
This maze
is challenging and some preparation will make it easier. The spread Sort
the shapes on
pages 6/7 will offer an introduction to recognising right angles, and the
folded paper tester may help in deciding if a shape has a right angle or not.
Marking shapes with a small square in the corner if they have at least one
right angle (which introduces the convention) will help find the ones that do
not comply. Blocks can be ringed to avoid crossing one by mistake, when doing
the maze. Extension:
how many pentagons can you find? How many squares? Make a tally. Can you find
a pentagon with a right angle? How would you describe your route? 
right
angle 90 quarter
turn square quadrilateral
4 sided/5
sided rectangle triangle equal
sides polygon pentagon
(irregular and regular) straight
sides equal
sides left,
right up down 
Assessment strategy
Confidence in recognising right angles and sorting. See also pages 6 and 7. Back to Top 
Pages
10 and 11: The Game of Pile up
Application: A game
for two players that involves counting and strategy. (Full
demonstration of a game in play can be found in online Answers) BUZZ
FACTS A few facts and figures are given on size to invite discussion. How
wide is a double bed? Compare the playground to a football pitch 

Pupils
use number and strategy Can be
used as an introduction to other counting games such as Mancala 

Resources required: 5 counters (penny coins will do) 

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

Some
children may need help in understanding that counters are shared (and not won during the game) and only by
making them into a pile of 5 does the game end. The rules are simple, and
once the idea that the moves are dictated to by the number in the pile,
should be quickly understood. A round of play does not take too long as it
soon becomes apparent that there are strategies to adopt. Player One appears to have the advantage if
both attempt to make piles each time. But by using the spare turret to delay
a move, the control of the game can revert to Player Two. Encourage children to test out
different strategies, first moves, taking turns to who starts. Ask: what
rules would help avoid a stalemate? The first player could have to make a
double, or a rule could be added that empty turrets can only be used if it is
not possible to make a pile. 
octagon/octagonal direction clockwise anticlockwise turns 
Assessment strategy
By asking children to explain their strategies, as to whether they can predict who will win and at what point they recognise who will win, demonstrates a high level of reasoning and understanding of number. Back to Top 
Pages
12 and 13: Colour by Shape
Application: Children
are asked to carefully colour in the picture by using a key that has shape as
its criteria. 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 shape. Can be
used as practise with classification of shape 

Resources required: colouring pencils/felt tips (7 colours) 

Learning objective taken from the Mathematics Framework Recognising
shape, use mathematical vocabulary. 

Activities 
Vocabulary/keywords 
Neat
colouring in encourages an important dexterous skill, and results in much
more satisfying final results. Discussion on the difference between each
shape is useful: ask, what is the difference between the square and the
rectangle? How many sides has a hexagon? Suggest care is taken in recognising
the hexagon and the circle, which look similar on this scale. The
repetitive nature of an activity like this is useful for reinforcing
confidence in the vocabulary; encourage children to talk about the key, and
the picture as it appears. 
matches/
same/ difference triangle square rectangle star pentagon circle hexagon right
angle straight
sides equal
sides left, right top,
bottom 
Assessment strategy
A successful result will demonstrate an ability to concentrate and apply care, as well as confidence in using mathematical vocabulary and recognising shape. 
Pages
14 and 15: Which Box?
Application: Children
are invited to read a story, which then leads to a problem of matching
objects and the boxes that they will best fit into. 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 look at shape and capacity, considering 3D shapes 

Resources required: pencil 

Learning objective taken from the Mathematics Framework Recognising
shape and measure relating to length, mass and capacity with 3 D shapes. Problem
solving: in a reallife situation, making decisions and using appropriate
language to resolve the task. 

Activities

Vocabulary/keywords

The story
explains that Buzz has labelled all the packing boxes without checking their
contents. resulting in finding the lamp and shoes instead of kettle and mugs.
To sort
the larger objects should not prove difficult, but more thought will be
required to match the more similarly sized things. Talk about the size of the
objects: how long a box will take three mugs? Which is taller, the stool or
the kettle? How deep is the television? Before
joining lines to the boxes, ask: Can you find ways to join each up without
crossing lines? Extension:
Looking at the boxes, ask, which is the odd one out? (which has a curved
surface?) How many faces do the
cuboids have? What
other types of containers could there be? (eg cylinders, prisms, cones). 
matches/
same/ difference rectangular surface,
face rightangled cube,
cuboid, rectangular, square edge,
corner, sides measure size big,
small bigger,
smaller shorter higher taller longer length width depth curve left, right,
top, middle, bottom 
Assessment strategyBy asking children to explain their decisions their understanding of size and capacity will be increased, and vocabulary improved by using the appropriate words. Back to Top 
Page
16: Curious Castle
Application: A picture
puzzle that involves observation and reasoning. There are at least 24
different oddities to find. (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 Recognising
reflections, 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 children should engage easily
with this puzzle. Some may not be so easy to recognise: the shadows are all
facing the wrong way for the position of the sun (it could be argued that
there are seven examples of this, or one, that the sun is in the wrong
place). and the wind is blowing in two directions at once. The various reflections can provide
an understanding of symmetry in simple cases; here there are interesting ones
such as the bridge shape appearing square in the moat, the swan誷 reflection
being reversed. 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 missed. 
matches/
same/ difference direction reflection left,
right top,
bottom position over/above under/below 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. Back to Top 
Worksheet: How many ways? 2a and 2b (available
online)
Application: An
investigation of possible arrangements with four square tiles. Buzz and
Fizz present a tiling investigation: they offer a demonstration and show ways
that won誸 be allowed in the investigation. Use in conjunction with worksheet 2B which provides tiles to
cut out and the squared grid to draw and/or position them on. 

Looking
at shape, pattern and recognising their features Can
introduce tessellations 

Resources required: pencil 

Learning objective taken from the Mathematics Framework Solve
mathematical problems, recognise patterns and relationships. 

Activities

Vocabulary/keywords

Many children
will know the game of dominoes, and that each domino is made of two squares
joined edge to edge. The name for a polygon made up of four squares joined
edge to edge is a tetromino (and a triomino is made of three squares). An
introduction to this investigation could be to start with triominos as there
are only two possible ways three squares can be arranged. By
experimenting with the cut out squares from worksheet 2b, the investigation
will result in the children finding that there are five different ways they
can arrange the squares (a 2 x 2
square, a bar (4 x 1 rectangle) Tshape, Lshape and a skew (zig zag). It may
helpful to talk about what doesn誸 count as different: a reflection or
rotation. (Two shapes are not considered different if one can be fitted
exactly on top of the other, turning it if necessary.) It may also be
necessary to remind them that at least one edge must join along the full
length of the next square, as shown on the worksheet. Investigating
how many ways can be arranged with five square tiles (known as pentominoes)
will result in finding 12 arrangements. There are 35 hexominoes (polygons
made with 6 squares). Encourage recording their results, so that they can
check for ones that are reflections or rotations. Extension:
Having discovered the five tetrominoes, it will be found that they all
tessellate (form a continuous pattern without any gaps). By rotating and
flipping the L tetromino, for example, many interesting tessellations can be
found. Templates could be made of thin card and traced around to experiment
with. 
square equal
sides polygon
(a shape made of straight sides) straight
sides equal
sides different,
same bar T L skew left,
right up down reflection rotation symmetry right
angle 90 quarter
turn pattern polyomino
(a polygon made of any number of squares joined edge to edge) domino (2
squares) triomino
(3 squares) tetromino
(4 squares) pentomino
(5 squares) hexonimo
(6 squares) 
Assessment strategy
The ability to experiment and look for patterns and recognising the value of making a record of their investigations. Back to Top 