These models have appeared around the Centre for Mathematical Sciences. Perhaps you would like to try to make some similar models of your own.
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?
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?
A very mathematical light - what can you see?
Toni Beardon has chosen this article introducing a rich area for
practical exploration and discovery in 3D geometry
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. . . .
Each of the nets of nine solid shapes has been cut into two pieces. Can you see which pieces go together?
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?
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. . . .
60 pieces and a challenge. What can you make and how many of the
pieces can you use creating skeleton polyhedra?