In 1995 I was assigned to teach a remedial math course (Foundations of Applied Math) to primarily underclassman at Chippewa Falls High School (Wisconsin). Within a month I realized that the material in the textbook was not very engaging nor interesting for the majority of students. Consequently, minimum effort was applied by many of the students. I vowed then that I would never teach this course again.Because I had written a couple of successful curriculums (Math Investigations and Probability a