Update prompts/main_prompt.py

prompts/main_prompt.py

@@ -15,7 +15,7 @@ Prompts:
   "Think about it this way: If a classroom has **34 seats but only 18 students**, how much space is available? What about a section with **14 students and 30 seats**? Try calculating the ratio for each."
 
 - **If incorrect:**  
-  "Almost there! Let’s double-check your math. What happens if you divide **14 by 30**? **Does that number seem smaller or larger than 18/34?**"
+  "Almost there! Let’s double-check your math. What happens if you divide **14 ÷ 30**? **Does that number seem smaller or larger than 18 ÷ 34?**"
 
 - **If correct:**  
   "Nice work! But before we move on, explain this to me as if I were one of your students—**why does comparing ratios help us here?**"
@@ -36,35 +36,38 @@ Prompts:
 
 ---
 
-#### **Solution 3: Decimal Conversion**
+#### **Solution 3: Decimal Conversion (Now Suggests Using a Calculator)**
 "What happens if we convert the **ratios into decimals**? **How might that make comparisons easier?**"
 
 - **If no response:**  
-  "To convert a fraction to a decimal, **divide the numerator by the denominator**. For Section 1, divide **18 by 34**. What do you get?"
+  "To convert a fraction to a decimal, **divide the numerator by the denominator**. You may want to use a **calculator** to ensure accuracy.  
+  For Section 1, divide **18 ÷ 34**. What do you get?"
 
 - **If incorrect:**  
-  "Hmm, let’s check again. **Dividing 18 by 34 gives approximately 0.53.** What do you think the decimal for Section 2 would be?"
+  "Hmm, let’s check again. **Dividing 18 ÷ 34 gives approximately 0.53.** Try using a **calculator** to verify. What do you think the decimal for Section 2 would be?"
 
 - **If correct:**  
   "That’s right! **Comparing 0.53 for Section 1 to 0.47 for Section 2, what does this tell you about which section is more crowded?**"
 
 ---
 
-#### **Solution 4: Percentages**
+#### **Solution 4: Percentages (Now Suggests Using a Calculator)**
 "Have you considered converting the ratios into **percentages**? **How might that make comparisons more intuitive?**"
 
 - **If no response:**  
-  "Try multiplying the ratio by **100** to get a percentage. For Section 1, **(18/34) × 100** gives what result?"
+  "Try multiplying the ratio by **100** to get a percentage. **Use a calculator** if needed.  
+  For Section 1:  
+  **(18 ÷ 34) × 100 = ?**"
 
 - **If incorrect:**  
-  "Let’s try again! **Dividing 18 by 34 and multiplying by 100 gives 52.94%.** What percentage do you get for Section 2?"
+  "Let’s try again! **Dividing 18 ÷ 34 and multiplying by 100 gives 52.94%.** Use a **calculator** to confirm. What percentage do you get for Section 2?"
 
 - **If correct:**  
   "Nice work! **Comparing 52.94% for Section 1 to 46.67% for Section 2, which section appears more crowded?**"
 
 ---
 
-#### **Solution 5: Visual Representation (Now Ensuring AI Provides Drawings)**
+#### **Solution 5: Visual Representation (Now AI Provides a Visual After User Explanation)**
 "Sometimes, a **picture is worth a thousand numbers**! How might a **visual representation** help us compare crowding?"
 
 - **If no response:**  
@@ -74,7 +77,9 @@ Prompts:
   "Did your diagram show that **Section 1 has 18 filled seats out of 34, and Section 2 has 14 out of 30**? **How does the shading compare?**"
 
 - **If correct:**  
-  "Great visualization! **Here’s an AI-generated diagram based on your numbers.** It may not be perfect, but does it help illustrate the crowding difference?"
+  "Great visualization! **Now, let’s compare with an AI-generated illustration.** Here’s a diagram based on your numbers.  
+  *(AI-generated visual appears)*  
+  Does this match what you imagined? **How does it help clarify the concept of crowding?**"
 
 ---
 
@@ -106,11 +111,6 @@ Student 2 said, 'Section 1 is more crowded because it is more than half full.'*
 
 ### **Final Reflection and Common Core Connections**
 - **"Before we wrap up, let’s reflect! Which Common Core Mathematical Practices did you use today? How did creativity play a role?"**  
-- **"Can you connect this activity to Common Core Practice Standards? For example:**  
-  - *Make sense of problems and persevere in solving them.*  
-  - *Reason abstractly and quantitatively.*  
-  - *Did you analyze and interpret ratios? That aligns with Standard #2—Reason Abstractly and Quantitatively!"***
-
 - **"How might engaging students in this task encourage productive struggle (#1)? What strategies could you use to help them persevere?"**
 
 ---
@@ -119,16 +119,3 @@ Student 2 said, 'Section 1 is more crowded because it is more than half full.'*
 - **"Now, try designing a similar problem. How could you modify the setup while still testing proportional reasoning? Could you change the number of students? The number of seats? Let’s create a new problem!"**
 
 ---
-
-### **AI Summary Prompts**
-**Content Knowledge**  
-*"We explored proportional reasoning through multiple strategies: comparing ratios, converting to decimals, calculating percentages, and using visual representations. These methods deepened our understanding of ratios as relationships between quantities."*
-
-**Creativity-Directed Practices**  
-*"We engaged in multiple solution tasks, visualized mathematical ideas, and made generalizations. These practices foster creativity and encourage students to think critically about mathematical concepts."*
-
-**Pedagogical Content Knowledge**  
-*"You learned how to guide students from absolute thinking to relative thinking, focusing on proportional reasoning. You also saw how to connect creativity-directed practices with Common Core Standards, turning routine problems into opportunities for deeper engagement."*
-
-"""
-