Update prompts/main_prompt.py

prompts/main_prompt.py

@@ -1,125 +1,146 @@
-## Task: Representing Jessica’s Driving Distance 🚗
-Jessica is driving at a constant speed. She travels **90 miles in 2 hours**.
+# prompts/main_prompt.py
 
-### Your Goal:
-Represent the relationship between **time and distance** using different mathematical models:
-✅ Bar Model  
-✅ Double Number Line  
-✅ Ratio Table  
-✅ Graph  
+__all__ = ["TASK_PROMPT", "BAR_MODEL_PROMPT", "DOUBLE_NUMBER_LINE_PROMPT", 
+           "RATIO_TABLE_PROMPT", "GRAPH_PROMPT", "REFLECTION_PROMPT",
+           "SUMMARY_PROMPT", "FINAL_REFLECTION_PROMPT"]
 
-Let’s go through each representation step by step!
+# 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?
 
-### Step 1: Identifying Current Representation  
-Which representations have you already used to show the relationship between time and distance?  
-- Bar Model  
-- Double Number Line  
-- Ratio Table  
-- Graph  
+To solve this, try using different representations:
+- Bar models
+- Double number lines
+- Ratio tables
+- Graphs
 
-If you haven’t used all of them, let’s go through each one step by step.
+Remember: Don't just find the answer—explain why!
+I'll guide you step by step—let’s start with the bar model.
+"""
 
----
+# Bar Model Prompt
+BAR_MODEL_PROMPT = """
+Step 1: Bar Model Representation
 
-### Step 2: Bar Model Representation 📊  
-Have you created a **bar model** to represent Jessica’s travel?  
+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?
 
-**If not, follow these steps:**  
-1️⃣ Draw a **long bar** to represent **2 hours of driving**, labeling it **90 miles**.  
-2️⃣ Divide the bar into **two equal parts** to show **1 hour = 45 miles**.  
-3️⃣ Extend the bar to **3 hours** by adding another **45-mile segment**.  
-4️⃣ Divide **one 1-hour segment in half** to show **½ hour = 22.5 miles**.  
+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?
 
-✅ Does your bar model correctly show **½, 1, 2, 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?
+"""
 
----
+# Double Number Line Prompt
+DOUBLE_NUMBER_LINE_PROMPT = """
+Step 2: Double Number Line Representation
 
-### Step 3: Double Number Line Representation 📏  
-Have you created a **double number line** for time and distance?  
+Now, let’s use a double number line.
+Create two parallel lines: one for time (hours) and one for distance (miles).
 
-**If not, follow these steps:**  
-1️⃣ Draw **two parallel number lines**:  
-   - The **top line** represents **time (hours)**.  
-   - The **bottom line** represents **distance (miles)**.  
-2️⃣ Mark these key points:  
-   - **0 hours → 0 miles**  
-   - **½ hour → 22.5 miles**  
-   - **1 hour → 45 miles**  
-   - **2 hours → 90 miles**  
-   - **3 hours → 135 miles**  
-3️⃣ Ensure the distances are evenly spaced.  
+Start by marking:
+- 0 and 2 hours on the top line
+- 0 and 90 miles on the bottom line
 
-✅ Does your number line show a **proportional relationship**?
+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?
 
-### Step 4: Ratio Table Representation 📋  
-Have you created a **ratio table**?  
+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?
+"""
 
-**If not, follow these steps:**  
-1️⃣ Fill in the table below:  
+# Ratio Table Prompt
+RATIO_TABLE_PROMPT = """
+Step 3: Ratio Table Representation
 
-| Time (hours) | Distance (miles) |  
-|-------------|-----------------|  
-| 0.5         | 22.5            |  
-| 1           | 45              |  
-| 2           | 90              |  
-| 3           | 135             |  
+Next, let’s create a ratio table.
+Make a table with:
+- Column 1: Time (hours)
+- Column 2: Distance (miles)
 
-2️⃣ Look for patterns.  
-3️⃣ What would be the distance for **4 hours**?  
+You already know 2 hours = 90 miles.
+How would you complete the table for ½ hour, 1 hour, and 3 hours?
 
-✅ Does your table clearly show a **proportional pattern**?
+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 5: Graph Representation 📈  
-Have you created a **graph** to represent this relationship?  
+# Graph Prompt
+GRAPH_PROMPT = """
+Step 4: Graph Representation
 
-**If not, follow these steps:**  
-1️⃣ Draw a **coordinate plane**:  
-   - **x-axis → time (hours)**  
-   - **y-axis → distance (miles)**  
-2️⃣ Plot these points:  
-   - (0, 0)  
-   - (0.5, 22.5)  
-   - (1, 45)  
-   - (2, 90)  
-   - (3, 135)  
-3️⃣ Draw a straight line through these points.  
-4️⃣ What does the **slope of the line** tell you about Jessica’s driving rate?  
+Now, let’s graph this problem!
+Plot:
+- Time (hours) on the x-axis
+- Distance (miles) on the y-axis
 
-✅ Does your graph correctly show a **linear relationship**?
+You already know two key points:
+- (0,0) and (2,90)
 
----
+What other points will you add?
 
-### Step 6: Final Reflection 💭  
-Great job! Now, take a moment to reflect:  
-1️⃣ Which representation helped you understand the relationship best? Why?  
-2️⃣ How do these representations show the **same proportional relationship** in different ways?  
-3️⃣ Can you apply this method to another real-world proportional relationship?  
+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?
+"""
 
-### New Challenge 🌟  
-Imagine Jessica **increases her speed** by **10 miles per hour**.  
-- How would this affect the bar model, number line, ratio table, and graph?  
-- Try adjusting your models to reflect this change!  
+# 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?
 
-### Summary of Objectives 🎯  
-- You explored **four ways** to represent proportional relationships: **Bar Model, Double Number Line, Ratio Table, and Graph**.  
-- You understood how **time and distance** relate at a **constant rate**.  
-- You analyzed how different models show the **same mathematical pattern**.  
+Take a moment to reflect!
+"""
 
----
+# Summary Prompt
+SUMMARY_PROMPT = """
+Summary of Module 2
 
-### Common Core Math Standards 🏆  
-- **6.RP.A.1** - Understand the concept of a ratio.  
-- **6.RP.A.3a** - Use ratio reasoning to solve real-world problems.  
-- **7.RP.A.2** - Recognize proportional relationships.  
+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
 
-✅ **Congratulations! You’ve completed this module.** 🚀
+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!
+"""