That’s what I end up having to do, for the most part. The problem is it loses a lot of the motivation the projects are supposed to provide in the first place. I get a little mileage out of project based objective posting but many of the lovely 3-Act effects get smothered.

Sandwiching a whole traditional “let’s learn how to solve systems of equations” lesson in the middle just seems to make things worse.

How does it work if you sandwich the traditional lesson at the start? Better, worse, or the same?

Of course you need perpendicular bisectors to make a Voronoi diagram, so David’s in luck.

If doing a project-based curriculum, how much can you do on the fly?

I’m about as project-based a guy as you can find, and I’m struggling. I can make activities which have them play football or set up car collisions or whatnot where somewhere in the center they are forced to solve a system of equations. However, even with the project motivation, without a lot of back setup they only get through that part with great difficulty, and without gaining much ability in solving systems of the equations since that was only 10% of the problem. Sandwiching a whole traditional “let’s learn how to solve systems of equations” lesson in the middle just seems to make things worse.