This Saturday, Tr. Roger led a lively and engaging open class for P2 students titled “Chicken and Rabbit.”
The class was centered around the classic Chicken and Rabbit problem, which will be prevalent in GEP and PSLE exams; through examples and step-by-step explanations, it guides students to learning mathematical logic in an easy and engaging way.
1. Class Walkthrough
In this open class, Tr. Roger introduced students to the fascinating world of the “Chicken and Rabbit” problem.
At the start of the lesson, he highlighted the difference between one-type animal problems and two-type animal problems. He then explained a commonly used strategy for solving “Chicken and Rabbit” type problems, which is called the Assumption Method.
- Assumption Method: Assume all are of the same type first. This method is used when there are two different types and two total values, allowing students to systematically solve “Chicken and Rabbit” type problems.
After mastering the basics, Tr. Roger guided students through a series of exercises, gradually progressing from basic “Chicken and Rabbit” problems to more challenging variations. These variations include combinations of crickets and spiders with six and eight legs, and even a GEP problem! These variations helped students grasp the logical connections that run across different contexts.
The classroom atmosphere was both relaxed and focused. Students listened attentively, eagerly raised their hands to answer questions, and actively shared their own thinking and discoveries. From basic exercises to more complex variations, high levels of participation and engagement were observed!
Throughout the lesson, Tr. Roger walked around the room, carefully observing each student's learning progress to ensure no one fell behind. He patiently guided students, answered questions, and continuously encouraged them to stay focused and confident in expressing their ideas.
During the class, students completed a short test to consolidate the day's learning. Through immediate practice, they further strengthened their understanding of the Assumption Method and deepened their comprehension of the Chicken and Rabbit problem.
At the end of the class, Tr. Roger also carried out individualised guidance for students who still faced difficulties.
This open class not only helped students clarify the logical framework of the Chicken and Rabbit problem but also taught them how to flexibly apply the method to a variety of problem types.
2. About the Teacher
Tr. Roger is currently a Mathematics Teacher at Kangaroo Study. Born and raised in Singapore, he brings with him a strong foundation of leadership, discipline, and academic excellence. While new to the teaching profession, these qualities equip him to guide students with both care and clarity. From his school years, Tr. Roger has consistently demonstrated outstanding achievement. At Bishan Park Secondary School, he served as President of the Student Council, leading school-wide initiatives and collaborating closely with students and parents. Later, at Yishun Junior College, he was elected Vice President of the Student Leaders' Council, where he spearheaded orientation camps, peer-led learning initiatives, and cross-cultural programs that boosted student confidence and performance.
At the university level, Tr. Roger graduated from Nanyang Technological University with a Bachelor of Engineering (Civil) with Honors. He earned an A+ for his Final-Year Project, reflecting his perseverance and dedication to excellence. Beyond academics, he served his National Service with excellence, receiving the Singapore Police Force (SPF) Service Champion Award in 2020 at the Woodlands East Neighborhood Police Center for his outstanding service.
These experiences shaped Tr. Roger's teaching philosophy, which guides his development as an educator:
- Curiosity drives learning: Students should first discover the “why” behind concepts.
- Clarity builds confidence: Breaking down complex problems into simple, relatable steps helps students learn effectively.
- Habits shape growth: With consistent discipline, reflection, and practice, students build resilience that extends beyond mathematics.
As a trainee, Tr. Roger has reflected deeply on the challenges of teaching lower primary (P1–P2) Mathematics Olympiad students. He recognizes that at this age, students are still building foundational skills, so Olympiad problem-solving must remain engaging, accessible, and non-intimidating. His approach is to use real-life relatable examples, visuals, toys, and analogies to make learning both fun and meaningful.
If you are interested in better understanding Tr. Roger's teaching style, check out these lessons he recorded on YouTube:
发表于 
