How can you tell they’ve got it: Edges, vertices, and faces?

If they’ve got it, you’ll see things like: Count the edges, vertices, and faces of common 3-D shapes; Use the terms edge, vertex (vertices), and face correctly; Describe a 3-D shape by its properties (e.g. a cube has 6 faces, 12 edges, 8 vertices). Or just try it together: Can your child count the faces, edges, and vertices of a 3-D shape like a cube or triangular prism?

Mathematics Geometry Ages 6–7

Edges, vertices, and faces

Your child can count the faces, edges and corners of a solid shape. A cube has 6 faces, 12 edges and 8 corners.

In curriculum terms

Identify and describe properties of 3-D shapes including the number of edges, vertices, and faces

Ages are typical, not deadlines — follow your child’s pace. How to help at home →

How to tell they’ve got it

Tick these off as you see them — no test required.

Count the edges, vertices, and faces of common 3-D shapes
Use the terms edge, vertex (vertices), and face correctly
Describe a 3-D shape by its properties (e.g. a cube has 6 faces, 12 edges, 8 vertices)

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Try this together

Can your child count the faces, edges, and vertices of a 3-D shape like a cube or triangular prism?

Where this sits on the map

Stuck here? Check the skills it builds on first. Confident? Here’s what it unlocks.

Builds on

3-D shapesages 4–6Describing 3-D properties (edges, vertices, faces) requires knowing the shapes first

3-D shapesages 5–6Formal property description extends informal analysis of shapes

Nets of 3-D Shapesages 8–11Counting edges, vertices, and faces is reinforced by analysing nets where each face is visible as a separate 2-D shape

Edges, vertices, and facesthis skill · ages 6–7

Unlocks

Sorting 2-D and 3-D shapesages 6–7Sorting shapes requires knowing their 3-D properties

2-D shapesages 7–8Making/describing 3-D shapes requires knowing their properties (edges, vertices, faces)

solid = must come firstdashed = helps

Curriculum alignment

Where this fits in the official school curriculum — our best automated guess, not yet checked by a person.

Show candidate curriculum codes · 3 ACARA · 2 NSW · 3 VIC

Australian Curriculum v9 candidate

AC9M2SP01medium confidenceYear 2 · Space

recognise, compare and classify shapes, referencing the number of sides and using spatial terms such as “opposite”, “parallel”, “curved” and “straight”

AC9MFSP01low confidenceFoundation · Space

sort, name and create familiar shapes; recognise and describe familiar shapes within objects in the environment, giving reasons

AC9M2M02low confidenceYear 2 · Measurement

identify common uses and represent halves, quarters and eighths in relation to shapes, objects and events

NSW syllabus codes & stages only

MA1-2DS-01high confidenceMathematics K-10 · Stage 1

MA2-3DS-01medium confidenceMathematics K-10 · Stage 2

Victorian Curriculum 2.0 codes & levels only

VC2M2SP01medium confidenceMathematics · Level 2 · Space strand

VC2M2M02low confidenceMathematics · Level 2 · Measurement strand

VC2MFSP01low confidenceMathematics · Foundation · Space strand

These are candidate alignments generated by semantic matching — machine-suggested and unreviewed (v0.1), not official or verified mappings. For official curriculum content see australiancurriculum.edu.au, curriculum.nsw.edu.au and f10.vcaa.vic.edu.au. Don’t rely on them for registration or compliance purposes.

Nearby on the map

2-D faces on 3-D shapesages 6–7 2-D shapesages 6–7 Angles in trianglesages 6–7 Building with 3-D Shapesages 6–7

All Geometry skills →