This displays some 3-D shapes drawn on isometric paper. Students are asked to build each one from blocks.

• This activity is best done in pairs or as a class or group activity so students can check their buildings with the drawings.
• Encourage students to look carefully at the drawings and count the number of blocks before starting to build them.

This displays the link on page 251 of the Student Resource Book.

• You could extend this activity by asking students to take photos of some similar 3-D objects from two different views and then give them to a partner to match up.

• This displays a shape sorting toy. Students are asked to draw and name the shapes of the holes in the toy, and to describe and name the 3-D shapes that fit through them.
• Students who have played with these toys will often know that some holes will fit 3D shapes when they are inserted at a different angle. If you have access to one of these toys you could bring it to class so students can try this out.

This displays a photo of a square pyramid and asks students to find the 2-D shapes that form each face. Students then have the opportunity to build other 3-D shapes and are asked to say what 2-D shapes are formed by the edges of these shapes.

• If students have difficulty identifying the 2-D shapes they should be encouraged to deconstruct their model, keeping each face intact.

This displays a picture of a plane from the front, side, and top view. It asks students what other view there might be. Students are asked to draw or photograph different views of objects from the classroom.

• This activity is best done in pairs or small groups (especially if drawing). Taking photographs will allow students to gain more practice at identifying different views as drawing difficult objects uses up more of the time allocated for this activity.
• Students could choose their ‘best’ collection of photos for one object and ask students to say which view of the object is shown in each photo.
• Distribute 3-D geometric shapes to be photographed in three views by each group. Ask students to describe using mathematical language what each view of the shape shows to the rest of the class.
• You could make a classroom display of the objects labelled from different views, or use the photos to create an activity station where students can sort according to whether they are front, side or top views.

This displays some nets for a cube and some for cuboids and asks students to identify which nets will make a cube.

They are then asked to identify the difference between nets for a cube and a cuboid.

• Making up copies of these nets will help students identify why some nets make a cube, which others make a cuboid.