Cover: Buzz
Application: A puzzle
to match the correct shadow to the parrot. 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 differences in
shape and use a strategy to do the task. 

Resources required: none 

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

Activities

Vocabulary/keywords


The
challenge here is to look in detail at the shadow shapes, which vary in
subtlety: for a missing foot to counting the feathers on a wing. Good
observation is required, and most children will be able to do this without
help, given a little time. Ask, how
would you describe the position? 
Matches/
Same/ Difference Left,
right Top,
bottom Over/above Under/below Next to Beside How many Count 

Assessment strategy
Confidence
in solving problems involving shape. Being able to describe features.
Vocabulary will be extended using appropriate words. 

Pages 2 and 3: Introductory
puzzle: Which colour balls are there most of? and Contents
Application: The theme of Issue 8 is
mathematical pictures: handling data. The
introduction puzzle shows the Buzz kids juggling, and asks how many of each
colour ball is there. A panel
at the bottom allows the children to write in a tally while collecting the
data. 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 collect information and
annotate their results. 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework: Count
reliably a set of objects. Solve a
given problem by collecting, sorting and organising information in simple
ways. Collecting
data quickly making a tally chart. Extract and interpret from a table. Problem
solving: making decisions and using appropriate language to resolve the task. 

Activities

Vocabulary/keywords


The
reader is invited to count the balls the Buzz kids are juggling and sort them
by colour. Children in Years 1, 2 and 3 may not have seen or used a tally
chart before, but will soon recognise the usefulness of keeping count with
the method of drawing lines, rather than numbers. The box
for green balls has been completed, and it could be explained that if there
were five green balls, a fifth stroke would cross the four, making it easy to
see five marks at a glance. Ask, why would this be useful? (With larger
tallies, fives would be easy to add up.) Children may start by putting the
marks for BeckyÕs balls, then AhmadÕs, and so on, or a count could be made of
all the red balls, then all the next colour. Ask, which way is easier? This
demonstrates the usefulness of keeping a tally to count sets, and using a
table. The
question at the end involves extracting and understanding the table they have
completed, showing that the most common, or most popular, colour is blue.
Ask, which colour is there least of? 
Tally
Chart Sum Addition Number Data Sort Set List Label Most of Most
common Least of 

Assessment strategy
Confidence
in collecting data quickly and accurately, and then being able to answer
questions about the results. 

Pages 4 and 5: Sort the animals
Application: The
reader is asked to sort the animal costumes and puppets by various criteria,
noticing what they have in common to fit four different tables. 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. 


Organising data into tables. 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework: Solve a
given problem by collecting, sorting and organising information in simple
ways. Problem
solving: making decisions and using appropriate language to resolve the task. 

Activities

Vocabulary/keywords


This
introduction to Caroll diagrams and other sorting exercises invites the
reader to decide what qualities each animal has that might fit the categories
in the table pairs. Quite young children will be able to find the things that
two animals have in common, and their more obvious differences. A
discussion could be had on other criteria that could pair up animals, using
the things they might know. It could be animals that have eggs, or animals
that come out at nightÉCould they make some more table pairs with labels? (eg
animals that fly: feathers/no feathers) Sorting
and organising data in this simple way leads on to more challenging data
handling. 
Data Sort Set List Label Table Title 

Assessment strategy
Being
able to solve word problems in practical contexts, and use the information to
complete tables shows good reasoning. Children achieving in this
understanding in Years 1 and 2 would be working at a high level. 

Pages 6 and 7: Learning lines
Application: Following
on from the previous page, the activity asks to check a numerical Caroll
diagram, and find the mistakes made by Buzz the cat. 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. 

Recognising
odd and even numbers, and those higher and lower than 20 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework: Solve a
given problem by collecting, sorting and organising information in simple
ways. Collecting
data quickly. Extract and interpret from a table. Recognise
odd and even numbers. Compare and order 2 digit numbers. 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 recognise which numbers are above and below a
number on a number line, and the difference between odd and even numbers. Remind
children how to decide if a number is odd or even: does it divide exactly by
two? Ask them to explain in their own words. The
Caroll Diagram has been completed, but the task is to see which names are in
the wrong boxes. This involves checking each of the Buzz kidÕs statements and
deciding where their names should be in the diagram. The puzzle invites
explanations and justifying decisions. 
How many Numbers Tens Units Ones Twodigit Represents Odd Even More than Less than 
Assessment strategy
Confidence
in ordering two digit numbers, sorting information using tables and diagrams. Achieving
an understanding of odd and even numbers and finding strategies to solve
number problems. 
Pages 8 and 9: Stage Set
Application: The Buzz
kids are preparing the stage for their show. The task
is to create a bar graph to show the frequency of each prop. 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. 

Sorting information to make a
diagram. 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework: Solve a
given problem by collecting, sorting and organising information in simple
ways. Collecting
data quickly and complete a table. Extract and interpret from a table,
presenting data as a bar chart. Identifying
further questions. Problem
solving, reasoning and numeracy: making decisions and using appropriate
language to resolve the task. 

Activities

Vocabulary/keywords

Children
will enjoy looking for the items they have to count in the picture, including
spotting where Fizz and Buzz are hiding. Having
completed the simple table, they are asked to complete the bar graph. Ask,
why is a bar graph a useful way to show how many things there are? Talk about
the visual aspect of diagrams like bar charts. What other way could they show
the data? (Pictograms, bar line chart). Ask, when would a pictogram be a good
way to show the data (e.g. when one pictogram can represent several units.)
The final question illustrates how easy it is to see the answer when data is
displayed visually. Ask, what
other questions and answers can be readily seen from the bar chart? 
Data How many Number
list Represents More than Less than Fewest Most of Bar chart Table 
Assessment strategy
To be
able to sort, list and use diagrams confidently. By asking children to
explain directions their vocabulary will be extended using appropriate words.

Pages 10 and 11: Making Turns
Application: A maze
activity that challenges the reader to read a bar chart to match two routes. 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. 


Solving a problem by extracting
data from a bar chart 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework: Extract
and interpret from a table. Develop
mathematical ideas and methods to solve problems. 

Activities

Vocabulary/keywords


Following
on from making a bar chart in the previous pages, the reader is required to
extract information from a bar chart to discover which routes Buzz and Fuzz
take. For children new to reading bar charts, ask, How many turns is shown by
the red bar, and how many turns by the green bar? Understanding the task is part of the puzzle: once
children know what they have to discover, finding the two routes is not
difficult. To help, the first turn Fizz takes is shown. Other
routes the two cats could take could be discussed: which route takes the most
number of turns? Could Buzz do it making 15 turns? How could Fizz do it in 16
turns (assuming a bit of retracing)? Could a bar chart be drawn to show all
the number of turns in possible routes either cat could take? 
Left Right Turn Bar chart Extract Rule Number Fewest Most 

Assessment strategy
Confidence
in understanding bar charts and using them. 

Pages 12 and 13: Colour by
shape
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. 

Recognise shapes and follow rules. 

Resources required: colouring pens or pencils (two greens, yellow, grey, brown and blue) 

Learning objective taken
from the Mathematics Framework: Sort
information from a list Recognise
2D shapes and their differences 

Activities

Vocabulary/keywords

Colouring
in using a set of rules is good practise for using a table, and this
colouring picture requires being familiar with different shapes, and recognising
their properties. Ask, what
are these shapes called? (triangle, diamond, square, circle, rectangle, and
pentagon). Care need to be taken in recognising the difference between the
pentagon and the circle: it could be noticed that the more sides a regular
shape has the closer it is to a circle. Ask, what is the difference between
the rectangle and the diamond? (right angles). How many four sided shapes are
used in the table? 
shape triangle diamond square circle rectangle pentagon 
Assessment strategy
Confidence
in recognising regular shapes. 
Pages 14 and 15: Messy Mix
Application: A story
where Buzz forgets the time and has to make a cake. Questions
about matching a pie diagram to a recipe 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 quantities in a story context. 

Resources required: none 

Learning objective taken
from the Mathematics Framework: Calculating
time intervals. Solving
problems with fractions. Interpret
data in a pie chart (higher level). Problem
solving: making decisions and using appropriate language to resolve the task. 

Activities

Vocabulary/keywords

The story
shows Buzz forgetting the time and burning the cake. It gives the opportunity
to ask, How long is half an hour? How many minutes have passed in one hour? The story
continues to show Buzz making a mess trying to make a new cake. The puzzle
set on page 15 is quite advanced for the BUZZ reader, as it uses pie charts
to show fractions (a type of diagram usually introduced to older readers).
However, most children will understand the representation of half and a
quarter in a circle, and with some prompting will be able to match the
correct proportions to Pie chart 3. Explain that the circle is the whole
amount, and each section showing the relationship of the three ingredients. This is a
simple example of using pie charts, and it may be useful to explain that the
term Ôpie chartÕ does not mean it is always about cooking or pies. They are
diagrams that are useful when showing amounts or comparisons within a whole.
Some able children will be able to say that the first pie chart shows thirds. 
Half an
hour One hour 30
minutes 60
minutes measure half quarter Pie chart Whole Circle Match Thirds 
Assessment strategy
Confidence
in making sense of problems relating to measure, with a practical context. 
Page 16: Curious Street
Application: A picture
puzzle that involves observation and reasoning. There are at least 22
different oddities to find. The
secret puzzle of spotting a parrot carries through each spread of the
magazine, including this one. (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. Most will spot square wheels, and jelly on the roof. Some may
not be so easy to recognise. Encourage children to use language to describe
why something is odd: what is wrong with the traffic lights (other than one
is a broom!)? (green should be at the bottom, and three lights do not come on
together). There is an odd reflection in the puddle: the 4 should be back to
front. The most subtle curious thing may be the numbers on the doors: ask, If
houses are numbered even on one side, what should number should the yellow
door have? 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 for the Whiteboard/PC: Space Tally (available online: see BUZZ
Activity)
Application: Space
Tally is an animated activity that will work on any computer that has
MicrosoftÕs Powerpoint Player. It is a short musical show that requires
making a tally. Two versions are available (pre and post Powerpoint 2007
versions). Go to: http://www.circamaths.co.uk/white1.html If you
don't have Powerpoint you can download a free Powerpoint player at
www.microsoft.com/downloads A PDF of
the recording sheet, designed to be used with the activity, is 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/buzzws8.html 


making a tally 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework: Collecting
and sorting information Presenting
data in a frequency table using an appropriate method 

Activities

Vocabulary/keywords


This activity
is designed to be accessible to several Year groups, and can be used at home
on a computer as well as in the classroom with the whiteboard. The recording
sheet will be very useful for making the tally. To answer
the last question a copy of BUZZ (any issue) should be opened on page 2.
Click on the file ending in .pps or .ppsx to open the activity (if it fails
to open, Powerpoint may already be open and the file can be opened from
there, (go to File menu, Open). It will also work to close Powerpoint and
click on the .pps file again to open directly into the show). There are
a few times when the activity waits for a click (or using the arrow keys) but
most of the action takes place automatically (be careful not to double click
or click when not prompted, as this will skip the stages). Some
computer systems may not play the music files with the .pps file, but the
music (three files ending in .mp3), while adding to the enjoyment of the
activity, is not essential. There are embedded sounds that should work on all
systems. It is
recommended to watch the show beforehand if preparing for a classroom
activity. (It lasts about ten minutes.) The recording sheets can be printed
off beforehand ready to fill in. The five things to count appear with Buzz
and Fizz (the correct term for meteoroids is used for the scientific experts
amongst the children, rather than the word meteor, which is a streak of
light). At the prompt, Ready!, the things begin to float past the window. The
pace will be quite fast, and younger children may like to work in pairs so
that one can call out the things whilst the other keeps the tally. Some may
know to cross through the four strokes to make five, but it is not essential
at this stage. On a
click prompt, the tally will be shown so that children can check their
results. If necessary, a Go back button will appear so that they can watch
the show again and correct any that were missed. It could be discussed why
keeping a tally is useful in a task like this (writing out numbers would be
time consuming and lead to mistakes), and when a tally might be useful in
other cases (collecting data about traffic, for example). The last
question needs a simple elimination exercise to see which two Buzz Kids are
missing. Extension:
A bar chart could be made to show the data they have collected. Questions
such as, which thing is there least of, or most of, could be asked. Of
interest: Tallies date back to prehistory and were in everyday use in Europe
into the 19^{th} Century. Roman numerals possibly developed from
keeping tallies, with single strokes up to 4, five represented by V , and ten
by X. The new Palace of Westminster was built after a great fire of the tally
sticks which were stored in the original building. 
Tally Add Total Chart How many Least of Most of
fewest Most 

Assessment strategy
A
confidence in recording data for use in presenting frequency and bar charts. 
