Update prompts/main_prompt.py

prompts/main_prompt.py

@@ -5,128 +5,145 @@ __all__ = ["TASK_PROMPT", "BAR_MODEL_PROMPT", "DOUBLE_NUMBER_LINE_PROMPT",
            "RATIO_TABLE_PROMPT", "GRAPH_PROMPT", "REFLECTION_PROMPT",
            "SUMMARY_PROMPT", "FINAL_REFLECTION_PROMPT"]
 
-# Module starts with the task
+# 🟢 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?
-- 1/2 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.
+### 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?**  
+- **1/2 hour?**  
+- **3 hours?**  
+
+To solve this, try using different representations:  
+- **Bar models**  
+- **Double number lines**  
+- **Ratio tables**  
+- **Graphs**  
+
+🔹 **Goal:** 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
+### **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, 1/2 hour, and 3 hours?
+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, 1/2 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 1/2 hour and 3 hours?
+💭 *Explain how each section of your bar relates to these time intervals!*  
 
-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?
+**💡 Need a hint?**  
+1️⃣ *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?*  
+2️⃣ *Now, extend or divide it further—what happens for **1/2 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 Representation
 DOUBLE_NUMBER_LINE_PROMPT = """
-Step 2: Double Number Line Representation
+### **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).
+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
+Start by marking:  
+⏳ **0 and 2 hours** on the top line  
+🚗 **0 and 90 miles** on the bottom line  
 
-What comes next?
+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 1/2 hour?
+**💡 Need a hint?**  
+1️⃣ Try labeling the time line **(0, 1, 2, 3)**. How does that help with placing distances below?  
+2️⃣ Since **2 hours = 90 miles**, what does that tell you about **1 hour and 1/2 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?
+✅ 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 Representation
 RATIO_TABLE_PROMPT = """
-Step 3: Ratio Table Representation
+### **Step 3: Ratio Table Representation**  
 
-Next, let’s create a ratio table. Make a table with:
-- Column 1: Time (hours)
-- Column 2: Distance (miles)
+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 1/2 hour, 1 hour, and 3 hours?
+You already know **2 hours = 90 miles**.  
+🤔 How would you complete the table for **1/2 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 1/2 hour and 3 hours?
+**💡 Need a hint?**  
+1️�� Since **2 hours = 90 miles**, how can you divide this to find **1 hour**?  
+2️⃣ Once you know **1 hour = 45 miles**, can you calculate for **1/2 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 = ?
+✅ 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
+### **Step 4: Graph Representation**  
 
-Now, let’s graph this problem! Plot:
-- Time (hours) on the x-axis
-- Distance (miles) on the y-axis
+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)
+You already know two key points:  
+🔹 **(0,0) and (2,90)**  
 
-What other points will you add?
+🤔 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), (1/2,22.5), and (3,135)?
+**💡 Need a hint?**  
+1️⃣ Start by marking **(0,0) and (2,90)**.  
+2️⃣ How can you use these to find **(1,45), (1/2,22.5), 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?
+✅ 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!
+### **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?
+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!
+Take a moment to reflect! 😊  
 """
 
+# 🎯 Summary Prompt
 SUMMARY_PROMPT = """
-Summary of Module 2
+### **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
+📌 **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.
+📝 **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
+💡 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!
+📢 *The AI will evaluate your problem and provide feedback!*  
 """
 
+# 🚀 Final Reflection Prompt
 FINAL_REFLECTION_PROMPT = """
-Final Reflection
+### **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?
+- 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!
-"""
+📌 Share your thoughts!  
+"""