How many faces can you see when you arrange these three cubes in different ways?

Vincent and Tara are making triangles with the class construction set. They have a pile of strips of different lengths. How many different triangles can they make?

What is the greatest number of squares you can make by overlapping three squares?

Explore ways of colouring this set of triangles. Can you make symmetrical patterns?

Arrange the shapes in a line so that you change either colour or shape in the next piece along. Can you find several ways to start with a blue triangle and end with a red circle?

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?

We have a box of cubes, triangular prisms, cones, cuboids, cylinders and tetrahedrons. Which of the buildings would fall down if we tried to make them?

These pictures were made by starting with a square, finding the half-way point on each side and joining those points up. You could investigate your own starting shape.

How many balls of modelling clay and how many straws does it take to make these skeleton shapes?

Here are shadows of some 3D shapes. What shapes could have made them?

Complete the squares - but be warned some are trickier than they look!

Can you sort these triangles into three different families and explain how you did it?

How many different triangles can you draw on the dotty grid which each have one dot in the middle?

What does the overlap of these two shapes look like? Try picturing it in your head and then use the interactivity to test your prediction.

This practical activity challenges you to create symmetrical designs by cutting a square into strips.

This challenge invites you to create your own picture using just straight lines. Can you identify shapes with the same number of sides and decorate them in the same way?

Can you each work out what shape you have part of on your card? What will the rest of it look like?

My dice has inky marks on each face. Can you find the route it has taken? What does each face look like?

The computer has made a rectangle and will tell you the number of spots it uses in total. Can you find out where the rectangle is?

Sara and Will were sorting some pictures of shapes on cards. "I'll collect the circles," said Sara. "I'll take the red ones," answered Will. Can you see any cards they would both want?

Shapes are added to other shapes. Can you see what is happening? What is the rule?

Here is a selection of different shapes. Can you work out which ones are triangles, and why?

Can you describe a piece of paper clearly enough for your partner to know which piece it is?

Can you work out what shape is made when this piece of paper is folded up using the crease pattern shown?

Have a go at making a few of these shapes from paper in different sizes. What patterns can you create?

Are these statements relating to calculation and properties of shapes always true, sometimes true or never true?

Players take it in turns to choose a dot on the grid. The winner is the first to have four dots that can be joined to form a square.

In this task, children make a collection out of some items and then discuss what they notice about their collection, focusing on the shapes and patterns that they can make.

In this task, children will make shapes out of loops of string and discuss what they notice about their shapes.

In this activity, children will develop an awareness of the faces of 3D shapes by using them to make 'footprints' in soft dough.

This task provides an opportunity for children to work together to make a picture, discussing with each other which position they want to put each shape in.

In this task, children will explore 3D shapes when selecting which shapes to use in their tower.

When investigating these tubes, children will have the opportunity to practise using everyday language to talk about length, size and position.

In this task, children put their hands into a bag and describe what shape they think they can feel and why.

In this activity, there are lots of different patterns for children to make, describe and extend.