Cover: Count the crates
Application: A puzzle
requiring the counting of 3D shapes, where some are hidden. 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 relate 3D shapes to
pictures and recognise the different ways shapes can be made from cubes. 

Resources required: none 

Learning objective taken
from the Mathematics Framework: Knowing
how 3D models and shapes are made, with increasing accuracy. Problem
solving: making decisions and using appropriate language to resolve the task. 

Activities

Vocabulary/keywords


The
challenge here is to recognise that there are hidden cubes in each of the
three shapes shown. Those who can say there are 5, 7 and 8cube groups are
demonstrating a sound understanding of the ways cubes can be arranged to make
different shapes. To help those who find the task more difficult, they could
be given cubes and asked to make the shapes shown in the dock scene. All
children will benefit by being able to make models with 3D shapes to match
pictures is a useful exercise, offering the opportunity to describe the
results. To extend
the activity, ask how many ways can the same number of cubes be arranged face
to face? Can their features be described? Discuss layers, ask: how many cubes can be seen from one
side, how do you know there is a hidden cube? 
Cube 3D face corner edges Matches/
Same/ Difference Left,
right Top,
bottom Over/above Under/below Next to Beside Square Cuboid Single/double
layered Third
layer 

Assessment strategy
Confidence
in making models and shapes with increasing accuracy. Being able to describe
their features. Vocabulary will be extended using appropriate words. 

Pages 2 and 3: Introductory
puzzle: Measure the Buzz kids, and contents
Application: The theme of Issue 6 is measure. The
introduction puzzle starts with considering the measurement of height. A cm
ruler showing 111cm to 125 cm is shown at the side, so that each Buzz kidŐs
height can be marked in position to help with this activity. The Buzz
kids give their heights in cm. There are boxes at the bottom to write in
where the heights are to be sorted, shortest to tallest. A simple sentence
about comparing LukeŐs height needs completing. 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 length and sort
measures, shortest to tallest. 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework: Solve
simple word problems involving measures and explain how the problem was
solved. Use
mental calculation strategies to solve a measurement problem. Read a scale. Retrieve
data from information and organise and sort it. Problem
solving: making decisions and using appropriate language to resolve the task. 

Activities

Vocabulary/keywords


A
discussion about how we record height could introduce this activity: many
adults still measure height in feet and inches so it is useful to understand
the vocabulary relating to measure and some of the commonly used imperial
units, but they do not need to address equivalence at this level. Ask, how
are childrenŐs clothing and sizes labelled? (metric
and often by the height (from head to toe)). Marking
the heights on the scale at the side is a good way of organising the
measures, and makes the sorting of shortest to tallest easier than just by
scanning the numbers. It is also helpful in comparing heights (as in the
sentence at the bottom). More questions could be asked, such as, how much
taller is Sasha than Lucy? Extension:
make a simple block graph of the data. 
Measure Comparison Difference Height Length Shortest Tallest Centimetre Metre Feet and
inches metric 

Assessment strategy
Understanding
metric measures and relating to a scale. Confidence in collecting, sorting
and organising information. 

Pages 4 and 5: Loads of Measuring
Application: The
reader is asked to answer problems about measure in a real life context. Each
correct answer will give them a letter that spells out a word in the Treasure
Chest 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. 


Understand and use the vocabulary
relating to length, mass and capacity. 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework: Solve
simple word problems involving measures and explain how the problem was
solved. Begin to
understand the relationships between standard metric units. Use
mental calculation strategies to solve a measurement problem. Problem
solving: making decisions and using appropriate language to resolve the task. 

Activities

Vocabulary/keywords


The Buzz
kids present different types of measurements in their comments. This gives the opportunity to use the
vocabulary associated with each, and recognise the use of comparative words,
such as heaviest. Encourage
children to orally explain their method for solving word problems such as:
how many loaves weighing one kilogram are in a 6 kg sack, and ask them to
write a number sentence to show how they solved the problem (6 Ö 1 = 6), and
how many 5 ml spoonfuls are in a bottle of 500ml ( 500
Ö 5 = 100). How far away is the island and the teapot question looks at the
relationship between standard metric units, and it may help to point out the
small scrolls along the bottom, which also show the abbreviations. Ask, how
many metres in half a kilometre? How many millilitres in half a litre?
Children in Year 3 and beyond should be more confident in dealing with the
relationships between standard metric units, but younger children may well
need help with these questions. The
variety of contexts here opens discussion on which sort of measure is
suitable for measuring mass, length and capacity. There is an opportunity to
look at uniform nonstandard units of measure, such as spoonfuls and mugs,
which are useful for making estimates and solving problems. Ask, what
else would you measure in metres, grams, litresÉ 
Measure Comparison Difference metric Length Metre kilometre weight/weighs kilograms heavy/heaviest light, lightest capacity litres millilitres full, empty, holds 

Assessment strategy
Being
able to solve word problems and explain how to apply measure calculations in
practical contexts. Children achieving in this understanding in Years 1 and 2
would be working at a high level, more expected of Year 3 and beyond. 

Pages 6 and 7: WhatŐs the Catch?
Application: Eight
different lengths (fishing lines) have to be measured so that they can be
matched with the objects in the Catch Box and the items drawn in the spaces
at the end of each line. A ruler
is supplied down the side, so that a strip of paper could be marked to
measure with some accuracy. 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 a ruler to measure with some
accuracy 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework: Use
simple measuring equipment with some accuracy. Read and
interpret a scale. 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, involving simple
measuring with a ruler or a strip of paper marked with cm. The measures are
to the nearest centimetre. Encourage
children to estimate which lines are the shortest and longest, before they
check with the ruler. Extension:
With older children, the idea of scale could be introduced. If 1 cm on the
picture represents 1 metre in real life, how big is the ship? 
Measure Comparison Difference Height Length Shortest Longest Centimetre Metre Metric ruler estimate 
Assessment strategy
Confidence in understanding metric measures and use simple equipment to measure with
some accuracy. 
Pages 8 and 9: Island maze
Application: A maze
that uses measure and simple compass directions to solve. Three
routes are given in a series of directions, and an opportunity to design a
route for the fourth treasure. 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 the four compass directions and measure. 

Resources required: pencil/ruler or strip of paper 

Learning objective taken
from the Mathematics Framework: Position
and direction: describing and following directions :
recognising north, south east and west. Give
instructions to navigate a route. Use
simple measuring equipment to measure with some accuracy. 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. Most
children will have come across the basic four cardinal points; it may be
helpful to explain how we use North to orientate a map and why this is useful.
Point out the compass drawn on the map and ask which way is east, and so on,
before starting the task. A strip
of paper marked carefully with cm (see page 7) or a cm ruler is required so
that the distances can be measured. (An acetate sheet of a cm
squared grid could be overlaid on the map for Year 1/2 children who
could count the squares.) Leaving
the fourth treasure for the readers to devise a route gives opportunity to use
the knowledge they have gained from following the directions. Ask, how many different routes can you invent? WhatŐs the longest route
you can devise? Which is the shortest? For
extensions, total distances to each treasure could be examined, and
alternative routes found. On squared cm paper a map could be drawn and a
route described (making all paths at right angles to each other), then
given to each other to try out. 
Measure Cm North (N) South (S) East (E) West (W) Route Way Direction Distance position navigate instructions right angle left, right up, down along Addition 
Assessment strategy
Being
able to describe position and direction. Confidence in using measure in cm
and using compass points (Year 3). By asking children to explain directions
their vocabulary will be extended using appropriate words. 
Pages 10 and 11: Measure
match
Application: A
reasoning problem that extends the knowledge of the units used to measure
length, mass or capacity, by looking at the activities of the eight Buzz
Kids. The
reader is asked to match written statements to a list of measures. A hidden
word will be revealed. 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 measure. 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework: Suggest
suitable units to estimate or measure length, mass or capacity in a variety
of 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 look at different situations requiring
estimating measure and knowing which units to use. Many children below Year 4 are not sure when to use grams
or millilitres, so a discussion about capacity (the amount something will
hold) and the heaviness of things will help. Talk about comparisons and how
we estimate size. In each
circle, the Buzz kids give clues to the size they are talking about. Ask, how
tall is Jack? (see page 2) Use this to compare his
height with the ladder. About how tall is the plant against the face of Yasmin? How does this compare with the width of the hut? How
wide is a hand? Ask, which things would you use kilograms or grams to
measure? Which is heavier, one pineapple or a sack of them? Many children
will have filled a bowl with cups of water. If they had trouble with the
teapot question on page 5 this may help. Remind them that l means litre and
is equal to 1000 millilitres (see page 5). Extension
(Year 3 upwards): Ask what things can they think of that use the different
units to measure, and make a list of things with estimates on how much they
would weigh, or hold, or compare with their own height. The more they think
about the units, the more confident they will become in using them. 
Metres
(m) Centimetres
(cm) Grams (g) Kilograms
(kg) Millilitres
(ml) Litres
(l) Capacity Weight Length Heavy Light Full/
holds Shorter
than Longer
than How long How many How much Guess Estimate Roughly Nearly/close About Approximately 

Assessment strategy
The
ability to solve word problems involving measure. Recognising which unit is
appropriate. By asking children to explain their answers their vocabulary
will be extended using appropriate words. 

Pages 12 and 13: WhatŐs so
heavy?
Application: A dot to
dot picture, that when completed involves a simple problem about weight to
solve. 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 practise number sequence up
to 80 and solve a simple word problem. 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework: Understand
vocabulary relating to mass, and solve simple word problem involving measure. Order a
set of familiar numbers and position them on a number line. 

Activities

Vocabulary/keywords

The
popular activity of joining dots 1 to 80 is accessible to Year 1 and up and
is always good practice. The
simple word problem that follows demands understanding the units used to
measure weight and making comparisons. Extension: Estimating
which of two things is heavier, and deciding how to make things balance. What
things are heavier or lighter than I kilogram? Estimate then check by
weighing them. 
Kilograms
(kg) Grams (g) Weight balance Heavy/heavier Light/lighter How much Guess Estimate Roughly Nearly/close About Approximately 
Assessment strategy
Confidence
in number sequence and understanding kilograms measure weight. 
Pages 14 and 15: Stuck inside
Application: A story
where Buzz has built a boat inside his house, only to discover it is too wide
to get out though his front door. Measurements
of the boat are given and an invitation to draw or write a solution to the
problem follows. 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 size using a real life context. 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework: Recognise
width, length and depth in a practical context. Problem
solving: making decisions and using appropriate language to resolve the task. 

Activities

Vocabulary/keywords

The story
shows how Buzz has made a boat, but when he tries to push it outside, it is
too wide to go through the door. Although this seems a simple problem, and
accessible to most year groups, not all children we trialled found the
solution that obvious. A plan of
the boat illustrates how a 3D object can be described as a diagram, in
particular showing its size, and a conversation about this could be useful.
The two sentences to complete are designed to help the solving problem
process, but some imagination and making sense of a situation is required, so
that a solution can be described using mathematics. Drawing
in their answer reinforces the concept. 
Centimetre
(cm) Wider
than Narrower
than Width Height Length Rotation/turn 
Assessment strategy
Confidence
in making sense of problems relating to measure, with a practical context. 
Page 16: Curious Island
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 skiing down
a volcano? Is there anything odd about one of the shadows?
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 6: Colouring Pencils
(available online: see BUZZ Activity Sheets)
Application: An
investigation is presented by Buzz and Fizz as they consider lengths of some
pencils. The
exercise requires estimating and checking (finding a solution to do this)
lengths, then putting them in order of shortest to longest. Finally
the child is invited to colour in the pencils according to the descriptions
that fit. 


Pupils estimate length and sort
data. 

Resources required: colouring pencils or felt tips. A ruler or strip of paper. 

Learning objective taken
from the Mathematics Framework: Measure
and compare: make direct (side by side) comparison. Estimate,
then check using standard units. Problem
solving: deciding on a method or tools to complete the task. 

Activities

Vocabulary/keywords


This worksheet
is designed to be accessible to several Year groups. Most will make a
successful guess at choosing the longest and shortest pencil. The
challenge will be to decide how to check the estimates and to be sure of
guesses on the pencils inbetween. If they have read BUZZ 6 they may well
come up with the idea of making their own ruler, simply marking a strip of
paper with each pencil height, making sure that the base mark remains the
same each time. This will make putting the pencils in order of height very straight forward. Extension:
how accurate can you be? Do not use a ruler in the first place. Compare with
the length of a finger: which is closest to the length of your index finger? Try to guess the height in cm, then
check with a cm ruler. 
Same/
Difference Centimetre
(cm) taller than longer than shorter than less than Height Length Left,
right Position Compare Nearly 

Assessment strategy
A
confidence in being able to estimate length with some accuracy and finding a
solution to a problem. 
