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Students identify which nets can be folded to make an open box shape.

For this NEMP task student draw the cross section indicated on 6 different food items.

In this practical task students make four different 3-dimensional objects.

Students identify the number of visible faces on 3-dimensional cube models.

Students identify the number of faces for different 3-dimensional cube models.

Students identify which shapes are identical to a given shape that have been rotated.

Students calculate the volume of blocks in a cylinder, the cylinder and the space around the blocks.

Students use a diagram of, and information about a measuring cup (a cone) to calculate and answer questions about volume.

Students identify the number of faces, edges and vertices for different 3-dimensional shapes.

This task requires students to identify the shape name, the number of faces, edges and vertices of a selection of everyday 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.

This task requires students to circle a corner, an edge, and a face on three different shapes. Students then count how many corners, edges, and faces each shape has altogether.

Students calculate the volume of 3-dimensional shapes made up from cubes.

Students calculate the surface area and volume of a pyramid.

In this practical task, students use models of 3-dimensional shapes to complete a chart showing the number of faces, corners, and edges for each object.

Students identify the 2-dimensional shape that cross-sectional slices of food make.

Students identify the cross-sections of various pieces of fruit will look like when they are sliced.

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.

Using isometric dots, students enlarge a 3-dimensional shape by a scale factor of 2.

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.

In this practical task, students make different shapes with four multi-link cubes, draw them, identify the smallest perimeter, and explain what happens to the area.

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

Students calculate the number of 3-dimensional shapes that fit into larger 3-dimensional shapes.

Students calculate the number of 2cm blocks fit into a given 3-dimensional block model, and answer questions about one face, and volume of the block model.

Students calculate increases in length, area, and volume, and relate this to the scale factor for an enlargement.