Examples of what pupils should know and be able to do
Probing questions
Starting from a 2-D net of a 3-D shape, how many faces will the 3-D shape have? How do you know?
What will be opposite this face in the 3-D shape? How do you know?
Which side will this side join to make an edge? How do you know?
How would you go about drawing the plan and elevation for the 3-D shape you could make from this net?
Given this plan and elevation, what can you know for sure about the 3-D object they represent? What can you not be sure about?
What if pupils find this a barrier?
Ask pupils to use interlocking cubes to make shapes which have been drawn on isometric paper.
Teach pupils how to draw rectilinear 3-D shapes using isometric paper.
Use digital cameras to show different views of objects. Challenge pupils to describe or build the 3-D shapes represented.
Use a 3-D dynamic geometry program to explore properties and 2-D representations of different 3-D shapes.
<< Previous Step | Next Step >>