Appendix 3 (p. 17) shows an example of a year 5 pupil’s work on solving angle problems and this child believed to have carelessly estimated instead of using any calculation method on working out the angle when a cake have been cut into pieces on question 2. Her lack of understanding has led her to think that the more slices there are, the bigger the angle. Additionally, even though she correctly answered question 3, her diagram portrayed concerning misunderstanding, for example, her diagram of a 90 degrees angle is marked as 70 degrees, which entails that she may not actually comprehend the definition of a degree in terms of measurement. Another teacher also commented on how children find it difficult to link the term ‘degree’ to both the
