2D representations of 3D shapes

  • The perforated cube
    problem

    The Perforated Cube

    Age
    14 to 16
    Challenge level
    1 out of 3

    A cube is made from smaller cubes, 5 by 5 by 5, then some of those cubes are removed. Can you make the specified shapes, and what is the most and least number of cubes required ?

  • Moving Squares
    problem

    Moving Squares

    Age
    14 to 16
    Challenge level
    2 out of 3
    How can you represent the curvature of a cylinder on a flat piece of paper?
  • Perfect Eclipse
    problem

    Perfect Eclipse

    Age
    14 to 16
    Challenge level
    3 out of 3
    Use trigonometry to determine whether solar eclipses on earth can be perfect.
  • Stadium Sightline
    problem

    Stadium Sightline

    Age
    14 to 18
    Challenge level
    1 out of 3

    How would you design the tiering of seats in a stadium so that all spectators have a good view?

  • Stereoisomers
    problem

    Stereoisomers

    Age
    16 to 18
    Challenge level
    1 out of 3

    Put your visualisation skills to the test by seeing which of these molecules can be rotated onto each other.

  • Torus patterns
    problem

    Torus Patterns

    Age
    16 to 18
    Challenge level
    3 out of 3
    How many different colours would be needed to colour these different patterns on a torus?
  • The development of spatial and geometric thinking: 5 to 18
    article

    The Development of Spatial and Geometric Thinking: 5 to 18

    This is the first article in a series which aim to provide some insight into the way spatial thinking develops in children, and draw on a range of reported research. The focus of this article is the work of Piaget and Inhelder.
  • Euler's Formula
    article

    Euler's Formula

    Some simple ideas about graph theory with a discussion of a proof of Euler's formula relating the numbers of vertces, edges and faces of a graph.
  • Thinking 3D
    article

    Thinking 3D

    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?