BUZZ Teacherπs Notes Volume 1/Number 2 (March 2008)

Cover: Whatπs different?

Application: The main theme of Issue 2 of Buzz is shape and sorting. The cover presents a visual reasoning problem where pupils are asked to recognise each subtle difference in the 12 pictures, comparing each one with the one at the bottom. Answers are provided on page 15 of the magazine so that children can check for themselves, and a full description of all the differences can be found in the online Answers.
Pupils look at detail to find difference in shape, colour or direction
Resources required: none
Learning objective taken from the Mathematics Framework Recognise differences. Problem solving: making observations and using appropriate language to resolve the task.
Activities	Vocabulary/keywords
At first glance each picture may look the same, and some differences may not be as easy to find as others. Encourage verbal discussion which will give opportunity to use vocabulary for location. How do you describe that Fizz has flipped her arm, that stripes are alternately coloured (in picture 4), or going in the opposite direction (picture 8)? To help, ask, How many circles on each scarf? How many have the same sleeves?	matches/ same/ difference circles stripes V shape/triangle opposite left, right top, bottom over/above under/below
Assessment strategy By asking children to explain position and shape their vocabulary will be extended using appropriate words.

Page 2: Which shield?

Application: A reasoning problem where pupils are asked to identify shape and position and allocate each description to each characterπs shield in a table. They will also have to find the shield that matches the one Fizz has. Answers are provided on page 15 of the magazine so that children can check for themselves, and full solutions can also be found in the online Answers.
Pupils look at shape and describe position Can be used as an introduction to resolving confusions over left and right
Resources required: pencil
Learning objective taken from the Mathematics Framework Recognising shape, describing position. Problem solving: making decisions and using appropriate language to resolve the task.
Activities	Vocabulary/keywords
A good starting point would be to discuss which is your left or right, as opposed to the characterπs on the page. Encourage discussion before completing the table. Sorting the descriptions will provide opportunity to use vocabulary that explains location. To extend the activity, ask: What is the difference between Beckyπs shield to Fizzπs? Which shield uses the least motifs? How many circles can you find?	matches/ same/ difference square diamond star triangle circle waves left, right top, bottom over/above under/below
Assessment strategy By asking children to explain position and shape their vocabulary will be extended using appropriate words.

Pages 4 and 5: Crown jewels

Application: A reasoning problem where pupils are asked to identify shape and position to complete patterns on each of the crowns. They will be rewarded by finding the word treasure, spelt out, if they correctly select and ring the jewels from the row along the bottom. (The letters will not come up in order, but the word will appear in the correct sequence once all are done.) 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 shape and pattern Can be used as an introduction to describing and recognising 2-D shapes.
Resources required: pencil/felt tips/ colouring pencils (red, blue, yellow and green colours)
Learning objective taken from the Mathematics Framework Recognising shapes, describing position. Problem solving: making decisions and using appropriate language to resolve the task.
Activities	Vocabulary/keywords
A discussion to introduce the idea behind each pattern could be useful: Is colour significant? Which patterns use 2 shapes and 2 colours? What if you extend a pattern? How could you continue the pattern on Sashaπs crown? Is there a pattern that uses reflection? Drawing in the shapes in the spaces will provide reinforcement of shape recognition. Encourage using the names of shapes and their properties. Ask if they can find where else the thin rectangle is used: look for the rotation of it on Lukeπs crown. How would you describe that? Which other shapes are used with rotations? How many sides has the hexagon? How many squares are there altogether?	matches /same circle triangle square rectangle pentagon hexagon left, right top, bottom over/above under/below along first, second, third, fourth, fifth quarter turn, half turn reflection
Assessment strategy By asking children to explain position and shape their vocabulary will be extended using appropriate words. See also pages 12/13 for practise in using names of shapes.

Pages 6 and 7: Sort the shapes

Application: Children are asked to find, sort and draw in the shapes using a criteria. A dotty grid is provided to help in drawing in the shapes. They are also asked to find two hidden characters in the scene. 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 shape and sort according to a property. Can be used as an introduction to right angles, and other properties of 2-D shapes.
Resources required: pencil and ruler
Learning objective taken from the Mathematics Framework Recognising shape, describe and classify according to their properties. Understanding angle as a measure of turn. Measure in cm. Problem solving: making decisions and using appropriate language to resolve the task.
Activities	Vocabulary/keywords
Most children will be able to recognise the right angles in the shapes without the tester: however this is a useful introduction to understanding angles on a straight line, (180∞), the important qualities of a right angle (that it is made with lines perpendicular to each other), and is defining in many shapes (e.g. a square or right-angled triangle). Ask: are all the triangles in the scene right-angled? (the one on the curtain by Sashaπs head in not quite). The tester will help to decide if an angle is more or less than a right angle. The dotty grid in each box will assist in drawing the shapes in accurately, though requiring a certain amount of measuring. To help arrange the shapes within the boundaries, one line has been drawn in already. Extension: All the shapes to find are polygons, a 2-D shape with straight sides. Ask: which ones share other properties? Why is the rectangle not a square? What other ways could they sort the shapes by (e.g., number of sides)? What sort of shape is the hat Becky is wearing? (A cone).	sort set right angle 90∞ turn (half/quarter) square quadrilateral 4 sided rectangle triangle equal sides polygon pentagon straight sides most/least length equal sides left, right top, bottom over/above under/below cone
Assessment strategy A confidence in recognising right angles, and how they are used a definition on many shapes: see the right angle maze on pages 8-9 for practise.

Pages 8 and 9: The right angle maze

Application: A shape maze where the criterion is to identify which shapes have at least one right angle. The task is to discover which of the three castles is reachable. 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 shape and recognise right angles.
Resources required: pencil
Learning objective taken from the Mathematics Framework Recognising right angles in shapes. Problem solving: making decisions and using appropriate language to resolve the task.
Activities	Vocabulary/keywords
This maze is challenging and some preparation will make it easier. The spread Sort the shapes on pages 6/7 will offer an introduction to recognising right angles, and the folded paper tester may help in deciding if a shape has a right angle or not. Marking shapes with a small square in the corner if they have at least one right angle (which introduces the convention) will help find the ones that do not comply. Blocks can be ringed to avoid crossing one by mistake, when doing the maze. Extension: how many pentagons can you find? How many squares? Make a tally. Can you find a pentagon with a right angle? How would you describe your route?	right angle 90∞ quarter turn square quadrilateral 4 sided/5 sided rectangle triangle equal sides polygon pentagon (irregular and regular) straight sides equal sides left, right up down
Assessment strategy Confidence in recognising right angles and sorting. See also pages 6 and 7.

Pages 10 and 11: The Game of Pile up

Application: A game for two players that involves counting and strategy. (Full demonstration of a game in play can be found in online Answers) BUZZ FACTS A few facts and figures are given on size to invite discussion. How wide is a double bed? Compare the playground to a football pitchä
Pupils use number and strategy Can be used as an introduction to other counting games such as Mancala
Resources required: 5 counters (penny coins will do)
Learning objective taken from the Mathematics Framework Counting and understanding number Problem solving: making decisions and using appropriate language to resolve the task.
Activities	Vocabulary/keywords
Some children may need help in understanding that counters are shared (and not won during the game) and only by making them into a pile of 5 does the game end. The rules are simple, and once the idea that the moves are dictated to by the number in the pile, should be quickly understood. A round of play does not take too long as it soon becomes apparent that there are strategies to adopt. Player One appears to have the advantage if both attempt to make piles each time. But by using the spare turret to delay a move, the control of the game can revert to Player Two. Encourage children to test out different strategies, first moves, taking turns to who starts. Ask: what rules would help avoid a stalemate? The first player could have to make a double, or a rule could be added that empty turrets can only be used if it is not possible to make a pile.	octagon/octagonal direction clockwise anti-clockwise turns
Assessment strategy By asking children to explain their strategies, as to whether they can predict who will win and at what point they recognise who will win, demonstrates a high level of reasoning and understanding of number.

Pages 12 and 13: Colour by Shape

Application: Children are asked to carefully colour in the picture by using a key that has shape as its criteria. 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 shape. Can be used as practise with classification of shape
Resources required: colouring pencils/felt tips (7 colours)
Learning objective taken from the Mathematics Framework Recognising shape, use mathematical vocabulary.
Activities	Vocabulary/keywords
Neat colouring in encourages an important dexterous skill, and results in much more satisfying final results. Discussion on the difference between each shape is useful: ask, what is the difference between the square and the rectangle? How many sides has a hexagon? Suggest care is taken in recognising the hexagon and the circle, which look similar on this scale. The repetitive nature of an activity like this is useful for reinforcing confidence in the vocabulary; encourage children to talk about the key, and the picture as it appears.	matches/ same/ difference triangle square rectangle star pentagon circle hexagon right angle straight sides equal sides left, right top, bottom
Assessment strategy A successful result will demonstrate an ability to concentrate and apply care, as well as confidence in using mathematical vocabulary and recognising shape.

Pages 14 and 15: Which Box?

Application: Children are invited to read a story, which then leads to a problem of matching objects and the boxes that they will best fit into. 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 look at shape and capacity, considering 3D shapes
Resources required: pencil
Learning objective taken from the Mathematics Framework Recognising shape and measure relating to length, mass and capacity with 3 D shapes. Problem solving: in a real-life situation, making decisions and using appropriate language to resolve the task.
Activities	Vocabulary/keywords
The story explains that Buzz has labelled all the packing boxes without checking their contents. resulting in finding the lamp and shoes instead of kettle and mugs. To sort the larger objects should not prove difficult, but more thought will be required to match the more similarly sized things. Talk about the size of the objects: how long a box will take three mugs? Which is taller, the stool or the kettle? How deep is the television? Before joining lines to the boxes, ask: Can you find ways to join each up without crossing lines? Extension: Looking at the boxes, ask, which is the odd one out? (which has a curved surface?) How many faces do the cuboids have? What other types of containers could there be? (eg cylinders, prisms, cones).	matches/ same/ difference rectangular surface, face right-angled cube, cuboid, rectangular, square edge, corner, sides measure size big, small bigger, smaller shorter higher taller longer length width depth curve left, right, top, middle, bottom
Assessment strategy By asking children to explain their decisions their understanding of size and capacity will be increased, and vocabulary improved by using the appropriate words.

Page 16: Curious Castle

Application:

A picture puzzle that involves observation and reasoning. There are at least 24 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)