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Module 3 Week 1

Assignments

Use Tinkercad to fabricate few 3D objects (cone, cube, sphere, prism, cylinder) as teaching resources for Maths

Process

1) I have used Tinkercad to design the objects. Refer to screenshots below. As this was the first time, I spent some time to explore the software. I decided to fabricate the basic shapes as teaching resources for Mathematics. This design served as a tutorial for me as I tried to use the tools in the software. I saved the designs as .stl file.

2) I did the printing of the cone in the Fab Lab with the instructors. I had to import the .stl to the bamboo studio for the printing. From the process, I realised that the duration of the printing can be long, so I reduced the size to 50% which took 29 minutes to print. If not, it will take 1h to print.

Reflection

  • I am planning to use the fabricated objects in Primary 4 Maths topics aligned to Singapore curriculum.

Students can Identify 3D Shapes (Core P4 skill)

  • cone, cylinder, cube, sphere, prism

Activity Ideas

1) Shape sorting: Ask students to group objects by:

  • flat surfaces vs curved surfaces
  • number of faces
  • number of edges
  • number of vertexes

2) Name the shape game: Hold up an object → students name it Extend: “How do you know it’s a cuboid, not a cube?”

Nets of Solids (Key P4 topic)

Objects to use: cube, sphere, prism, cylinder, cone

How to use them

1) Wrap the object with paper 2) Unfold → draw the net

2) Compare different nets for the same solid Questions to ask: “Will this net form a cube?” “Why can’t a cone have a net made of rectangles only?”

Real-World Applications

Matching objects to real items

Shape Real-life Examples
Cone ice-cream cone, traffic cone
Cylinder can, water bottle
Dice. dice, Rubik’s cube
sphere. ball, globe
Prism. tent, Toblerone box
  • Activity Bring objects → students match them to the fabricated solids

Extension: “Why is a water bottle not a cuboid?”

A learning activity involving 3D printing.

At P3, 3D printing is not about the machine — it’s about thinking, designing, and problem-solving. The printer is just the final step.

I can align the activity to Character & Citizenship Education (CCE):

  • Responsibility
  • Care for environment
  • Collaboration
  • Activity

Students: 1) Design an object to help others (elderly, classmates) Use Design Thinking (Simplied)

  • Identify a problem
  • Sketch an idea
  • Improve the design
  • Print and test (Teacher takes over the printing)
  • Reflect and improve

2) Work in groups (designer, measurer, recorder)

Key challenges of using 3D printing at P3 level

  1. Cognitive load (BIGGEST issue)
  2. 3D modelling software can be too complex
  3. P3 students struggle with abstract spatial thinking

Possible solution: * Use very simple tools (e.g. Tinkercad with templates) * Focus on basic shapes only * Teacher prepares starter files

  1. Time constraints
  2. Printing is slow (30–60 mins per object)
  3. Curriculum time is limited

Possible solution: * Print group designs, not individual ones * Teacher prints outside lesson time * Use printing as demonstration, not mass production

  1. Teacher expertise
  2. Many teachers are not trained in 3D modelling or printers

Possible solutions: * Use step-by-step guided lessons * Focus on learning outcomes, not technical mastery

  1. Classroom management & safety
  2. Hot nozzle
  3. Moving parts
  4. Excited students

Possible Solutions: * Students observe, not operate independently * Clear safety rules * Printer placed in a controlled area

  1. Cost & sustainability
  2. Filament costs
  3. Failed prints = waste

Possible Solutions: * Small prints * Reuse failed prints for discussion * Link to environmental education

Collaboration with other Educators

I have collaborated with other educators in designing educational with or without ICT-related activities but not in digital fabrication.

Advantages of Working with Other Educators

  • Diverse expertise
  • Each educator brings different strengths, perspectives, and teaching strategies.
  • Richer learning experiences for students
  • Lessons become more interdisciplinary, meaningful, and engaging.
  • Shared workload
  • Planning, preparation, and assessment are distributed, reducing individual stress.
  • Professional growth
  • Teachers learn new methods, tools, and classroom management strategies from one another.
  • Better student support
  • Multiple teachers can observe and support students with different needs.

Disadvantages of Working with Other Educators

  • Time constraints
  • Coordinating schedules and planning together can be challenging.
  • Differences in teaching styles or expectations
  • Misalignment can cause confusion for students if not addressed early.
  • Communication issues
  • Lack of clarity in roles or instructions may lead to duplicated or missed tasks.
  • Compromise required
  • Educators may need to adjust their preferred approaches for the group’s benefit.
  • Assessment alignment challenges
  • Agreeing on common rubrics and expectations can take time.

Key Aspects to Consider When Preparing a Collaborative Educational Activity

  • Clear shared goals (include design fabrication)
  • What do students need to learn?
  • Which curriculum objectives are being addressed?
  • Defined roles and responsibilities
  • Who leads which part?
  • Who prepares materials, assessments, and logistics?
  • Curriculum alignment
  • Ensure each subject’s learning outcomes are clearly embedded and assessable.
  • Communication and planning time
  • Regular check-ins (short but focused)
  • Shared planning documents
  • Student experience consistency
  • Align language, expectations, and instructions across teachers.
  • Assessment strategy
  • Decide what is assessed individually vs collaboratively
  • Use common rubrics where possible
  • Flexibility and reflection
  • Build in time after the activity to reflect on what worked and what can be
    improved.

Tools

  • Tinkercad and 3D Printer