Cover: Count the crates
Application: A puzzle
requiring finding which shape is missing from a group. 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
challenge here is to decide how to check which shape is missing from those on
the floor. A systematic approach will result in finding which one it is (the
spade) quickly. Ask, how
would you describe the position? 
Matches/
Same/ Difference Left,
right Top,
bottom Over/above Under/below Next to Beside 

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 Pairs, and contents
Application: The theme of Issue 7 is securing
number facts. The
introduction puzzle starts with recognising pairs that sum to 10. The Buzz
Kids hold up the Egyptian hieroglyph equivalents to numbers 1 to 9 and there
are panels to fill 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. 


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 another number system: hieroglyphs are
interesting as they are pictorial, and demonstrate how numbers may have developed.
A single stroke is the earliest and most obvious way to record a unit, and
can be found in many systems (Roman and Chinese, for example) as well as in a
tally. One
suggestion for the use of a hoop by the Egyptians is that it represents the
handle of a basket (and the lines are sticks). 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 Hieroglyph Egyptian Tally Number 

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

Pages 4 and 5: Round the museum
Application: The
reader is asked to answer problems about estimating and rounding in a real
life context. 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. 


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, estimate a
number of objects. Use
mental calculation strategies to solve a problem. 

Activities

Vocabulary/keywords


The Buzz
kids describe different quantities or measurements in their comments in the
museum. To answer the questions in the panel pupils will need to source the
information from the comments. Making
estimates by rounding number is an important skill, as is knowing
when to round up or down, to the nearest ten. Younger children may well need
help with these questions, but should be within the scope of Year 2 and 3
children. The last
question involves a 3 digit number, which is slightly more challenging. 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 5Õs, 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? 
How many Round up Round
down Estimate Less than More than About Nearly Approximately Close to Roughly Measure metric Length cm 

Assessment strategy
Being
able to solve word problems in practical contexts, and use the information to
answer questions about estimates shows good reasoning. 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: Market Place
Application: Six of
the Buzz Kids have stalls where they are selling little pots of spice. Some
have been bagged in hundreds, some in tens, and some as single pots. The
reader is invited to work out the Egyptian numbers and match the amounts to
numbers in the table. 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. 

Partition
a number into hundreds, tens and ones


Resources required: pencil 

Learning objective taken
from the Mathematics Framework: Know what
each digit in a number represents, and partition a number into a multiple of
10 and ones, or a multiple of 100, 10 and ones. Read and write numbers. Know
what each digit in a three 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 particularly
suitable for Year 3, as they begin to read and write threedigit numbers with
confidence, and understand partitioning. The
additional activity of writing the Egyptian hieroglyphics lends itself well
to looking at the meaning of place value, as the Egyptians used the devise of
repeating a symbol for one hundred three times to show 300, and so on. It
leads to looking at the way we use 0 to hold place value in our number system.
Ask, why is our system more adaptable? How many symbols would you need to
write 999 in Egyptian, for example? Ask, How
many tens are in the number 78? Write a number sentence made up of tens and
units that makes 78. (70 + 8) How would you show 429
as hundreds, tens and units? (400 + 20 + 9). 
How many Numbers Hundreds Tens Units Ones Twodigit Threedigit Place
holder Zero Symbols Represents Place
value 
Assessment strategy
Confidence
in reading, writing and understanding figures and partitioning 3 digit
numbers. 
Pages 8 and 9: Pyramid maze
Application: A maze
that reinforces the rules about odd and even numbers. Buzz and
Fizz have to find a route each. 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 odd and even numbers. 

Resources required: none 

Learning objective taken
from the Mathematics Framework: Recognise
odd and even numbers, and understand their definitions. 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. There is
an opportunity to talk about the shape of pyramids: Can the base be square or
triangular? Does this
effect how many sides they have? Most
children from Year 2 will know when numbers are odd or even, but it may be
useful to put questions to them which will make them think about how they
know: Ask: How would you describe an odd/even number? Encourage children to
use their own words. Why is 15 odd? How do you know? What happens if you add
two odd numbers together? Observations could be made on what happens when
odd, even or odd and even numbers are added together. How can you be sure to
have an odd number made from adding two numbers? 
Odd (has
a remainder of one after dividing by two) Even
(divides by two exactly) Whole
numbers Remainder Division,
dividing Up, down,
through, under, above Top,
bottom, left, right pyramid 
Assessment strategy
Achieving
an understanding of odd and even numbers 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: Ups and
downs in tens
Application: A
dottodot activity that challenges the reader to not only count in tens, but
go backwards and forwards. The
discovery of the Ôdotty thingÕ leads to finding a hidden mummy on every
spread of the magazine. 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 sytem 

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. Develop
mathematical ideas and methods to solve problems. 

Activities

Vocabulary/keywords


This
activity presents the familiar dottodot activity that most children will
know. Their impulse will be to find the 0 and join numbers adding on one from
there. This is immediately more challenging as they are told to start at 500. The
number line will help establish the idea, but care needs to be taken as they
search for the next number as it goes up in tens in one direction, and down
in tens in the other. Younger
children will benefit by being guided to the numbers as they go, so as not to
get confused which number comes next. The use of red dots will help to remind
them when they are going backwards. Ask, How
many tens have you counted? Could you have started anywhere in the picture? 
Count on Count
back Tens Sequence How many Add,
addition, more, plus Sum,
make, total Continue rule number 

Assessment strategy
Knowing
number and being able to recite in order, counting on and back in steps of 10
from any number. 

Pages 12 and 13: WhatÕs in
the Pot?
Application: A Ôcolouring
inÕ 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 simple multiplication


Resources required: pencil 

Learning objective taken
from the Mathematics Framework: Know
simple multiplication facts by heart. Understand
the operation of multiplication and the associated vocabulary 

Activities

Vocabulary/keywords

Not all
Year 2Õs will have tackled multiplication at the beginning of the school
year, so the vocabulary may be new to them. Talk about repeated addition, how
3 lots of 5 is the same as 5 + 5 + 5. The
numbers they need to recognise to follow the rules are shown in the left hand
panels, and can be seen as number sequences adding in steps of 5. 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. Year 3
children will add this to the number facts they know by heart: multiples of 100 end in 00, Multiples
of 10 end in 0 Multiples
of 5 end in 0 or 5 Multiples
of 2 end in 2, 4, 6, 8É Ask, What
is the next multiple of 5 after 175? What do
multiples of 50 end with? (00 or 50) 
How many Add,
addition, more, plus Sum,
make, total Multiples Factor Groups of 5 times table 
Assessment strategy
Confidence
in number, recognising a pattern and understanding multiples. 
Pages 14 and 15: Doubling
days
Application: A story
where Buzz has bought an extraordinary plant that doubles in size each day. Questions
about doubling follow on the next page. 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 doubling in a story context. 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework: Understand the vocabulary double, twice, use known
facts. Understand
estimation and approximation, make a sensible
estimation of size. Problem
solving: making decisions and using appropriate language to resolve the task. 

Activities

Vocabulary/keywords

The story
tells the reader just how quickly numbers grow when they are doubled: quickly
responding to doubling is good practise, but it is soon realised the numbers
have got huge. The
following questions follow this idea on, with some comparisons to real things
like double decker buses, and famous landmarks. A
discussion of estimating height could follow: how many buses piled up match
the height of a house? How many
of you reach the height of a door? 
Doubles Add,
addition, more, plus Sum,
make, total Multiples 
Assessment strategy
Confidence
in making sense of problems relating doubling and to measure, with a
practical context. 
Page 16: Curious Ruin
Application: A picture
puzzle that involves observation and reasoning. There are at least 22
different oddities to find. The
Ancient Egyptian theme is completed with the scene of these ruins in Egypt. (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 the building
with three pillars? Is there anything odd about one of the shadows? 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 7a and 7b: Sum Fridge
(available online: see BUZZ Activity Sheets)
Application: An
investigation is presented by Buzz and Fizz, making number sentences with
fridge magnets. PDFÕs of both worksheets are 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/buzzws7a.html 


calculations: addition and subtraction 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework: Find
mental calculation strategies: Use
patterns of similar calculations Use the
relationship between addition and subtraction 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. The first
worksheet gives three numbers and asks for four number sentences (one is
given), a task suitable for Year 2 and up. If using in a class or group,
encourage the children to say the sentences out loud. Using mental
calculation strategies, they should soon be able to see that they are working
with pairs that can be written as addition and then the corresponding
subtraction fact, and vice versa. The
second set of numbers is deliberately easy, so that they will see the pattern
and gain confidence in the task. The
second worksheet offers scope for some real investigation: Ask, how will they
use what they have learnt from Activity sheet 1? For those who arenÕt sure,
ask, Which pairs of numbers sum to a third number on the fridge? The
exercise of recording their number sentences is useful: learning how to organise oneÕs work
will encourage a systematic approach to investigating patterns of similar
calculations, and lead to mathematical understanding. Extension:
There are 16 sets using three numbers from the magnets. Can they work
systematically and find them all? (they are: 1,2,3 1,3,4
1,4,5 1,5,6 1,6,7 1,7,8 1,8,9
2,3,5 2,4,6 2,5,7 2,6,8
2,7,9 3,4,7 3,5,8 3,6,9
4,5,9 For older
children: If the number 5 was added to the set 9, 2 and 7, how many more
sentences can you make? What number would you add after that? Can you make
sets using two digit numbers? What mental strategy can you use to do this
easily with numbers like 19, 11?(rounding and
adjusting by 1) 
Add Subtract Total Patterns Number
sentence Different Equals Minus Plus Pairs sum 

Assessment strategy
A
confidence in recognising patterns, using the relationship between addition
and subtraction. Discover mental calculation strategies. 
