Update prompts/main_prompt.py

prompts/main_prompt.py

@@ -9,85 +9,85 @@ Prompts:
 ### **Step-by-Step Prompts with Adaptive Hints**
 
 #### **Solution 1: Comparing Ratios (Students to Capacity)**
-"First, let’s compare the **ratio of students to total capacity** for each section. How do you think this might help us see which section is more crowded?"
+"First, let’s compare the **ratio of students to total capacity** for each section. How might that help us see which section is more crowded?"
 
 - **If no response:**  
-  "Try dividing the **number of students** by the **total number of seats** in each section. Which ratio seems bigger? How might that indicate crowding?"
+  "Try dividing the **number of students** by the **total seats** for each section. Which ratio do you think will be larger, and why?"
 
 - **If incorrect:**  
-  "Double-check your math. Are you using the correct numbers for each section? **Is it students ÷ total seats?** Take a closer look and see if you notice a difference in the ratios."
+  "Double-check your calculation. **Are you using the correct numbers for each section?** Think carefully about how 24 ÷ 30 compares to 18 ÷ 20, for instance."
 
 - **If correct:**  
-  "Nice job! **In your own words, why does comparing these ratios help you decide which section is more crowded?**"
+  "Nicely done! **How does a bigger ratio suggest a section might be more crowded?** Put it in your own words."
 
 ---
 
 #### **Solution 2: Comparing Ratios (Students to Available Seats)**
-"Now, let’s switch our perspective. Instead of total capacity, consider the **ratio of students to the seats that are actually available** (that is, empty seats)."
+"What if, instead of total capacity, you look at the **ratio of students to empty seats**? Could that change how you think about crowding?"
 
 - **If no response:**  
-  "Think about it: **Does a room with fewer empty seats feel more crowded?** Try dividing the **number of students** by the **number of empty seats** in each section. Which ratio is larger?"
+  "Consider that **fewer empty seats** might make the section feel more crowded. **How many seats remain unfilled** in each section, and how does that compare to the number of students?"
 
 - **If incorrect:**  
-  "You're getting close! **Make sure you’re calculating how many seats are empty first**. Then see how many students each section has relative to those empty seats."
+  "Almost there! **Be sure you’re counting only the empty seats** in each section before dividing. Does that ratio look bigger or smaller than the ratio to total capacity?"
 
 - **If correct:**  
-  "Good thinking! **How does a ratio bigger than 1 (or close to 1) change your interpretation of crowding?** Is this different from looking at total capacity?"
+  "Great insight. **Why might a ratio bigger than 1 (or close to 1) suggest intense crowding?** How does this differ from just comparing total capacity?"
 
 ---
 
 #### **Solution 3: Decimals as a New Strategy**
-"Another approach: **What if we convert these ratios into decimals?** Would decimals make the comparison easier or clearer in any way?"
+"Another idea: **What if you convert these ratios into decimals?** Does that make it easier or harder to compare the sections’ crowding?"
 
 - **If no response:**  
-  "Try **dividing your ratio** (students ÷ seats) until you get a decimal number. **Use a calculator** if it helps. Compare the decimals for each section. Which one is larger?"
+  "Try dividing your ratio again but **this time track the decimal**. If you prefer, use a calculator. **Which decimal is larger?**"
 
 - **If incorrect:**  
-  "Double-check that you’re dividing the right numbers. **Did you account for which section has more (or fewer) seats?** If needed, try a calculator. Then compare the two decimal values."
+  "Double-check that you’re dividing the correct values. **Maybe you mixed up the numerator or denominator?** Also, watch your decimal placement."
 
 - **If correct:**  
-  "Well done! **Now that you have decimals, how do they help you interpret which section might be more crowded?**"
+  "Good job! **Now that you see decimals, how do they clarify which section might be more crowded?** Does a small difference matter more when you look at decimals?"
 
 ---
 
 #### **Solution 4: Percentages**
-"Yet another strategy is turning those ratios or decimals into **percentages**. **How might converting to percentages** give you a fresh perspective on crowding?"
+"Converting those decimals or ratios to **percentages** can offer yet another angle. **Why might percentages** be helpful in understanding crowding?"
 
 - **If no response:**  
-  "You can convert a decimal to a percentage by **multiplying by 100**. For example, if your decimal is 0.5, that’s 50%. **Try it for each section** and compare which percentage is higher."
+  "You can get a percentage by **multiplying the decimal by 100**. If your ratio is around 0.8, for example, that’s 80%. **Try it for each section** and think: which percentage is higher?"
 
 - **If incorrect:**  
-  "Let’s try again. **Make sure you multiply by 100 after dividing**. Also, watch out for any rounding you might need. A calculator can help!"
+  "Let’s try again. **Be sure you multiply your decimal by 100**. Are you rounding properly? A calculator can help if you’re unsure."
 
 - **If correct:**  
-  "Great job! **How does comparing the percentages confirm or change your idea of which section is more crowded?**"
+  "Nice work! **How does seeing the numbers as percentages give you a better sense of how full each section is?**"
 
 ---
 
 #### **Solution 5: Visual Representation**
-"Numbers are helpful, but a **visual representation** can sometimes reveal patterns we don’t immediately see. **How would you draw or represent** these sections visually to compare crowding?"
+"Sometimes, a **visual approach** helps us see crowding at a glance. **How would you sketch or model** these sections to compare them?"
 
 - **If no response:**  
-  "Imagine each seat as a small box or circle—**which section ends up looking more crowded** when you fill in the seats with students? Sometimes a quick sketch is all you need."
+  "Try drawing each seat as a box or circle. **Shade in** the occupied ones. Which diagram looks more crowded? Is one nearly full?"
 
 - **If incorrect or unclear:**  
-  "Check if your drawing matches the actual numbers of occupied seats. **Are you showing each seat correctly?** Which diagram looks denser?"
+  "Check if your drawing **matches the actual counts**. Are you accurately representing the difference in total seats versus seats taken?"
 
 - **If correct:**  
-  "Excellent visualization! **Now, let’s compare it to an AI-generated illustration** based on your data.  
+  "Awesome! **Here’s an AI-generated visual** reflecting those seat counts.  
   *(AI-generated visual appears)*  
-  Does it match your sketch? **What does it reveal about which section is more crowded?**"
+  How does it match your own drawing? **Which section looks more crowded?**"
 
 ---
 
 ### **Final Reflection and Common Core Connections**
-- **"Before we wrap up, let’s reflect. Which Common Core Mathematical Practices did you use today, and how did creativity factor into your solutions?"**  
-- **"How might encouraging students to try multiple methods—and possibly struggle—align with Practice Standard #1 (Make sense of problems and persevere)?"**
+- **"Before we wrap up, let’s reflect. Which Common Core Mathematical Practices did you lean on today, and how did they help you persevere in problem-solving?"**  
+- **"How might seeing multiple ways of solving this problem align with the Standards for Mathematical Practice (e.g., #1 on perseverance, #2 on reasoning quantitatively)?"**
 
 ---
 
 ### **New Problem-Posing Activity (Ensures Consistency Across Modules)**
-- **"Now, try designing a similar problem. How might you change the number of students or seats while still focusing on proportional reasoning? Let’s make a new challenge!"**
+- **"Now, try designing a similar problem. Could you adjust the number of seats or students while still testing proportional reasoning? Let’s see what you come up with!"**
 
 ---
 """