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?
You want to make each of the 5 Platonic solids and colour the faces so that, in every case, no two faces which meet along an edge have the same colour.
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?
A toy has a regular tetrahedron, a cube and a base with triangular and square hollows. If you fit a shape into the correct hollow a bell rings. How many times does the bell ring in a complete game?
Make a ball from triangles!
Investigate the number of paths you can take from one vertex to another in these 3D shapes. Is it possible to take an odd number and an even number of paths to the same vertex?
One face of a regular tetrahedron is painted blue and each of the remaining faces are painted using one of the colours red, green or yellow. How many different possibilities are there?
The challenge for you is to make a string of six (or more!) graded cubes.
Each of the nets of nine solid shapes has been cut into two pieces. Can you see which pieces go together?
Here you see the front and back views of a dodecahedron. Each vertex has been numbered so that the numbers around each pentagonal face add up to 65. Can you find all the missing numbers?
60 pieces and a challenge. What can you make and how many of the pieces can you use creating skeleton polyhedra?
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.
These models have appeared around the Centre for Mathematical Sciences. Perhaps you would like to try to make some similar models of your own.
A very mathematical light - what can you see?
This task develops spatial reasoning skills. By framing and asking questions a member of the team has to find out what mathematical object they have chosen.
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?