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Students write down the name of the shape of the 3-dimensional blocks that are used for each part on a diagram of a model train.

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

Students categorise 3-dimensional objects into cubes, cuboids (rectangular prisms), cylinders, cones, spheres, and pyramids.

Students count the number of faces on various 3-dimensional shapes.

Students answer questions about the journey of an ant along the edge of a tetrahedron.

Students identify shapes after they have been rotated in 3 dimensions.

Students draw top and side views of five different 3-dimensional objects.

Students select what 3-dimensional shape will be made from each of two nets.

Students match pictures of 2- and 3-dimensional shapes with their correct names.

For this NEMP task students calculate the amount of pipe length and the minimum number of corners needed to make a cube-shaped frame with 1 metre edges.

Without looking, and by feeling a range of 3-dimensional objects, students describe physical features of each object.

Students match 3-dimensional shapes shown from different angles.

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

Students identify which net, when folded, would look like the 3-dimensional shape shown.

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

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

Students observe and draw 4 views of 3-dimensional objects in relation to each other and use these drawings to predict the top view of the same objects.

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

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

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.