Application: A matching puzzle Twelve
penguins are wearing scarves: but
only two have the same pattern. 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 recognize a pair. 

Resources required: none 

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

Activities 
Vocabulary/keywords


A
young reader may benefit by being helped to sort out this accessible problem.
The differences between the scarves can be grouped and more discussion can be
had about the patterns, making an opportunity to introduce useful vocabulary:
ask, which one is the odd one out? (eg one that has no red), how many have
diagonal stripes? (two), vertical stripes? (six), horizontal stripes? (four),
could you group the scarves in any other way? Ask,
how are you to go about finding the matching scarves? This is an early opportunity
to introduce a systematic approach. Talk about describing the position of the
penguins. How could they describe where the pair are without
the numbers? 
matches/
same/ difference pair count how
many sort,
group, type, set most
fewest horizontal vertical diagonal left,
right top,
bottom over/above under/below 

Assessment strategy
Observation and ability to recognize differences. Vocabulary will be extended using appropriate words. 

Page 2: Match the crayons
Application: The main theme of this issue is
multiplication. The
introduction page has Buzz showing a pack of crayons, and saying how they can
be described as 2 x 3 or, as Fizz adds, 3 x 2. The
children are holding packs of crayons in different quantities and arrays.
There is a table to fill in and the reader is asked which Buzz kid has the
same number as Buzz. 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 arrays of crayons,
and use multiplication to find the total number. 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework Counting
in context, estimating then checking. Understanding
the operation of multiplication and that it can be carried out in any order. Problem
solving: making decisions and using appropriate language to resolve the task. 

Activities

Vocabulary/keywords


Although
this is quite a simple task, it offers the opportunity to do simple
multiplication within a context. The
table requires putting in the number of rows times the number of columns for
the top line of Buzz kids, and the number of column times rows for the bottom
line of Buzz kids, illustrating the point Fizz makes at the top of the page. For
children who are not comfortable with multiplication, this makes a good
exercise in looking for pairs to add, (as in BeckyÕs, LukeÕs and LucyÕs
boxes) or repeated addition generally (for example, ask, how many lots of
four are in JackÕs box?), which leads to understanding that multiplication is
repeated addition, and the order of the multiplication can be in any order. Extension
questions: What other arrangement could be made for YasminÕs 12 crayons? (2 x
6). Which box has an odd number of crayons? Having made up the table, Which
line of Buzz kids has the most crayons? How many crayons altogether? 
Rows Columns Arrangement/Array Multiplying Repeat
addition Same
as Altogether Total 

Assessment strategy
Recognizing that numbers in a multiplication can be in any order, that multiplication is repeated addition. Vocabulary will be extended using appropriate words. 

Application: Verbal descriptions have to be
matched to numbers, in order to discover which hat belongs to whom. The
secret word Checker takes a letter
from each hat to spell out two words describing the weather. The reader is
invited to draw in the hats on the Buzz kidsÕ heads. 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 reading multiplication and additions in words. Can be used to reinforce knowledge
of times tables. 

Resources required: pencil, felt tips or colouring pencils 

Learning objective taken
from the Mathematics Framework Understand
the operation of multiplication and the associated vocabulary. Know
simple multiplication facts by heart and use known facts to derive answers
quickly. Problem
solving, reasoning and numeracy: making decisions and using appropriate
language to resolve the task. 

Activities

Vocabulary/keywords


This
activity involves using known number facts and adding or subtracting numbers
mentally. The calculation strategies such as doubling and using the five and
ten times table lead to finding the 11 and 9 times tables, and this could be
pointed out to a child who not comfortable with multiplication. Once the
child has answered YasminÕs ten fours
minus four it could be pointed out that this is 4 x 9, for example. Ask,
what other way could you get the answer 30 other than three fives doubled? (5 x 6 or 3 x 10). Talk
about other multiplications that can be found by using doubling (x4, x8 for
example). Doing
the calculations will help with learning simple multiplications by heart and
recognize the words describing operations. The
hats once drawn in complete the picture, and the reader is rewarded by
finding letters spell out cold snap. 
Doubles Multiplication Addition Take
away Minus plus left,
right top,
bottom row 

Assessment strategy
Confidence in using ten and five times tables, and combining addition or subtraction to reach an answer. More able children will begin to use the strategies for finding more difficult multiplications. By asking children to explain, their vocabulary will be extended using appropriate words. 

Application: Problem
solving in a real life context, readers are asked to make decisions on how
much to buy to fulfil the Buzz kidsÕ shopping list. Buzz
and Fizz are 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. 


A word problem presents a real
life context that involves sorting information and doing multiplication to
resolve the task. 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework Simple
word problems involving real life contexts. Understand and use every day
vocabulary related to packaging and shopping; choose appropriate number
operations and know and use simple multiplication. Problem
solving, reasoning and numeracy: making decisions and using appropriate
language to resolve the task. Develop mathematical ideas and methods to solve
problems. 

Activities

Vocabulary/keywords


When
tested it was found that this puzzle is complex enough to engage older
children in Years 5 and 6 as it involves understanding the problem and then
finding the information by reading all the speech balloons. The younger child
may like help with deciding how to resolve the task: the example shows how
buying more packs will be needed if the least amount required is more than an
exact number of packs. The hardest is given; it would make a good talking
point: ask, How many extra slices of bread would that give the Buzz kids? (4 slices) How much extra is that for
each Buzz kid? (half a slice). Which
items can they buy without having extras/remainders? This leads to
recognizing division is the inverse operation to multiplication. There
are many questions that could be put to a child to extend the activity: if
they buy 16 cereal bars how many does each Buzz kid have? Will the apples
divide up equally? Which item suggests one Buzz kid doesnÕt like it? What
have you seen in packs in the shops? What number of things is most common in
packs? What if there were more Buzz kids? How would that change the shopping
list? 
How
many Quantity Multiplication Times Repeated
addition Division Remainder 

Assessment strategy
The ability to adapt to a real life situation, being able to think about how they go about answering the problems and what process they use. Confidence in calculating multiplication and division. 

Application: A
maze where four routes are to be found, using repeated addition. 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 and
calculating. 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework Knowing
and using number facts, counting and understanding number. Problem
solving: making decisions and using appropriate language to resolve the task. 

Activities 
Vocabulary/keywords 

This
activity is easily accessible from Year 2 up, but younger children may need
help in keeping count as they go. It may be understood quite quickly that the
same number of penguins are on each float, and likewise the seals. Once this
is realized, the idea of using multiplication may be suggested if it has not
already occurred to the child. By completing the boxes, this can be
reinforced and discussed. Ask,
How many penguins altogether? How many seals? 
How
many Quantity Repeated
addition Multiplication Times Total 

Assessment strategy
Confidence in recognising number facts and counting leading to using multiplication. 

Application: A
game for two players: calling
out a multiplication allows a player to place a counter, with the aim of
making a line of 5 in a row. Answers
are not required, but the activity invites investigating other rules to
develop mathematical ideas. 


Pupils use multiplication and
strategy. 

Resources required: ten counters of each colour. 

Learning objective taken
from the Mathematics Framework Using
multiplication. Know simple multiplication facts by heart. 

Activities 
Vocabulary/keywords 

This
game requires strategy to make lines: the more able child will look for the
multiplications that lead to having several opportunities to reach the other
side, requiring to make numbers such as 49 (remind the children that they can
use a number twice). For those who avoid more difficult numbers, point out
that there is a Product checker at
the bottom which they can use to check a multiplication. Reinforce that this
is not cheating: the more times they look up the answers the more likely
their memories will begin to hold the number facts. This should also be used
to check an answer and avoid arguments. Encourage calling out the
multiplication and agreeing the answer before placing a counter. To
add an element of luck to the game, a pack of numbers could be made (three
sets of the numbers) or a spinner which includes 7. This way would also
encourage using multiplications they might not be so confident of knowing. 
How
many Product Repeated
addition Multiplication Times 

Assessment strategy
Confidence in calling out multiplications, recognizing there can be more than one way to make a product. 

Pages 12 and 13:
Application: A
drawing shape and colouringin activity using multiplication. Key panels are
used to say which triangle to draw 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. 


Practice in multiplication, using
number facts. Understanding shape and orientation, and symmetry. 

Resources required: red and blue felt tips or pencils 

Learning objective taken
from the Mathematics Framework Know
simple multiplication facts, knowing number facts. Make
patterns and describe features, rotation of shape and recognise symmetry. 

Activities

Vocabulary/keywords


If
children have seen this activity in BUZZ issue 1, they may not need any help
in knowing what the task is (the earlier version used simple addition and
only two orientations of the triangle). This time it is more complex as there
are four orientations of triangle to use: help by talking about the two
examples that are given, and have already been put in the design. The
activity is to match the product of each multiplication with the number on
the design below: talk about the key
panels and the triangle to draw in each time. How would they describe the
triangles to differentiate their orientations? Ask, which triangle is this
one? (answer could be: it has its right angle in the bottom righthand
corner). Younger
children will need help and encouragement to take their time, as it is easy
to get confused with the triangleÕs rotation. It may be advisable to start
with a pencil, before colouring, so that a mistake does not spoil the final
effect. The symmetrical designs can be surprising as they do not appear until
towards completion. Ask where a mirror could be placed so that it reflects
the same image. Explain this is the line of symmetry. 
Key Triangle Right
angle Top/
bottom righthand Top
bottom lefthand Corner Rotation How
many Product Multiplication Times Symmetry Line
of symmetry 

Assessment strategy
Confidence in using simple multiplications, understanding shape and position. 

Application: Children
are invited to read a story, which involves making a big snowball to clear
the path. The story finishes with the reader being asked to say which diagram
matches the snowball in the story. 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 multiplication describing size. 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework Understand
and use the vocabulary relating to multiplication and size. Measure:
know a standard metric unit. Select by comparison. 

Activities

Vocabulary/keywords


This
simple story illustrates how a snowball collects snow as it rolls and gets
bigger. Questions about size could come up reading this story: when is the
snowball twice the size it started? How tall is Buzz if the ball is almost
his height when 8 times wider than when it started? How wide is 5 cm? (How
wide is your hand?) It
could also lead to an interesting discussion on how to measure a snowball: by
its width sliced in half (its diameter), or a circle right around it (its
circumference). Ask: What other way could you measure a 3D object like a snowball?
(weight) Ask:
When do we describe things using a multiplication term, as in being times bigger/taller/wider/heavier? (eg
comparing buildings, people, mountains). A
discussion could be had on the vocabulary of opposites (eg shrinking, half
the size) which is also used in everyday life. 
Multiplication Times Size Width Wider 2D
3D smaller larger shorter narrower bigger larger twice
as much half
as much 

Assessment strategyUsing
the vocabulary of multiplication to describe enlargement. 

Page 16: Curious forest
Application: A
picture puzzle that involves observation and reasoning. There are at least 21
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 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 easily engage
with this puzzle. Some may not be so easy to recognise. Encourage children to
use language to describe why something is odd: where do parrots live usually?
Can a pig climb a tree? Where are there pyramids? 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 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. 

Worksheet: Numbers with
stamps BUZZ activity sheet 4 (available online)
Application: Buzz
and Fizz present a investigation: at the post office there is a problem of
only having 3p and 5p stamps: how do they make 11p? Can the numbers 3 and 5 be added to
make any other numbers? 


Looking at number, recognizing and
using multiplication 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework Use
knowledge of number facts, explore number with addition and multiplication 

Activities

Vocabulary/keywords


This
investigation is an excellent way to explore the 3 and 5 times tables. The
example shows how 11p can be made using two 3p stamps and one 5p. Repeated
addition can be applied to almost every number and the satisfaction in
discovering this is both rewarding and illuminating. It will be found that
there are a few exceptions and the challenge would be for the children to
find these. Most will know straight way that they canÕt make 1, 2 and 4. It
is also not possible to make 7. Knowledge
of the multiplications of threes and fives will be useful, but using repeated
addition is fine as it will lead to understanding multiplication is a
shorthand for the same thing. Having found all the numbers up to 25 suggests
there will be no upper limit: challenge able children to find larger numbers;
some will realize that any number can be made (with the few exceptions
already discovered). Encourage
continuing their investigation in a systematic way, as they will soon see
patterns and short cuts. 
Addition Multiplication Infinite Times Different 

Assessment strategy
Confidence with number, being able to explore number and see pattern and links. Back to Top 
