Friday - Maths tutor - Warri
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Friday - Maths tutor - Warri

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Friday

  • Rate R37
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Friday - Maths tutor - Warri
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  • Maths
  • Physics

Unlock Success in Physics & Mathematics! ​Are Physics and Math giving you or your child a tough time? Turn confusion into confidence with clear, simplified, and step-by-step coaching tailored for dee

  • Maths
  • Physics

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Friday is a respected tutor in our community. He is highly recommended for his commitment and the quality of his lessons. A trusted partner on your learning journey.

About Friday

Professional Profile:
​Friday Ezedi is a dedicated and highly qualified educator with 17 years of rich teaching experience. Combining a rigorous technical background with formal pedagogical training, he brings a unique, practical approach to the classroom that bridges complex scientific principles with real-world application.
​Educational Background & Credentials:
​Higher National Diploma (HND) in Metallurgical Engineering: Provides a strong technical foundation in physics, materials science, chemistry, and applied mathematics.
​Post Graduate Diploma in Education (PGDE): Equips me with professional teaching strategies, educational psychology, curriculum design, and effective classroom management skills.
​Teachers Registration Council of Nigeria (TRCN): Certified as a professional educator recognized for high standards in teaching practice.
​Teaching English as a Foreign Language (TEFL): Certified to deliver engaging language instruction and connect with learners from diverse linguistic and cultural backgrounds.
​Why I Want to Teach
​For me, teaching is far more than a profession—it is a lifelong calling rooted in a passion for problem-solving, deep mastery, and student empowerment.
​1. Bridging the Gap Between Abstract Theory and Real-World Application
​With a background in Metallurgical Engineering, I see science and mathematics not as rigid textbook formulas, but as practical tools that explain how the world works. My goal is to make technical concepts—whether in physics, chemistry, or general science—accessible, logical, and exciting. I teach to help students move past simple memorization so they can truly understand why things work and how to apply that knowledge in real life.
​2. Patient, Student-Centered Learning
​Every student learns at their own speed. Over my 17 years in education, I have learned that true learning requires patience, clarity, and deep retention rather than rushed instruction. I want to teach because I derive immense satisfaction from breaking down complex, intimidating topics into step-by-step, manageable concepts. Seeing a student shift from confusion to confidence is the most rewarding aspect of my career.
​3. Fostering Critical Thinking and Academic Excellence
​Through years of preparing students for rigorous national, secondary, and tertiary entrance examinations, my core motivation has always been to build resilience and critical thinking. I aim to equip students with structured problem-solving habits that extend far beyond exam scores, helping them develop the self-belief needed to succeed in higher education and future technical careers.
​4. Global Mindset and Continuous Professional Growth
​With dual credentials in professional teaching (TRCN) and international language instruction (TEFL), my commitment to education extends across borders. I want to teach to engage with diverse learners—whether in traditional classrooms or digital learning environments—empowering the next generation of thinkers, engineers, and problem-solvers to achieve their full potential.

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About the lesson

  • Primary
  • Secondary
  • Matric/GCSE
  • +8

    • levels :

    Primary

    Secondary

    Matric/GCSE

    AS Level

    A Level

    Adult education

    Undergraduate

    Masters

    Diploma

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  • English

Languages in which the lesson is available :

English

Lesson Outline: The Interplay of Physics and Mathematics
​Subject: Physics & Mathematics
Topic: Mathematical Modeling in Physics (Kinematics & Motion)
Target Level: SSS 1-SSS 3
​1. Learning Objectives
​By the end of this lesson, students will be able to:
​Translate physical descriptions of motion into precise mathematical expressions.
​Apply algebraic formulas and vector analysis to solve real-world kinematic problems.
​Interpret graphical representations (velocity-time and displacement-time graphs) using slope and area calculations.
​2. Introduction: The Language of Nature
​Physics provides the conceptual framework for understanding the universe, while mathematics provides the exact language required to describe it. As Galileo famously noted, the book of nature is written in the language of mathematics. In mechanics, algebraic equations and vectors allow us to predict where an object will be, how fast it will travel, and when it will arrive.
​3. Core Concepts & Connection
​Algebraic Modeling (Linear Motion): When acceleration is constant, physical laws translate directly into standard algebraic equations.
​Final Velocity: v = u + at
​Displacement: s = ut + \frac{1}{2}at^2
​Velocity-Displacement: v^2 = u^2 + 2as
​Vector Mathematics: Scalars have magnitude only, but physical quantities like force, velocity, and displacement require vectors (magnitude and direction) resolved into horizontal (x) and vertical (y) components using trigonometric ratios (\sin\theta, \cos\theta).
​4. Step-In Example: Projectile Motion
​To see this integration in action, consider a ball kicked at an initial velocity u and an angle \theta above the horizontal.
​Mathematical Separation: We split the motion into two independent one-dimensional problems.
​Horizontal Motion (x-axis): Since acceleration a_x = 0, velocity remains constant (s_x = u \cos\theta \times t).
​Vertical Motion (y-axis): Governed by constant gravitational acceleration (a_y = -g), yielding s_y = (u \sin\theta)t - \frac{1}{2}gt^2.
​By treating time (t) as the bridge connecting both axes, we solve the simultaneous equations to find the maximum height and total range of the projectile.
​5. Assessment & Practice
​Classwork: Solve a multi-step problem combining uniform acceleration equations with vector resolution.
​Critical Thinking Question: How does changing the launch angle \theta mathematically maximize the horizontal range of a projectile?

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  • 5h: R185
  • 10h: R370

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levels

Primary

Secondary

Matric/GCSE

AS Level

A Level

Adult education

Undergraduate

Masters

Diploma

Doctorate

MBA

Languages in which the lesson is available

English

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