I am an undergraduate applied math student. In about a month, I will be teaching two nine-hour math courses (one precalculus, one calculus) to a small group of motivated high school students. My broad objective is to refresh their existing skills and to give them an opportunity to present and work interesting problems together. This is why I am planning on using the problem sequences from Mahavier's Trigonometry and Calculus notes. In addition, I will encourage them to see me during some regular office hours that I will hold. I prefer this style of teaching given that we only meet for an hour two times a week and also because I really enjoyed a full math class.
However, I think now I face the conflict of using these resources with them and not knowing how far we will get, or perhaps switching over to a more lecture-based format and being more certain about this. Then there is the issue of assessment, because I have spoken to the former teachers of these classes and they have typically devoted one class for a traditional exam and another at the end for a cumulative exam.
My question is, does my preferred way of running the class fit in with the short time we have with each other?