Learning Resources Snap Cubes Manuel utilisateur

How Many Trains?

Give each group Snap Cubes®in two colors. Begin by snapping

one of each color Snap Cube together. Explain that this is a

two-car train because it is made with just two Snap Cubes. Ask

students to find other two-car trains. Students should find that

they can make four different two-car trains with their Snap

Cubes. For example, red-red, green-green, red-green, and

green-red. Point out that in this activity, two trains having the

same color cubes, but arranged in a different order, such as

the red-green trains, count as two different trains. Have

students trace the cubes to keep track of all of the trains

they are making.

Now, have students find all the three-car trains (trains that

are three cubes long) that can be made using no more than

two colors. Students will need to keep a record as they work

in order to have enough cubes to complete this activity. Abou Snap Cubes®

Snap Cubes are 3⁄4-inch interlocking cubes that connect on every

side. They come in sets of 100, 500, and 1000, each containing

an equal amount of 10 different colors. A set of 100 cubes is

sufficient for four to six students.

Activities with Snap Cubes are suitable for children in all grade

levels. They help students learn about whole numbers

(counting, more and less, place value, addition, subtraction),

measurement, probability, graphing, and geometry. They are

ideal for exploring rhythmic patterns as well as growth

patterns, and for doing spatial reasoning tasks.

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Free Explora ion

Before using Snap Cubes®for formal activities, give students

time to play with them. By giving them time for such tinkering,

you’ll find students more willing to use Snap Cubes during

formal lessons later. After students have experimented with

Snap Cubes, ask them to talk about them. They might want to

show the class some of the figures they made and explain how

they created them.

Race for a Yard

This activity is for pairs of children. They will need a yardstick, a

die, and 100 Snap Cubes. Children take turns rolling the die,

and snapping together the number of cubes it indicates. The

goal is to be the first to make a train of cubes equal in length

to a yardstick.

Cubes Tha Grow

Give each pair of students 100 cubes. Introduce the word

“face” as another way to refer to a side. Point out that each

Snap Cube has 6 sides or faces. Ask students to explain the

meaning of “edges” and “vertices.” If these words are

unfamiliar to students, tell them the meanings and have them

locate the 6 faces, 8 vertices, and 12 edges.

Identify one Snap Cube as a 1x1x1, and ask students to make a

2x2x2. Tell students that they are to build several cubes; one

with two cubes on each side – 2x2x2; one with three cubes on

each side – 3x3x3; and, one with four cubes on each side –

4x4x4. Post on the chalkboard or overhead two questions for

students to answer:

• How many Snap Cubes are needed to build each cube?

• How many Snap Cubes are not visible from the outside?

Clarify by explaining that although all 8 Snap Cubes used to

make the 2x2x2 cube can be seen, for larger cubes, some

Snap Cubes will be inside and not visible. Encourage students

to continue making observations. Tell them, “Based on your

investigations of these cubes, do you see a pattern? What can

you predict for cubes larger than the ones you’ve built?”

Fur her Inves iga ion

Present the following: “Suppose that I dipped the 2x2x2 cube

into a bucket of special paint so that as soon as I removed

the cube, it dried instantly. Then I took the cube apart. How

many Snap Cubes would have all their faces painted? How

many would have only three faces painted? Two painted?

ne? None?”

nce most students see that every Snap Cube would be painted

on three sides, ask them what would happen if you dipped the

3x3x3 cube in the special paint. Allow students time to think

about this in their groups and then report back to the class.

Explain that they are to continue the investigation for dipping

larger cubes in this special paint, and record their findings on a

chart. Suggest that they look for patterns and use them to

make predictions. Ask students to write down the patterns they

find. Groups that finish early should compare their written

statements.

Crea ing S uden Pa erns

Give pairs of children a supply of Snap Cubes, crayons or

markers, and Snap Cube recording sheets containing 12 or

more 3⁄4" squares, printed on sturdy cardboard. Ask each

student to make a pattern with the Snap Cubes and record it by

tracing the outlines on the recording sheet. Have partners

exchange their work. Direct them to check that the Snap Cube

pattern built matches the recording sheet and that it is labeled

correctly. Have students discuss any disagreements and make

corrections, if necessary.

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