title: Oxford International Primary Maths Stage 5: Age 9-10 Student Workbook 5
author:  Caroline Clissold 
description: <br />Lead author <strong>Tony Cotton</strong> is a writer and educational consultant with over 30 years teaching in primary schools, secondary schools and Universities. He is the author of a number of books including <em>Understanding and Teaching Primary Mathematics</em>.<br /><br /><strong>Caroline Clissold</strong> is an experienced teacher, having taught all years form Years 1 to 6. For nine years, she was the mathematics consultant for a London borough responsible for implementing the national numeracy strategy. She now conducts teacher training workshops and her main interest lies in developing ways to integrate speaking and listening skills in a meaningful, engaging way.<br /><br />For the last ten years <strong>Linda Glithro</strong> has been Deputy Head in a large independent school with particular interest in Maths, Science and assessment. Previously she has also worked in primary schools across Oxfordshire and was a founding member of the Maths Association Primary Sub-committee.<br />
zlib_text: Klaas Bootsma
  David Badger
  Sarah Hamper
  Robert Yen Series Editor
  NelsonNet print resources by Megan Boltze
  australian 
  curriculum
  For the
  10
  10
  A
  +
  NEW
  CENTURY
  MATHS Advanced
  NSW Stages 
  5.2/5.3
  Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
  
  Preface
  First published in 1997, New Century Maths 10 Stages 5.2/5.3 has now been completely rewritten to 
  reflect the spirit of the new Australian curriculum and the NSW syllabus. 
  For Years 9 and 10, we publish two levels of mathematics books:
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  The NSW mathematics syllabus describes Stage 5 (Years 9–10) as a continuum with content classified 
  into three sub-stages, Stage 5.1, Stage 5.2 and Stage 5.3, with each sub-stage including the content of the 
  previous sub-stage. This book has been designed for students and classes progressing along Stages 5.2 
  or 5.3 of the continuum.
  We have retained those familiar features t