How can we as teachers begin to introduce 3D ideas to young
children? Where do they start? How can we lay the foundations for a
later enthusiasm for working in three dimensions?
Is it possible to remove ten unit cubes from a 3 by 3 by 3 cube made from 27 unit cubes so that the surface area of the remaining solid is the same as the surface area of the original 3 by 3 by 3. . . .
Each of the nets of nine solid shapes has been cut into two pieces.
Can you see which pieces go together?
Each of these solids is made up with 3 squares and a triangle around each vertex. Each has a total of 18 square faces and 8 faces that are equilateral triangles. How many faces, edges and vertices. . . .
Can you arrange the shapes in a chain so that each one shares a
face (or faces) that are the same shape as the one that follows it?
Toni Beardon has chosen this article introducing a rich area for
practical exploration and discovery in 3D geometry
A very mathematical light - what can you see?
60 pieces and a challenge. What can you make and how many of the
pieces can you use creating skeleton polyhedra?
In a recent workshop, students made these solids. Can you think of
reasons why I might have grouped the solids in the way I have
before taking the pictures?
These models have appeared around the Centre for Mathematical Sciences. Perhaps you would like to try to make some similar models of your own.