Cover: Buzz
Application: A puzzle
to find the pair of matching spaceships. 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 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 patterns on the ships, which vary
in colour and tone. 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 patterns of colour. Being able to describe features.
Vocabulary will be extended using appropriate words. 

Pages 2 and 3: Introductory
puzzle: Multiplying moon rocks and Contents
Application: The theme of Issue 9 is
multiplication and division. The
introduction puzzle shows the Buzz kids holding boxes of moon rocks. Spaces
under each child allow the multiplication to be written in and the product. A panel
at the bottom allows the children to write in the pairs of children that have
the same number of moon rocks. 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, use
multiplication and annotate their results. 

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


This is
an opportunity to use simple multiplications, and see that the order of the
operation does not affect the results. For
children who are not comfortable with multiplication, this makes a good
exercise in looking at repeated addition (for example, ask, how many lots of
three is Ahmad holding, and how many lots of four is Kwok holding?), which
leads to understanding that multiplication is repeated addition, and the inverse
of the multiplication is the same (3 x 4 =
12 and 4 x 3 = 12). The panel
at the bottom gives the opportunity for the children to annotate their
findings, and match the pairs that have the same product. Extension
questions: What other arrangement could be made for 12 moon rocks? (2 x 6).
Which boxes have an odd number of rocks? Having made up the table, which pairs
of Buzz kids have the least number of rocks? How many rocks altogether? 
Arrangement/Array Multiplying Repeat
addition Same as Altogether Total Product 

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. 

Pages 4 and 5: Divide the kit
Application: The
reader is asked to divide up the space kits between eight Buzz kids, and find
the remainders when there are any. 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 division to resolve
the task. 

Resources required: pencil 

Learning objective taken
from the Mathematics Framework: Simple
word problems involving real life contexts. Choose appropriate number
operations and know and use simple division. 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 4 and 5 as it involves understanding the problem and then
finding the information. The younger child may need some help with deciding
how to resolve the task: even able children in Year 3 may find remainders a
difficult concept. Children will enjoy looking for the items they have to
count in the picture, including spotting where Fizz and Buzz are hiding. The
illustration shows the quantities as arrays (as in the cookies) or piles (as
in the patches) and this should help them recognise the multiplications (eg 4
rows x 8 ice cream pouches) that make up the amounts given. A
practical use of cubes or objects to model the problem may help with the
understanding of what is left behind. 
How many Quantity Times Division Repeated
subtraction Remainder
Array Multiplication Repeated
addition Rows Columns 

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. Children achieving in this
understanding in Years 1 and 2 would be working at a high level. 

Pages 6 and 7: Robot info
Application: The
reader is asked to answer questions about sets using an array of one hundred
robot 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. 

Recognising
tens and multiples of ten. 

Resources required: pencil 

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

Activities

Vocabulary/keywords

This
activity is accessible to all Buzz readers, as it mainly involves counting
(and multiplying) in tens, and can be tackled on several levels. Remind
children, if they use repeated addition, that multiplication will also
resolve the task. Ask what other questions the Buzz kids at the control
centre could be posed. The last
question invites the reader to decide on a group of their own: it will most
likely be the non smiling robots, but a set could be further refined by
colour: for example green nonsmiling (of which there are only four), or
threeeyed pink. 
How many Numbers Tens Units Ones Hundred Even More than Less than 
Assessment strategy
Confidence
in working with tens of a number of things. 
Pages 8 and 9: Moon walk
Application: A maze of
moon craters which requires knowing multiples of 5 and 2. 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 multiplication facts. 

Resources required: coloured pencils, two colours 

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

Mazes are
a good way to provide practise in recognising multiples. Buzz provides key
points about the five times table and knowing when a number is a multiple of
two. Children
may not be used to having rules to obey when finding routes in a maze, unless
they are avid readers of BUZZ!
With younger readers, explain that there are two different rules. Talk
about odd and even numbers and recognising numbers that halve exactly. 
Multiples How many Quantity Repeated
addition Multiplication Times Total Route Left Right Up Down Even Odd 
Assessment strategy
Confidence
in recognising number facts using multiplication. 
Pages 10 and 11: Remainder
route
Application: A maze
activity that challenges the reader to do divisions and follow the
remainders. 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 finding
remainders 

Resources required: pencil 

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

Activities

Vocabulary/keywords


Following
on from the maze on the previous page, this is another puzzle that requires
following a rule to solve. The reader is required to discover which way the
robot needs to go, but this time divisions at each box must be done and the
remainder calculated to find the correct route. As
remainders can be a difficult concept for children, the first one is shown. Ask, What
is 3 times 2?, How many times does 3 go into 7? What is left over? Use cubes or objects to model if
necessary. Children
in Year 3 should be able to do these simple divisions mentally, but younger
ones may need more help. The secret message (base reached) will confirm that
an independent reader has followed the correct route. 
Division Left over Remainder Times Total Route Left Right Up Down 

Assessment strategy
Confidence
in recognising number facts and division, and understanding remainders. 

Pages 12 and 13: Count down
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 rotation of shapes, do
calculations and follow rules. 

Resources required: colouring pens or pencils (ideally orange, yellow and red) 

Learning objective taken
from the Mathematics Framework: Sort
information from a list Recognise
2D shapes and their differences Multiplication
and division, and understanding number, calculations. Recognising
symmetry. 

Activities

Vocabulary/keywords

Colouring
in using a set of rules is good practise for using a table, and this
colouring picture requires doing multiplications and divisions, drawing in
squares and triangles and recognising rotations. The discovery that triangles
can be combined to make interesting designs is rewarding. It is important to
stress the rotation of the triangle in the ÔtilesÕ, as mistakes will change
the outcome so that the final design will not look as much like a rocket as
it should. Making
the tiles up on a sheet of paper may help younger children to place their
tiles on the correct squares. Ask, how do you describe which tile is which? Doing the
calculations will help with learning simple multiplications by heart and
recognize the words describing operations. The
finished design is a good example of symmetry: ask, Ôhow could the design be
halved and have both sides the same?Õ An
extension to exploring triangles would be to use 16 tiles with half coloured in triangles, and use the 4 x 4
grid to place them in different arrangements. 
shape triangle diamond square How many Multiplication Times Division Add,
addition, more, plus product,
make, total Leave Difference Same as Symmetrical Line of
symmetry Fold Match Mirror
line, reflection Pattern Half,
halved Triangle Square Clockwise,
rotation, Top,
bottom, left, right 
Assessment strategy
Performing
the calculations confidently and recognising the rotation of shapes. 
Pages 14 and 15: Scrambled
Application: A story
where Buzz delivers eggs and manages to break the remaining ones on his way
home. Questions
about counting and dividing the eggs 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 quantities in a story context. 

Resources required: none 

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

Activities

Vocabulary/keywords

The story
shows Buzz delivering eggs to the neighbours of Fizz. If reading this with a
child, ask if he or she can count how many eggs have been delivered as they
go through the story. On the
following page the whole egg tray is shown, illustrating five rows of six
eggs. Talk about multiplication and the way multiples of fives end on 0 or 5.
Doing the calculations will help with learning simple multiplications by
heart and recognize the words describing operations. Use cubes
or objects if children have trouble in calculating the last two questions.
Encourage children to work out the answer rather than guessing or looking at
the picture. 
Multiplication Repeated
addition Addition Take away Remainder How many plus row 
Assessment strategy
Confidence
in using multiplication, 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. 
Page 16: Curious Planet
Application: A picture
puzzle that involves observation and reasoning. There are at least 22
different oddities to find. The
secret puzzle of spotting a green robot 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 the vinegar bottle on the roof, letterbox
and a flying fried egg. Some may
not be so easy to recognise. Encourage children to use language to describe
why something is odd: would a space ship have a rocking chair or a washing
line? Would there be a bus stop in outer space? 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: Picnic Share Out (available
online: see BUZZ Activity)
Application: Share Out is an animated activity that will
work on any computer that has MicrosoftÕs Powerpoint Player. 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 


working with remainders 

Resources required: can be used with the whiteboard or on a PC, using Powerpoint Player 

Learning objective taken
from the Mathematics Framework: Knowing
and using number facts, division and understanding number. 

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. 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). The scene
opens up on a picnic and four children. Questions are posed on how many
pieces each child gets of each item in the picnic, focussing on remainders,
which many children find difficult. The
activity waits for a choice to be made (be careful not to double click or
click when not prompted, as this may skip the stages). Clicking on the
correct box will take you to Buzz, who will say well done, or Fizz, if the
answer is wrong. Several questions are posed. Discussions could be
continued on what happens if another Buzz kid arrives, and how this would
affect the divisions. 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.) 
Dividing Divison Left over Remainder Add Total How many Least of Most of
fewest Most 

Assessment strategy
A
confidence in dividing quantities and understanding remainders. 
