Eight children each had a cube made from modelling clay. They cut
them into four pieces which were all exactly the same shape and
size. Whose pieces are the same? Can you decide who made each set?
Imagine a 3 by 3 by 3 cube. If you and a friend drill holes in some of the small cubes in the ways described, how many will have holes drilled through them?
Make a cube out of straws and have a go at this practical
A game has a special dice with a colour spot on each face. These three pictures show different views of the same dice. What colour is opposite blue?
Can you create more models that follow these rules?
This challenge involves eight three-cube models made from
interlocking cubes. Investigate different ways of putting the
models together then compare your constructions.
How can you paint the faces of these eight cubes so they can be put
together to make a 2 x 2 cube that is green all over AND a 2 x 2
cube that is yellow all over?
Here are the six faces of a cube - in no particular order. Here are
three views of the cube. Can you deduce where the faces are in
relation to each other and record them on the net of this cube?
Imagine a 4 by 4 by 4 cube. If you and a friend drill holes in some of the small cubes in the ways described, how many will not have holes drilled through them?
Make a cube with three strips of paper. Colour three faces or use
the numbers 1 to 6 to make a die.
Imagine a 3 by 3 by 3 cube made of 9 small cubes. Each face of the large cube is painted a different colour. How many small cubes will have two painted faces? Where are they?
I've made some cubes and some cubes with holes in. This challenge
invites you to explore the difference in the number of small cubes
I've used. Can you see any patterns?
Which of the following cubes can be made from these nets?
Can you make a 3x3 cube with these shapes made from small cubes?
The challenge for you is to make a string of six (or more!) graded
How many models can you find which obey these rules?
This article for teachers discusses examples of problems in which
there is no obvious method but in which children can be encouraged
to think deeply about the context and extend their ability to. . . .
We need to wrap up this cube-shaped present, remembering that we
can have no overlaps. What shapes can you find to use?
Investigate the number of faces you can see when you arrange three cubes in different ways.
Here are four cubes joined together. How many other arrangements of
four cubes can you find? Can you draw them on dotty paper?
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?
A description of how to make the five Platonic solids out of paper.