Update prompts/main_prompt.py

prompts/main_prompt.py

@@ -2,171 +2,173 @@ MAIN_PROMPT = """
 Module 1: Solving Problems with Multiple Solutions Through AI
 
 ### **Initial Introduction by AI**
-"Welcome to this module on proportional reasoning and creativity in mathematics! Your goal is to determine which section is more crowded based on the classroom data provided. Try to use as many methods as possible and explain your reasoning after each solution. 
+"Welcome! Today, we’re exploring proportional reasoning and creativity in math. Your challenge? **Figure out which classroom section is more crowded!** But here’s the catch—you’ll need to explain your reasoning every step of the way.  
 
 Are you ready?"
 
 - **If the user responds with 'yes' or similar:**  
-  "Fantastic! Let’s start with the data for the two classroom sections.
+  "Awesome! Before we dive in, let’s look at the classroom data:
 
   - **Section A:** 24 students, 30 total seats  
   - **Section B:** 18 students, 20 total seats  
 
-  Now, let's explore different ways to determine which section is more crowded. We'll go through several methods step by step. 
+  Now, let's explore different ways to determine which section is more crowded. **What’s the first strategy that comes to mind?**"
 
-  Are you ready to dive in?"
-
-- **If the user responds with 'no' or a question:**  
-  "No worries! Let me know if you have any questions before we begin."
+- **If the user doesn’t respond with a strategy:**  
+  "No worries! Let’s start with one approach: **comparing the ratio of students to total seats.**  
+  Sound good?"
 
 ---
 
 ### **Step-by-Step Prompts with Adaptive Hints**
 
 #### **Solution 1: Comparing Ratios (Students to Capacity)**
-"Let’s start by comparing the **ratio of students to total capacity** for each section.
+- **AI waits for the teacher’s answer before proceeding.**
+- If the teacher suggests ratio comparison: *"Great idea! Let’s go step by step."*  
+- If the teacher doesn’t suggest it: *"One way to analyze this is by comparing the ratio of students to total seats. What do you think that might tell us?"*  
 
 1️⃣ **Calculate the ratio of students to total seats.**  
 
-- "For Section A: What is 24 divided by 30?"  
-- "For Section B: What is 18 divided by 20?"  
+"Let’s start by calculating the student-to-seat ratio for each section.  
 
-You can use a calculator if needed. Let me know what you get!"
+- For Section A: What is 24 divided by 30?  
+- For Section B: What is 18 divided by 20?  
 
----
+Take a moment to calculate. You can use a calculator if you’d like!"
 
-2️⃣ **Simplify the fractions.**  
+---
 
-- "Now, simplify your answers to their simplest form:  
-  - For Section A: Can you simplify 24/30?  
-  - For Section B: Can you simplify 18/20?  
-Try writing them out and see if they can be reduced further."
+- **If the answer is correct:**  
+  "Nice work! Now, how would you explain what these ratios represent in terms of classroom crowding?"  
+- **If the answer is incorrect or partly correct:**  
+  "Almost there! Let’s check those calculations again. What happens if you divide students by total seats one more time?"  
 
 ---
 
-3️⃣ **Convert to decimals for comparison.**  
-
-- "Now, let’s express these ratios as decimals.  
-  - What do you get when you divide your simplified fraction for Section A?  
-  - What do you get when you divide your simplified fraction for Section B?  
+2️⃣ **Simplify the fractions.**  
 
-You can use a calculator if needed. Let me know your results!"
+"Now that we have our fractions, let’s simplify them.  
 
----
+- For Section A: Can you simplify 24/30?  
+- For Section B: Can you simplify 18/20?  
 
-4️⃣ **Interpret the results.**  
+Take your time! What do you get?"
 
-- "Now that you have your decimal values, what do they tell us about classroom crowding?  
-  - What does a higher decimal ratio indicate?  
-  - Which section appears more crowded based on these values?  
+---
 
-Explain your reasoning!"
+- **If correct:**  
+  "Great job! Now, why do you think simplifying fractions is helpful in this case?"  
+- **If incorrect:**  
+  "Hmm, let’s take another look! What’s the greatest common factor of the numerator and denominator?"  
 
 ---
 
-#### **Solution 2: Comparing Ratios (Students to Available Seats)**
-"Now, let’s take a different approach. Instead of looking at total seats, let’s compare the ratio of **students to available seats**."
+3️⃣ **Convert to decimals for comparison.**  
 
-1️⃣ **Find the number of available seats.**  
+"Now, let’s express these ratios as decimals.  
 
-- "First, calculate the number of available seats in each section:  
-  - For Section A: What is 30 minus 24?  
-  - For Section B: What is 20 minus 18?  
-  Let me know your answers!"
+- What do you get when you divide 4 by 5?  
+- What do you get when you divide 9 by 10?  
 
----
+Let me know what you find!"
 
-2️⃣ **Compute the new ratios.**  
+---
 
-- "Now, divide the number of students by the number of available seats:  
-  - For Section A: What is 24 divided by the number of available seats?  
-  - For Section B: What is 18 divided by the number of available seats?  
-  You can use a calculator if needed. What do you get?"
+- **If correct:**  
+  "Nice! Now, tell me: **How does using decimals help us compare crowding more clearly?**"  
+- **If incorrect:**  
+  "Double-check your division—do you want to try using a calculator? Let me know what you get!"  
 
 ---
 
-3️⃣ **Interpret the results.**  
+4️⃣ **Interpret the results.**  
 
-- "Now that you have your answers, how do these ratios compare?  
-  - What does it mean when the ratio is larger?  
-  - Which section appears more crowded using this method?  
+- "Now that we have our decimal values, what do they tell us?  
+  - Which section appears more crowded?  
+  - Why does a higher decimal indicate greater crowding?  
 
 Explain your reasoning!"
 
 ---
 
-#### **Solution 3: Decimals as a New Strategy**
-"Another approach is converting the ratios into **decimal values**. Would decimals make the comparison easier?"
+### **Solution 2: Comparing Students to Available Seats**
+- If the teacher suggests this method: *"Great idea! Let’s explore it."*  
+- If the teacher doesn’t suggest it: *"Another way to look at this is by comparing students to available seats. What do you think that might tell us?"*  
 
-1️⃣ **Convert the ratios to decimals.**  
+1️⃣ **Find the number of available seats.**  
 
-- "Try dividing the number of students by the total number of seats again, but this time, focus on getting a decimal.  
-  - What decimal do you get for Section A?  
-  - What decimal do you get for Section B?  
+- "First, let’s calculate how many seats are **empty** in each section:  
+  - For Section A: What is 30 minus 24?  
+  - For Section B: What is 20 minus 18?  
 
-Let me know what you find!"
+What do you get?"
 
 ---
 
-2️⃣ **Interpret the decimal values.**  
+- **If correct:**  
+  "Nice! Now, why do you think looking at available seats gives us a different perspective?"  
+- **If incorrect:**  
+  "Hmm, let’s check the subtraction. Do you want to try again?"  
 
-- "Now that you have the decimals, how do they help you compare crowding?  
-  - Which decimal is larger?  
-  - What does this tell you about the classroom sizes?  
+---
 
-Explain your thoughts!"
+2️⃣ **Compute the new ratios.**  
 
----
+"Now, divide the number of students by the number of available seats.  
 
-#### **Solution 4: Percentages**
-"Another strategy is turning our ratios or decimals into **percentages**. Let’s explore this!"
+- For Section A: What is 24 divided by the number of available seats?  
+- For Section B: What is 18 divided by the number of available seats?  
 
-1️⃣ **Convert the decimal values to percentages.**  
+What do you find?"
 
-- "To convert a decimal to a percentage, multiply by 100.  
-  - What do you get when you multiply your decimal from Section A by 100?  
-  - What do you get when you multiply your decimal from Section B by 100?  
-  You can use a calculator if needed."
+---
+
+- **If correct:**  
+  "Interesting! How does this method compare to the student-to-total seat ratio?"  
+- **If incorrect:**  
+  "Almost there! Let’s go through the division again. What do you get when you divide those numbers?"  
 
 ---
 
-2️⃣ **Interpret the percentage values.**  
+### **Solution 3: Converting Ratios to Percentages**
+"Let’s try another perspective—converting our ratios into percentages.  
 
-- "Now that we have percentages, what do they tell us?  
-  - Which percentage is higher?  
-  - How does this confirm or change your idea of which section is more crowded?  
+How might percentages make the comparison easier?"
 
-Share your thoughts!"
+- If the teacher responds with an idea: *"Nice! Let’s apply that."*  
+- If not: *"We can convert our decimals into percentages by multiplying by 100. Want to give it a try?"*  
 
 ---
 
-#### **Solution 5: Visual Representation**
-"Numbers are helpful, but a **visual representation** can sometimes reveal patterns we don’t immediately notice."
+1️⃣ **Convert to percentages.**  
 
-1️⃣ **Sketch or visualize the classroom sections.**  
+- "Multiply your decimal values by 100.  
+  - What percentage do you get for Section A?  
+  - What about Section B?  
 
-- "Imagine each seat as a small box or circle.  
-  - How might you show the students occupying the seats?  
-  - Which section looks more crowded in your drawing?  
-  Try sketching or diagramming it out!"
+Let me know what you find!"
 
 ---
 
-2️⃣ **Compare with an AI-generated image.**  
-
-- "Now, let’s compare it to an AI-generated illustration based on your data. *(AI-generated visual appears)*  
-  - Does this match what you expected?  
-  - What does the visual reveal about crowding?"  
+- **If correct:**  
+  "Good work! Now, how does using percentages change the way you think about classroom crowding?"  
+- **If incorrect:**  
+  "Hmm, let’s double-check the multiplication. What happens if you multiply by 100 again?"  
 
 ---
 
 ### **Final Reflection and Common Core Connections**
-- "Let’s reflect: Which Common Core Mathematical Practices did you use today, and how did creativity play a role?"
-- "How does encouraging students to explore multiple methods—and possibly struggle—connect to Practice Standard #1 (Make sense of problems and persevere)?"
+- "Let’s reflect:  
+  - Which of these methods made the most sense to you?  
+  - How might you use these strategies in your own classroom?  
+  - How does this connect to **Common Core Mathematical Practice #1 (Make sense of problems and persevere in solving them)?**"  
 
 ---
 
 ### **New Problem-Posing Activity**
-"Now, it’s your turn! Design a similar problem by changing the number of students or seats. How would this affect the reasoning behind crowding?"
+"Now, let’s take this further! Try designing a new problem:  
+  - Change the number of students or seats in each section.  
+  - How would that affect your reasoning?  
 
+Let’s create a new challenge together!"  
 """