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 out of straws and have a go at this practical challenge.

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?

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?

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?

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?

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?

Triangles are formed by joining the vertices of a skeletal cube. How many different types of triangle are there? How many triangles altogether?

This challenge involves eight three-cube models made from interlocking cubes. Investigate different ways of putting the models together then compare your constructions.

Make a cube with three strips of paper. Colour three faces or use the numbers 1 to 6 to make a die.

The challenge for you is to make a string of six (or more!) graded cubes.

Can you make a 3x3 cube with these shapes made from small cubes?

How many models can you find which obey these rules?

When dice land edge-up, we usually roll again. But what if we didn't...?

A 3x3x3 cube may be reduced to unit cubes in six saw cuts. If after every cut you can rearrange the pieces before cutting straight through, can you do it in fewer?

Imagine you are suspending a cube from one vertex (corner) and allowing it to hang freely. Now imagine you are lowering it into water until it is exactly half submerged. What shape does the surface. . . .

A useful visualising exercise which offers opportunities for discussion and generalising, and which could be used for thinking about the formulae needed for generating the results on a spreadsheet.

In the game of Noughts and Crosses there are 8 distinct winning lines. How many distinct winning lines are there in a game played on a 3 by 3 by 3 board, with 27 cells?

Here are four cubes joined together. How many other arrangements of four cubes can you find? Can you draw them on dotty paper?

How many winning lines can you make in a three-dimensional version of noughts and crosses?

Can you use small coloured cubes to make a 3 by 3 by 3 cube so that each face of the bigger cube contains one of each colour?

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. . . .

Find all the ways to cut out a 'net' of six squares that can be folded into a cube.

A standard die has the numbers 1, 2 and 3 are opposite 6, 5 and 4 respectively so that opposite faces add to 7? If you make standard dice by writing 1, 2, 3, 4, 5, 6 on blank cubes you will find. . . .

Investigate the number of faces you can see when you arrange three cubes in different ways.

We need to wrap up this cube-shaped present, remembering that we can have no overlaps. What shapes can you find to use?

Which of the following cubes can be made from these nets?

Imagine you have six different colours of paint. You paint a cube using a different colour for each of the six faces. How many different cubes can be painted using the same set of six colours?

This problem is about investigating whether it is possible to start at one vertex of a platonic solid and visit every other vertex once only returning to the vertex you started at.

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. . . .

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?

Imagine a large cube made from small red cubes being dropped into a pot of yellow paint. How many of the small cubes will have yellow paint on their faces?

How can you change the surface area of a cuboid but keep its volume the same? How can you change the volume but keep the surface area the same?

A description of how to make the five Platonic solids out of paper.

Toni Beardon has chosen this article introducing a rich area for practical exploration and discovery in 3D geometry