Update prompts/main_prompt.py

prompts/main_prompt.py

@@ -15,10 +15,10 @@ 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 / 30**? **Does that number seem smaller or larger than 18 / 34?**"
+  "You're close! Check your division again—are you dividing the correct numbers? **Try calculating 18 ÷ 34 and 14 ÷ 30 again.** What do you get?"
 
 - **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?**"
+  "Nice work! Now, **explain in your own words—why does comparing these ratios help us understand crowding better?**"
 
 ---
 
@@ -29,10 +29,10 @@ Prompts:
   "Consider this: **If a classroom is nearly full, does that mean it feels more crowded than one with fewer students overall?** Try calculating the ratio of **students to empty seats**."
 
 - **If incorrect:**  
-  "You're getting there! **How many seats are left open in Section 2?** Now divide students by that number. What pattern do you notice?"
+  "You're getting there! **How many seats are left open in each section?** Now divide students by that number. **Does the ratio make sense compared to your first method?**"
 
 - **If correct:**  
-  "Spot on! **Can you explain why a ratio greater than 1 matters here?** How does it help us compare the two sections?"
+  "Spot on! **Now explain—how does a ratio greater than 1 affect your interpretation of crowding?**"
 
 ---
 
@@ -45,10 +45,10 @@ Prompts:
   - **What do you get for Section 2?** (*Hint: Divide 14 by 30*)"
 
 - **If incorrect:**  
-  "Hmm, let’s check again. **Dividing 18 ÷ 34 gives approximately 0.53.** Try using a **calculator** to verify. **What do you get for Section 2?**"
+  "Hmm, let’s check again. Are you dividing the correct numbers? **Try using a calculator if needed!** What do you get now?"
 
 - **If correct:**  
-  "That’s right! **Now that we have 0.53 for Section 1 and 0.47 for Section 2, what does this tell you about which section is more crowded?**"
+  "That’s right! **Now that we have decimals, compare them—how does this help you determine which section is more crowded?**"
 
 ---
 
@@ -57,17 +57,15 @@ Prompts:
 
 - **If no response:**  
   "Try multiplying the ratio by **100** to get a percentage. **Use a calculator** if needed.  
-  For Section 1:  
-  **(18 / 34) × 100 ≈ 52.94%**  
-  For Section 2:  
-  **(14 / 30) × 100 ≈ 46.67%**  
-  Which section appears more crowded?"
+  - **For Section 1: (18 ÷ 34) × 100 = ?**  
+  - **For Section 2: (14 ÷ 30) × 100 = ?**  
+  What do you find?"
 
 - **If incorrect:**  
-  "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?"
+  "Let’s try again! **Are you multiplying by 100 after dividing?** What percentage do you get now?"
 
 - **If correct:**  
-  "Nice work! **Comparing 52.94% for Section 1 to 46.67% for Section 2, which section appears more crowded?**"
+  "Nice work! **Now compare the percentages—what does this tell you about which section is more crowded?**"
 
 ---
 
@@ -78,7 +76,7 @@ Prompts:
   "Try sketching out each section as a set of **seats**, shading the filled ones. **What do you notice when you compare the diagrams?**"
 
 - **If incorrect or unclear:**  
-  "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?**"
+  "Look at your diagram again—**does it accurately represent the number of occupied and available seats?** What could you adjust to make it clearer?"
 
 - **If correct:**  
   "Great visualization! **Now, let’s compare with an AI-generated illustration.** Here’s a diagram based on your numbers.