Cover: Which item is missing?
Application: A
reasoning problem where pupils are asked to identify shape and position and then recognise which item is missing
from the shelves below. 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 shapes and describe
position Can be used as an introduction to
resolving confusions over left and right 

Resources required: none 

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 good
starting point would be to discuss a strategy for checking which items have
their double on the shelves below. Will it be better to randomly search, or
look for each item at a time? Should they start from the left? This is good
mathematical discussion. Encourage
using vocabulary such as left or right, above, below, next to, to describe
the matches. This will provide opportunity to use vocabulary that gives
location. To extend
the activity, other observation games could be played which encourage concentration
and memory skills. A tray of five shapes could be shown, then
one shape removed. Ask, Which shape is missing? 
Matches/
Same/ Difference Small,
large Left,
right Top,
bottom Over/above Under/below Next to Beside 

Assessment strategy
By asking children to explain position and shape their vocabulary will be extended using appropriate words. Back to Top 

Pages 2 and 3: Introductory
puzzle: Half a sandwich, and contents
Application: The theme of Issue 5 is fractions. The Buzz
cats and kids present a reasoning problem where pupils are asked to identify
each sandwich shape and match its two halves. Five sandwiches are shown at
the bottom and there is a table to complete. 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 halves and
the names given to shapes 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework: Understand
that two halves make a whole. Recognising
shape, describing and classifying 2D shapes according to their properties. Recognise
the symmetry in simple cases. Describe
positions. Problem
solving: making decisions and using appropriate language to resolve the task. 

Activities

Vocabulary/keywords


A
discussion on the five shapes of sandwiches could help with the
classification of shape, and their properties (ask, how many sides has the
pentagon? The hexagon?) Ask, what is the shape Buzz is holding? The pupil
might see that it is a right angled triangle, and
makes a square with AhmadÕs half. Ask, what
other way could Buzz cut his sandwich in half and what other shape could he
make (two rectangles)? Ask, what
is the difference with the triangles of Sasha and Kwok to the ones that make
a square? Could they be cut in half any other way and still be symmetrical?
This discussion leads to recognising lines of symmetry, and thinking about
reflection. How many lines of symmetry has the
circle sandwich? (infinite) Encourage
discussion orally before completing the table. Sorting the matches will
provide opportunity to use vocabulary that classifies shape and gives
location. 
Matches/
Same/ Difference Square Circle Triangle right angled triangle Pentagon Hexagon Rectangle Symmetry Mirror
line Reflection Line of
symmetry Left,
right Top,
bottom Over/above Under/below 

Assessment strategy
Understanding two halves make a whole. Describing position and shape their vocabulary will be extended using appropriate words. Recognising symmetry in simple cases. Back to Top 

Pages 4 and 5: What is missing from the mix?
Application: The
reader is asked to answer fraction questions in a variety of contexts. Each
correct answer will give them a letter that spells out a word in the panel on
the right. 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. 


Pupils look at fractions in a
variety of contexts, from time to quantities. 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework: Recognise
and find simple fractions in practical contexts. Using
appropriate number operations and ways of calculating to solve problems. Problem
solving in real life contexts and explain how: making decisions and using
appropriate language to resolve the task. 

Activities

Vocabulary/keywords


The
fractions used in this activity are halves and quarters, used in a variety of
ways to illustrate their application. Many recipes require halving or
doubling to make the right amount, and a discussion could be had on the
flapjack recipe and how it would change (see below). Encourage
discussion orally before completing the panel. The first and fourth questions
look at weight in grams. The second, looks at the
number of squares in a bar of chocolate. If a pupil finds it hard to find the
quarter, ask, how many squares would be half? How many quarters are in a
half? The third question requires some reasoning, to see that a quarter of
the whole amount of raisins (10) are on the
table. Ask, How many quarters
are in a whole? How many raisins are there altogether? The fifth question
refers to the measure of time: ask, how many minutes in an hour? The
ingredient (honey) Sasha is looking for is spelt out. To extend
the activity, ask the children to find a recipe and halve it for fewer
people. Or, ask, how much of each flapjack ingredient do we need for twice as
many? (introducing the idea that doubling is the inverse
of halving.) A simple flapjack recipe for about eight people is given here: 100g butter/margarine 250g oats 80g brown sugar 2 tablespoons honey 2 tablespoons raisins melt butter and margarine over low heat add sugar, raisins and honey (option: add a mashed banana instead
of raisins) mix in oats
gradually spread mixture into a nonstick baking tray bake for 2030 minutes at gas 5 or 200 C (depending how brown
required but do not over cook) 
Half Quarter Three
quarters Division Multiply Double Halve One hour 60
minutes Half an
hour 30
minutes weight grams 

Assessment strategy
Being able to solve word problems and explain how to apply fraction calculations in practical contexts. Back to Top 

Pages 6 and 7: Dots with fractions
Application: Two
dottodot pictures that use halves and then quarters. 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 adding in halves and
quarters in a number line 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework: Counting
and understanding number, knowing number facts and simple fractions. 

Activities

Vocabulary/keywords

Dot to
dot puzzles are enjoyed by a wide age range of children, and serve a useful
purpose as number recognition and sequence practice. This one requires care
in remembering that each half number is in the sequence (easily forgotten
when joining hardtofind dots). With the
second picture, where the pupil will discover there are six eggs, the
sequence is in quarters, and it offers the opportunity to explain that 2/4 is
the same as ½. This opens the discussion for more able pupils to
recognise simple equivalent fractions that might be encountered. 
Sequence In order Half Quarter Three
quarters 
Assessment strategy
Confidence in adding and an understanding of number. 
Pages 8 and 9: Fields of halves
Application: A maze
that requires recognising the half of a whole number. Each field has two sorts
of animals or things to count. Only one
route will take Buzz correctly through the fields to Fizz. 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 counting and halving. 

Resources required: none 

Learning objective taken
from the Mathematics Framework: Recognising
the halving of number. Problem
solving, reasoning and numeracy: making decisions and using appropriate
language to resolve the task. 

Activities

Vocabulary/keywords 
This maze
is designed to appeal to the youngest of our readers, yet covers a useful
exercise in knowing number facts and halves of numbers. Discussion
could be had on odd and even numbers (a definition of an even number can be
one that halves exactly). Counting
items quickly requires a certain amount of strategy: does counting in twos
make it easier? Estimating a number is an important skill, as is checking if
the guess was correct. 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. 
Half Route Way Direction Distance Addition Half Odd Even Estimating About the
same Too many,
not enough, too few, nearly, over , under left, right up, down along 
Assessment strategy
Confidence in counting and knowing the half of a number. Older children will be able to estimate and recognise the numbers of things visually. By asking children to explain directions their vocabulary will be extended using appropriate words. 
Pages 10 and 11: Match the
fractions
Application: A
reasoning problem that extends the knowledge of fractions by looking at the
activities of the eight Buzz Kids. The
reader is asked to match written statements about the picture to fractions
illustrated by parts of a circle or square. There are
also hidden apples and pears to find. 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 representing fractions. 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework: Finding
fractions of numbers or quantities. Comparing fractions in practical
contexts. Problem
solving: making decisions and using appropriate language to resolve the task. Develop
mathematical ideas and methods to solve problems. 

Activities

Vocabulary/keywords


This
activity uses the eight Buzz Kids to illustrate fractions up to eighths.
Although children below Year 4 may not encounter eighths, the progression
here is not confusing, and in tests most children were able to deal
comfortably with eighths in this context. The
example of dancing Buzz Kids immediately addresses the fact that two out of
eight is the same as ¼. Recognising the equivalence could lead to
discussion of other fractions, such as halves and three quarters. The
representation of fractions using shape, by dividing a circle or rectangle,
will be familiar to most children and helps illustrate the fractions,
stressing the concept of the whole. In this case, it should be pointed out,
the whole is the group of eight Buzz Kids. Encourage children to verbalise their matching, using the names of fractions or the number
out of eight. Extension
(Year 3 upwards): Other fractions could be introduced. Ask, What fraction of girls are
having a lolly? (2 out of 4: half) Of
the children not up the tree, what fraction are eating bananas?(3 out of 6: half)
and What fraction have a pony tail? (2 out of 6: a third). 
Fraction Half Quarter Three
quarters Eighth Part Whole Division Equivalence Equal
parts Sixths Thirds 

Assessment strategy
Recognising fractions and the equivalence between them. By asking children to describe their answers their vocabulary will be extended using appropriate words. 

Pages 12 and 13: Colour by
fraction
Application: A
colouring picture that requires recognising parts of a circle to represent
fractions. The image
of a bull charging through a fence will reveal itself, using the simple
palette to show light and dark. 

Pupils use their knowledge of
fractions using the shape of a circle 

Resources required: colouring felt tips or crayons (blue, green, orange, brown and
yellow) 

Learning objective taken
from the Mathematics Framework: Recognising
fractions and their names. 

Activities

Vocabulary/keywords

If the
reader has tackled the activity on pages 10 and 11, the introduction of
eighths should not be a problem to those who have not yet encountered them in
class. If
needed, help could be provided by drawing in the shapes in the key, alongside
the number fractions. Using
rules is an important discipline and preparation for following instructions.
The drama of the resulting picture should be rewarding to the neat artist.
The yellow could be replaced by a lighter shade of brown if available. 
Matches/
Same/ Difference Fraction Half Quarter Three
quarters Eighth Part Whole Shape circle 
Assessment strategy
Confidence in knowing fractions and recognising sections of a circle that represent them. 
Pages 14 and 15: Fruit
fractions
Application: A story
where Buzz is invited to visit Fizz and her two nephews, gives the
opportunity to set a puzzle about cutting apples into equal fractions. 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 fractions using a real life context. 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework: Recognise
and calculate simple fractions in a practical context. Problem solving: making decisions and using appropriate language to resolve the task. 

Activities

Vocabulary/keywords

The story
shows Buzz dropping an apple in his hurry to visit Fizz, which results in
there not being enough apples for everyone to have one each. The
reader is not told how many apples there are, but is presented with all the
quarter pieces that Fizz has cut up, to share between the four cats. There are
twelve pieces. Discuss what a quarter means (divided into four equal parts)
and ask, what would you divide the total by to find how many wholes there
are? (divide by four) The second question asks what
fraction of apple each cat got: dividing 12 by 4 will give the answer 3,and a
practical demonstration of three quarters of a whole is presented. The next
challenge may be more difficult for some to manage: can they find a way that
takes fewer cuts? You could
help by talking about how two quarters make a half, which may lead many to
leap to the answer: a half and a quarter each. Drawing in their answer
reinforces the concept. 
Fraction Half Quarter Three
quarters Part Whole Equal
parts/pieces Fewer divide division equivalent 
Assessment strategy
Confidence in making simple calculations with fractions, with a practical context. 
Page 16: Curious farm
Application: A picture
puzzle that involves observation and reasoning. There are at least 22
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 engage easily
with this puzzle. Some may not be so easy to recognise. Encourage children to
use language to describe why something is odd: what is wrong with some of the
reflections in the pond? What is the horse pulling up the hill? (You may have
to explain horse drawn ploughs!) Is that hay or a loaf in the cart? 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. 
Activity sheets 5 and 5b: Halving
Towels (available online: see BUZZ Activity Sheets)
Application: An
investigation is presented by Buzz and Fizz as they consider the stripes on
their towel. Buzz
recognises that the towel is coloured half yellow and half blue, and the
reader is invited to explore the variations possible with four stripes. An extension recording sheet (5b) is available for the second
part of the investigation, which looks at divisions into sixths. 


Pupils recognise a shape that is
equally divided can represent fractions. Can be used as an introduction to
investigating. 

Resources required: colouring pencils or felt tips in two colours 

Learning objective taken
from the Mathematics Framework: Recognising
and find simple fractions, and the equivalence between them. Problem
solving: suggest extensions by asking what if, investigate and find examples.
Making decisions and using appropriate language to resolve the task. 

Activities

Vocabulary/keywords


This is a
rich investigation that begins on a simple level, but extends to far reaching
levels of understanding of fractions and recognition of rotations. The first
exploration is to discover how many ways the 4striped (quarters) towel can
be coloured half one colour and half another. There are six notations (BBYY, BYYB, YBBY, BYBY, but two
are the same as BBYY
and BYBY when
turned: YYBB
and YBYB). The
conclusion the children should come to is that there are only four different
ways. This is an opportunity to talk about rotations and symmetry. The
extension sheet 5b allows for the investigation to continue with a different
number of equal parts: six stripes (sixths). This also presents an
opportunity to talk about thirds and sixths. This extension of the
investigation is more challenging, as finding that patterns are the same when
turned round will mean several will have to be rejected. Working in pairs
will greatly help; both children can colour a few in, then compare
discoveries and repeats. Encourage them to turn their pages around to look
for matches. The 10
different colourings are: BBBYYY, BYBBYY, BYYBBY, BYYYBB, BBYBYY, BBYYBY, BYBYYB, BYBYBY, YBBYBY, and YBBBYY. The
satisfaction achieved by working cooperatively will be selfevident. What if?
Dividing the towel into 2 x 2 rectangles will result in slightly different
findings: there are only three ways with two colours, which will be
different. Enthusiastic investigators could experiment with other rectangles
divided up equally, (a 2 x 2 square will only have two different
arrangements, ask, why?). For older children, investigations could take them
to looking at flags, scarves or even football kits. Encourage them to look
for symmetry in their designs, which helps spot the
ones that are rotations. 
Matches/
Same/ Difference Equal
parts Halves Quarters Sixths thirds Rotation Reflection symmetry Left,
right position 

Assessment strategy
A confidence in recognising half in patterns, as well as learning to work together, being able to explore and make conclusions. Back to Top 
