Here is a cube. Without touching it, how many corners do you think it has? Hands up with a number before we count.
Some of the corners are round the back where you cannot see them. That is going to be the tricky part today: counting the parts you cannot see.
Watch along as these four solids turn. This is a watch-along: you do the counting in your head as we count together on the board, so following closely is your job here.
For each solid we count three things: the flat faces, the straight edges where two faces meet, and the corner points, which we call vertices. Some edges and corners hide round the back, so we turn the shape to catch them all. As we count, look for anything the same across the four solids.
In your maths copy, rule a table with four columns: Solid, Faces, Edges, Vertices. Write one row for each of the four solids we counted.
Fill in the three counts for each. Then look down your table and write one sentence about any relationship you spot between the three numbers in a row.
Today we work through these solids together, turning each one to count the parts we cannot see: first the cube again to warm up, then the cuboid, then the triangular prism, and finally the square pyramid. Each time, one of you comes to the board, turns the solid, and taps each face, edge and vertex once so nothing is counted twice.
Before each new solid, the rest of the class calls out how many faces they expect, then we check the count against the prediction as the board pupil turns it.
Work out F + V − E for each solid and see what you get.
Today's investigation: does the same hidden pattern turn up in every solid? Using F for faces, V for vertices and E for edges, you already have F, E and V for each solid in your copy. Now work out F + V − E for each row and see what you get.
Predict what F + V − E will come to before we check each one, then confirm the counts on the board. The order we work them: cube, then cuboid, then triangular prism, then square pyramid.
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