Model construction resources

Students use a given number of multi-link cubes to build two buildings with different heights.

In this practical task, students construct 3-dimensional shapes from nets (provided), and then draw them on a grid.

In this task students build the next two models of a spatial sequential pattern and then use their results to predict subsequent patterns and give general rules for these in words and in equations.

In this practical task students design a net for a lidded cardboard cube to hold a tennis ball. They then cut out and construct the cube.

In this practical task students design a net for a lidded cardboard box to hold 3 "chocolate bars" represented by hundreds blocks. They then cut out and construct the box.

Students use cubes to construct part of a spatial pattern and answer questions on how to continue it.

Task: Identify adaptations of 3 animals that live under the soil, and design an animal that could live underground. Self-assess the design by considering given criteria. Assessment focus: adaptations that enable an animal to live underground.

Students demonstrate their knowledge of solid, liquid, and gas particles by drawing the particle arrangement for wax vapour, molten wax, and candle wax.

Task: complete 2 diagrams. Assessment focus: centre of gravity.

In this practical task, students follow a plan to construct a water timer. They then put on markings for times 1-5 minutes based on observations and recordings.

This practical task requires students to construct open boxes from grid paper and calculate their volumes.

In this practical task students use straws to construct skeleton models of 3-dimensional shapes from given drawings.

In this practical task students use multi-link cubes to construct two 3-dimensional models from pictures of each model from two different viewpoints.

In this practical task, students use multi-link cubes to construct two 3-dimensional models from pictures of each model from two different viewpoints.

Students use sticks to copy and continue a given spatial pattern, and identify the number of sticks needed to make a new shape in the pattern.

In this practical task, students use drawings to identify the number of multi-link cubes needed to construct 3-dimensional shapes. They then construct the objects.

Students draw two wires to complete a simple circuit diagram from a battery to a bulb so that it shines.

In this practical task, students construct pyramid patterns using triangles. They then predict how many triangles would be needed for the next size pyramid and explain their rule.

In this task students continue a triangular shape pattern with sticks to explore the rule used in the pattern. Students then use their understanding of the pattern rule to continue the pattern without the sticks.

In this practical task, students use drawings to identify the number of multi-link cubes needed to construct 3-dimensional pieces of furniture. They then construct the pieces.

In this practical task, students cut out triangles and rectangles to make three different nets for a triangular prism.

In this practical task, students make specified 3-dimensional shapes, and then sort them into two groups according to criteria that the student defines.

In this practical task students use straws to construct skeleton models of 3-dimensional shapes from given drawings.

In this practical task, students first construct a 3-dimensional object from a drawing, then draw five different 2-dimensional views of it on a grid.

Given five views of the same 3-dimensional shape, students use multi-link cubes to construct it.