Model construction resources

Students build a rectangular prism and identify some of the interior right-angled triangles.

Students build a triangular prism and identify some of the interior right-angled triangles.

For this practical task students draw on isometric paper different views of a model they have constructed.

Using multi-link cubes students construct and explore a growing sequence of step models, then they apply this information to continue the pattern without the cubes.

Using multi-link cubes students investigate the number of faces visible in a sequence of step models, then they use this information to continue and record the pattern in a table.

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.

In this practical task, students use their understanding of the link between capacity and volume to make cardboard containers that hold 250ml and 500ml of water.

This practical task requires students to construct a model based on a diagram of a similar model. They then draw their model onto isometric paper.

This practical task requires students to construct a model, using blocks, from drawings of five different view points of that model.

Students draw cross-sections of different 3-dimensional objects.

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 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.

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.

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

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 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 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 practical task, students use three different views of a 3-dimensional shape to help them design a net and construct a model of a pyramid.

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

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.

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 make four different 3-dimensional objects.

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