BUZZ Teacherıs Notes Volume 1/Number 1
(November 2007)
Cover: Which shape matches Buzz the Cat?
Application: A
shape puzzle Pupils
are asked to select the shape that matches Buzz the cat, from a choice of
four. The
shapes have been rotated. The
differences are mainly in the arms. 


Pupils
look at shape and rotations. 

Resources required: none 

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

Activities

Vocabulary/keywords


This
puzzle is easily engaging as it is a type that children may have come across
before. It can be used to encourage using appropriate vocabulary. Works well
as a collaborative activity. Ask: How
would you describe the position of
each shape? Help by
asking: What has happened to the tail in number one? or, What is different about
the arms in
number two? The shape
that matches Buzz is number three. 
Position Under,
above Top,
bottom, side Left, right Beside,
next to Clockwise,
anticlockwise Turns,
half turn Up, down First,
second, third, fourth 

Assessment strategy
By asking
children to explain why number 3 matches Buzz and describing its position
using appropriate words. 

Pages 2 and 3: Who is the oldest?
Application: Who is
the oldest? Pupils
are asked to name the oldest member of the Buzz kids, by putting months in
chronological order. There is a panel to fill in. 


Consolidating
knowledge of the months of the year and their order. 

Resources required: pencil 

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

Activities

Vocabulary/keywords


The
numbers relating to the months are included to help in memory mapping their
order and notation. Ask: Who
is the youngest? By how
many months older is Becky than Lucy? Who is older, Kwok or Luke? In
which months were none of the children born? This
could lead to a discussion on the birthday months of the class, their years
and ages. Which month has the most birthdays? Who is older of those in the
same month? Make
a chart. Ask: Which
is the third month? Which
is the tenth month? It may be
appropriate to introduce the idea of numeric birth dates e.g. 20/08/01,
06/03/00 and so
on. 
Time Before After How many Seasons Birthday Oldest,
youngest, younger,
older than 

Assessment strategy
Achieving
an understanding of the order of the months and their relationship to the year. 

Pages 4 and 5: Sum socks
Application: Sum
socks This
activity looks at odd and even numbers, identifying pairs of numbers and
solving a puzzle. 


Counting and understanding number. 

Resources required: pencil and paper. Red and blue crayons/felttip pens. 

Learning objective taken from the Mathematics
Framework Understanding
number and using addition. Looking
at odd and even numbers. Observe
number relationships and patterns. Problem
solving: making decisions deductions by elimination. Using
appropriate methods to resolve the task. 

Activities

Vocabulary/keywords


The first
part of this activity is colouring in the socks,
depending on whether they are odd or even. Ask: How
would you describe an odd/even number? Encourage children to use their
own words. The
second part of this activity is looking for pairs of
numbers to complete the table. It may be useful for children to draw a number
line (1 to 16) on some scrap paper. They can use this to try out pairings and
cross out numbers as they are eliminated. The three
children in the main part of the picture show their socks and their numbers:
these can be eliminated from the available numbers of 1 to 16. Their totals
can be put in the table: 20, 16 and 15. Kwok
tells us that his socks are blue and therefore are even numbers. (6 + 2).
Lucy in the far right of the picture also has a total of 8, but made up of
two odd numbers (red socks). This is also the case for for Jack
and Sasha. By leaving Luke (who has an odd and even number) until last, there
is only one possibility (9 + 16). Observations
could be made on what happens when odd, even, or odd and even numbers are
added together. What kind of number must a pair contain to be sure that their
sum is odd? Provide
some statements asking true or false. e.g. 14 +
5 = an odd number
7 + 7 = an even number 11 + 1
= an odd number What
about the sum of four numbers? Five numbers?... The last
puzzle is presented by a frog. It is about the spiderıs socks: we are told
that each set of four numbers sum to 20, and we know that one side is odd
numbers (red socks), the other even (blue socks). Using
their learning experience, can they give a rule about sums of odd and even
numbers for any number of additions? 
Odd (has
a remainder of one after dividing by two) Even
(divides by two exactly) Whole
numbers Remainder Division,
dividing Pairs Partners.
Sharing, Total Addition Add Sum 

Assessment strategy
Achieving
an understanding of odd and even numbers and finding strategies to solve
number problems. 

Pages 6 and 7: Add
a design / Take away a design
Application: Pupils
are asked to colour in triangles within squares after doing addition and
subtraction. 


Practice
in addition and subtraction. Reinforcing number facts. Transformation
of shapes: rotation. 

Resources required: pencil, colouring pencils/felttip pens 

Learning objective taken from the Mathematics
Framework Counting
and understanding number, calculations. Understanding
shape. Recognising
symmetry. 

Activities

Vocabulary/keywords


The first
design requires recognising pairs that sum to 20 and 15. It is
important to stress the rotation of the triangle in the two tiles, if no
mistakes are made they will create stripes across the design. The discovery
that triangles can be combined to make interesting designs is rewarding. Take
away a design is
more challenging, as there are four different rotations to colour. It should
be stressed that care should be taken in deciding the correct one. You may
want to suggest that a pupil starts by looking for pairs that have a
difference of 10, and put in all the tiles for those squares first. The
finished design is a good example of symmetry. Ask: How many ways could
the design be halved and still have both sides the same? 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? An
extension to to this activity is exploring triangles. Use 16 tiles with half
coloured in triangles, and a 4 x 4 grid. Place them in different
arrangements. (See also
the worksheet and notes that accompanied CIRCA 36). 
How many Add,
addition, more, plus Sum,
make, total Subtract,
take away, minus 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. 
