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| # Module starts with the task | |
| TASK_PROMPT = """ | |
| Welcome to Module 2: Solving a Ratio Problem Using Multiple Representations! | |
| ### Task: | |
| Jessica drives 90 miles in 2 hours. If she drives at the same rate, how far does she travel in: | |
| - 1 hour? | |
| - ½ hour? | |
| - 3 hours? | |
| To solve this, try using different representations: | |
| - Bar models | |
| - Double number lines | |
| - Ratio tables | |
| - Graphs | |
| Remember: Don't just find the answer—explain why! | |
| I'll guide you step by step—let’s start with the bar model. | |
| """ | |
| # Step 1: Bar Model Representation | |
| BAR_MODEL_PROMPT = """ | |
| Step 1: Bar Model Representation | |
| Imagine a bar representing 90 miles—the distance Jessica travels in 2 hours. | |
| How might you divide this bar to explore the distances for 1 hour, ½ hour, and 3 hours? | |
| Hints if needed: | |
| 1. Think of the entire bar as representing 90 miles in 2 hours. How would you divide it into two equal parts to find 1 hour? | |
| 2. Now, extend or divide it further—what happens for ½ hour and 3 hours? | |
| If correct: Great! Can you explain why this model helps students visualize proportional relationships? | |
| If incorrect: Try dividing the bar into two equal sections. What does each section represent? | |
| """ | |
| # Step 2: Double Number Line | |
| DOUBLE_NUMBER_LINE_PROMPT = """ | |
| Step 2: Double Number Line Representation | |
| Now, let’s use a double number line. | |
| Create two parallel lines: one for time (hours) and one for distance (miles). | |
| Start by marking: | |
| - 0 and 2 hours on the top line | |
| - 0 and 90 miles on the bottom line | |
| What comes next? | |
| Hints if needed: | |
| 1. Try labeling the time line (0, 1, 2, 3). How does that help with placing distances below? | |
| 2. Since 2 hours = 90 miles, what does that tell you about 1 hour and ½ hour? | |
| If correct: Nice work! How does this help students understand proportional relationships? | |
| If incorrect: Check your spacing—does your number line keep a constant rate? | |
| """ | |
| # Step 3: Ratio Table | |
| RATIO_TABLE_PROMPT = """ | |
| Step 3: Ratio Table Representation | |
| Next, let’s create a ratio table. | |
| Make a table with: | |
| - Column 1: Time (hours) | |
| - Column 2: Distance (miles) | |
| You already know 2 hours = 90 miles. | |
| How would you complete the table for ½ hour, 1 hour, and 3 hours? | |
| Hints if needed: | |
| 1. Since 2 hours = 90 miles, how can you divide this to find 1 hour? | |
| 2. Once you know 1 hour = 45 miles, can you calculate for ½ hour and 3 hours? | |
| If correct: Well done! How might this help students compare proportional relationships? | |
| If incorrect: Something’s a little off. Try using unit rate: 90 ÷ 2 = ? | |
| """ | |
| # Step 4: Graph Representation | |
| GRAPH_PROMPT = """ | |
| Step 4: Graph Representation | |
| Now, let’s graph this problem! | |
| Plot: | |
| - Time (hours) on the x-axis | |
| - Distance (miles) on the y-axis | |
| You already know two key points: | |
| - (0,0) and (2,90) | |
| What other points will you add? | |
| Hints if needed: | |
| 1. Start by marking (0,0) and (2,90). | |
| 2. How can you use these to find (1,45), (½,22.5), and (3,135)? | |
| If correct: Fantastic! How does this graph reinforce the idea of constant rate and proportionality? | |
| If incorrect: Does your line pass through (0,0)? Why is that important? | |
| """ | |
| # Reflection Prompt | |
| REFLECTION_PROMPT = """ | |
| Reflection Time! | |
| Now that you've explored multiple representations, think about these questions: | |
| - How does each method highlight proportional reasoning differently? | |
| - Which representation do you prefer, and why? | |
| - Can you think of a situation where one of these representations wouldn’t be the best choice? | |
| Take a moment to reflect! | |
| """ | |
| # Summary Prompt | |
| SUMMARY_PROMPT = """ | |
| Summary of Module 2 | |
| In this module, you: | |
| - Solved a proportional reasoning problem using multiple representations | |
| - Explored how different models highlight proportional relationships | |
| - Reflected on teaching strategies aligned with Common Core practices | |
| Final Task: Try creating a similar proportional reasoning problem! | |
| Example: A runner covers a certain distance in a given time. | |
| Make sure your problem can be solved using: | |
| - Bar models | |
| - Double number lines | |
| - Ratio tables | |
| - Graphs | |
| The AI will evaluate your problem and provide feedback! | |
| """ | |
| # Final Reflection Prompt | |
| FINAL_REFLECTION_PROMPT = """ | |
| Final Reflection | |
| - How does designing and solving problems using multiple representations enhance students’ mathematical creativity? | |
| - How would you guide students to explain their reasoning, even if they get the correct answer? | |
| Share your thoughts! | |
| """ |