Year 1 3D Objects and Capacity Pre-Test

Name:

Date:

Part 1: 3D Objects

This is a pre-test. It is not graded. Do your best. You may draw, circle, match or explain your thinking.

1. A three-dimensional object is an object that has length, width and ________.

2. Circle the 3D objects.

square

ball

triangle

tin

3. Match each object name to its description.

cube

sphere

cylinder

rectangular prism

a ball shape

a box shape

a can shape

a shape with six equal square faces

4. Look at the object drawings. Write the name of each object: cube, cylinder, sphere or rectangular prism.

5. Which object has a curved surface and no flat faces? Circle one.

cube

sphere

rectangular prism

6. Draw a line to sort the objects into two groups: objects with only flat faces and objects with a curved surface.

Simple line drawings of a cube, ball, tin and rectangular box

7. Choose the object that matches this clue: “I have two flat circular faces and one curved surface.”

sphere

cylinder

cube

Part 2: Capacity and Packing

8. Circle the container that you think holds more water.

Two simple line drawings of different-sized containers

Container A

Container B

9. Two differently shaped containers are filled with the same cup. How can you find out which container holds more?

10. Tick the best unit for measuring how much water a bucket holds.

small beads

cups of water

pencils

11. Estimate first. About how many small cups will fill the container? Write your estimate.

Simple line drawing of a container and a small cup

My estimate: ________ cups

12. Now check your estimate by filling the container. Write how many cups you used.

I used ________ cups.

13. Container A holds 4 large cups. Container B holds 7 small cups. Can we tell which holds more just by the numbers? Explain.

14. Complete the sentence: If the measuring units are smaller, you need ________ units.

15. Circle the arrangement that packs cubes best into a box.

Two simple line drawings showing cubes packed with no gaps and cubes with gaps

cubes in straight rows with no gaps

cubes scattered with gaps

16. Why do cubes pack better than balls in a rectangular container?

17. What happens to a capacity count if there are gaps between the objects?

The count may not be accurate.

The count is always exact.

18. Draw cubes packed into this rectangular container. Try to leave no gaps.

Simple outline of a rectangular container

Teacher-Only Answer Guide

Diagnostic purpose: This pre-test identifies prior knowledge. It is not graded. Accept drawings and explanations that show developing understanding. Record strategies, language and misconceptions.

1. Height, depth or another suitable word describing the third dimension.

2. Ball and tin.

3. Cube: six equal square faces; sphere: ball shape; cylinder: can shape; rectangular prism: box shape.

4. Expected names are cube, cylinder, sphere and rectangular prism in the order shown.

5. Sphere.

6. Cube and rectangular prism have only flat faces. Ball and tin have a curved surface.

7. Cylinder.

8. No single fixed answer without the drawings being specified. Observe whether the student compares the containers using size, shape or a capacity test rather than height alone.

9. Fill both using the same-sized cup and compare the number of cups, or pour one container into the other.

10. Cups of water.

11–12. Answers depend on the container. Observe whether the student estimates, uses a consistent unit and counts accurately when checking.

13. The student should explain that the cups are different sizes, so the numbers cannot be compared fairly unless the same unit is used.

14. More.

15. Cubes in straight rows with no gaps.

16. Cubes have flat faces and fit together closely. Balls leave spaces between them.

17. The count may not be accurate because the gaps take up space.

18. Cubes should be arranged in rows with no gaps, where possible. Observe spatial reasoning and whether the student recognises that equal-sized cubes can be counted as informal units.

Observe for MA1-WM-01: Does the student explain ideas, make estimates, choose a useful strategy, compare results and check whether an answer is reasonable?

Observe for MA1-3DS-01: Does the student recognise, name, describe and sort familiar 3D objects by surfaces and faces?

Observe for MA1-3DS-02: Does the student compare and measure capacity using uniform informal units, understand the effect of unit size, and recognise the importance of avoiding gaps?