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For the student who wants to be a number theorist, compare reduction mod $p$ in the usual plane and the projective plane. In the study of Diophantine equations (e.g., to show $y^2 = x^3 - 5$ has no integral solutions), it is very useful to reduce mod $p$, and there is a natural way to reduce a point in ${\mathbf Z}^2$ modulo $p$ However, there's no reasonable to reduce all points in ${\mathbf Q}^2$ modulo $p$: when the rational numbers have denominator divisible by $p$, you can't make sense of them mod $p$: we can reduce $(-7/4,51/8)$ mod 5, for example, but not mod 2. In the projective plane, however, we can reduce rational points mod $p$ by the idea of choosing a set of primitive integral coordinates, where the homogeneous coordinates are relatively prime. For example, $[-7/4,51/8,1] = [-14,51,4]$ in ${\mathbf P}^2({\mathbf Q})$, and this can be reduced mod $p$ for any $p$ at all. For example, in ${\mathbf P}^2({\mathbf F}_2)$ it becomes $[0,1,0]$.
(There is another primitive set of homogeneous coordinates for the point, namely $[14,-51,-4]$, but that reduces mod $p$ to the same thing as before, so this reduction mod $p$ process is well-defined.) This suggests that the projective plane has better mapping properties than the usual plane, in some sense.

For the student who wants to be a number theorist, compare reduction mod $p$ in the usual plane and the projective plane. In the study of Diophantine equations (e.g., to show $y^2 = x^3 - 5$ has no integral solutions), it is very useful to reduce mod $p$, and there is a natural way to reduce a point in ${\mathbf Z}^2$ modulo $p$ However, there's no reasonable way to reduce all points in ${\mathbf Q}^2$ modulo $p$: when the rational numbers have denominator divisible by $p$, you can't make sense of them mod $p$: we can reduce $(-7/4,51/8)$ mod 5, for example, but not mod 2. In the projective plane, however, we can reduce rational points mod $p$ by the idea of choosing a set of primitive integral coordinates, where the homogeneous coordinates are relatively prime. For example, $[-7/4,51/8,1] = [-14,51,4]$ in ${\mathbf P}^2({\mathbf Q})$, and this can be reduced mod $p$ for any $p$ at all. For example, in ${\mathbf P}^2({\mathbf F}_2)$ it becomes $[0,1,0]$.
(There is another primitive set of homogeneous coordinates for the point, namely $[14,-51,-4]$, but that reduces mod $p$ to the same thing as before, so this reduction mod $p$ process is well-defined.) This suggests that the projective plane has better mapping properties than the usual plane, in some sense.

The conic sections -- parabolas, hyperbolas, and ellipses -- which look quite different in ${\mathbf R}^2$, simplify in the projective plane because they all look like the same kind of curve (once you close them up): $y = x^2$ becomes $yz = x^2$, $xy = 1$ becomes $xy = z^2$, and $x^2 + y^2 = 1$ becomes $x^2 + y^2 = z^2$, which is the same as $x^2 = (z-y)(x+y) = z'y'$, where $z' = z-y$ and $y' = z+y$. I like to think about this as a fancy analogue of the Greek use of many forms of the quadratic formula because they didn't have the right algebraic technique to realize there is one quadratic formula. Using the projective plane we see there is really one conic section.

The conic sections -- parabolas, hyperbolas, and ellipses -- which look quite different in ${\mathbf R}^2$, simplify in the projective plane because they all look like the same kind of curve (once you close them up): $y = x^2$ becomes $yz = x^2$, $xy = 1$ becomes $xy = z^2$, and $x^2 + y^2 = 1$ becomes $x^2 + y^2 = z^2$, which is the same as $x^2 = (z-y)(x+y) = z'y'$, where $z' = z-y$ and $y' = z+y$. I like to think about this as a fancy analogue of the Greek [Edit: Babylonian] use of many forms of the quadratic formula because they didn't have the right algebraic technique to realize there is one quadratic formula. Using the projective plane we see there is really one conic section.

1. In algebra, we can conceive of the quadratic formula in a uniform manner, but the ancient Grees [Edit: Babylonians, not Greeks] couldn't do this because they didn't have the idea of negative numbers. So they had several quadratic formulas on account of not being able to write something as simple as $ax^2 + bx + c = 0$ at one stroke (for any signs on $a, b$, and $c$, with $a$ nonzero). Our extended skill at algebra lets us work with one case where the ancients had to take multiple cases. We can also say with complex numbers that any quadratic equation has two roots, allowing for a double root to count as one root with multiplicity two. The thrust of what comes next is to extend the plane so that geometric properties become nicer in a similar way the algebra is becoming nicer when we use more general number systems.

2. Consider the intersection properties of lines in the plane. There is a dichotomy: usually two lines in the plane meet in one point, but some pairs of lines (the parallel ones) meet in no points. Let's see what this looks like under stereographic projection. Lines in the plane become circles through the north pole, but not including the north pole itself. It's natural to close up the image and take that whole circle as a substitute for the original line. So we can see that lines in the plane naturally close up into circles through the north pole. Under stereographic projection, the old dichotomy between parallel and non-parallel lines takes on a new appearance: a pair of non-parallel lines corresponds under stereographic projection to a pair of circles intersecting in two different points, one of which is the north pole, while a pair of parallel lines corresponds under stereographic projection to a pair of circles which are tangent at the north pole. It is natural to think of two tangent circles as having their point of tangency be an intersection point of multiplicity two, much like a quadratic polynomial can have a double root. So after stereographic projection we can "see" two points of intersection for any pair of lines. This geometric construction is something like the algebraic use of more general number systems to find roots to all quadratic equations. The moral to take from this example is that in a larger space, curves that used to not intersect may now intersect (or rather, their natural closures in the new space intersect) with a uniform count of the number of intersection points. If the students agree that enlarging number systems to create solutions to polynomial equations is good, they should agree that enlarging space to make intersection properties more uniform is good too. Another important feature is that the sphere, like the plane, is a homogeneous object: we can transform (rotate) the space to carry one point to any other point. On the sphere as a space in its own right, there is truly nothing special about the north pole.

3. An even better geometric extension of the plane is the projective plane, although at first it will feel unfamiliar and strange because you can't see it all at once. You should introduce it in a uniform manner as points described with homogeneous coordinates $[x,y,z]$ where $x$, $y$, and $z$ are not all 0 and, say, $$ [3,6,2] = [1,2,2/3] = [1/2,1,1/3] = [3/2,3,1] \text{ and } [0,5,0] = [0,1,0]. $$ Although it is impossible to see the whole projective plane at once, we can get glimpses of large parts of it using three different charts: $U_0$ is the points where $x \not= 0$, $U_1$ is the points where $y \not= 0$ and $U_2$ is the points where $z \not= 0$. These three charts together cover the projective plane. Any nonzero coordinate can be scaled to 1 and that fixes the other two homogeneous coordinates of the point, e.g., $[x,y,1] = [x',y',1]$ if and only if $x = x'$ and $y = y'$. This means we can identify each of $U_0$, $U_1$, and $U_2$ with the usual plane (e.g., identify $U_2$ with ${\mathbf R}^2$ by identifying $[x,y,1]$ with $(x,y)$). This means the projective plane locally looks like the plane, much like the sphere does, except we can't see all of it at the same time as we can with the sphere.

1. In algebra, we can conceive of the quadratic formula in a uniform manner, but the ancient Greeks [Edit: Babylonians, not Greeks] couldn't do this because they didn't have the idea of negative numbers. So they had several quadratic formulas on account of not being able to write something as simple as $ax^2 + bx + c = 0$ at one stroke (for any signs on $a, b$, and $c$, with $a$ nonzero). Our extended skill at algebra lets us work with one case where the ancients had to take multiple cases. We can also say with complex numbers that any quadratic equation has two roots, allowing for a double root to count as one root with multiplicity two. The thrust of what comes next is to extend the plane so that geometric properties become nicer in a similar way the algebra is becoming nicer when we use more general number systems.

2. Consider the intersection properties of lines in the plane. There is a dichotomy: usually two lines in the plane meet in one point, but some pairs of lines (the parallel ones) meet in no points. Let's see what this looks like under stereographic projection. Lines in the plane become circles through the north pole, but not including the north pole itself. It's natural to close up the image and take that whole circle as a substitute for the original line. So we can see that lines in the plane naturally close up into circles through the north pole. Under stereographic projection, the old dichotomy between parallel and non-parallel lines takes on a new appearance: a pair of non-parallel lines corresponds under stereographic projection to a pair of circles intersecting in two different points, one of which is the north pole, while a pair of parallel lines corresponds under stereographic projection to a pair of circles which are tangent at the north pole. It is natural to think of two tangent circles as having their point of tangency be an intersection point of multiplicity two, much like a quadratic polynomial can have a double root. So after stereographic projection we can "see" two points of intersection for any pair of lines. This geometric construction is something like the algebraic use of more general number systems to find roots to all quadratic equations. The moral to take from this example is that in a larger space, curves that used to not intersect may now intersect (or rather, their natural closures in the new space intersect) with a uniform count of the number of intersection points. If the students agree that enlarging number systems to create solutions to polynomial equations is good, they should agree that enlarging space to make intersection properties more uniform is good too. Another important feature is that the sphere, like the plane, is a homogeneous object: we can transform (rotate) the space to carry one point to any other point. On the sphere as a space in its own right, there is truly nothing special about the north pole.

3. An even better geometric extension of the plane is the projective plane, although at first it will feel unfamiliar and strange because you can't see it all at once. You should introduce it in a uniform manner as points described with homogeneous coordinates $[x,y,z]$ where $x$, $y$, and $z$ are not all 0 and, say, $$ [3,6,2] = [1,2,2/3] = [1/2,1,1/3] = [3/2,3,1] \text{ and } [0,5,0] = [0,1,0]. $$ Although it is impossible to see the whole projective plane at once, we can get glimpses of large parts of it using three different charts: $U_0$ is the points where $x \not= 0$, $U_1$ is the points where $y \not= 0$ and $U_2$ is the points where $z \not= 0$. These three charts together cover the projective plane. Any nonzero coordinate can be scaled to 1 and that fixes the other two homogeneous coordinates of the point, e.g., $[x,y,1] = [x',y',1]$ if and only if $x = x'$ and $y = y'$. This means we can identify each of $U_0$, $U_1$, and $U_2$ with the usual plane (e.g., identify $U_2$ with ${\mathbf R}^2$ by identifying $[x,y,1]$ with $(x,y)$). This means the projective plane locally looks like the plane, much like the sphere does, except we can't see all of it at the same time as we can with the sphere.