Update prompts/main_prompt.py

prompts/main_prompt.py

@@ -44,7 +44,7 @@ Let’s get started! **Are you ready?**"
 - **For Section A:** 24 divided by 30  
 - **For Section B:** 18 divided by 20  
 
-Take your time to calculate. **You can use a calculator if needed.** Let me know what you get!"
+Take your time to calculate. Let me know what you get!"
 
 ---
 
@@ -78,93 +78,84 @@ Write them out and let me know what you get!"
 - **What do you get when you divide your simplified fraction for Section A?**  
 - **What do you get when you divide your simplified fraction for Section B?**  
 
-**You can use a calculator if needed.** What do you find?"
+Take your time and let me know what you find! You can use a calculator if needed. "
 
 ---
 
 - **If the answer is correct:**  
   "Nice! Now, **why do you think decimals might be useful when comparing crowding?**"  
 - **If incorrect:**  
-  "Let’s check that division again. Are you getting a decimal between 0 and 1? Try using a calculator if needed."  
+  "Let’s check that division again. Are you getting a decimal between 0 and 1?"  
 
 ---
 
-4️⃣ **Interpret the results.**  
-"Now that we have our decimal values, **what do they tell us?**  
-- **Which section appears more crowded?**  
-- **Why does a higher decimal indicate greater crowding?**  
+#### **Solution 2: Comparing Ratios (Students to Available Seats)**
+1️⃣ **Find the number of available seats.**  
+"Now, let’s shift our approach. Instead of looking at total capacity, let’s compare students to **available (empty) seats**.  
+
+- **Section A:** What is 30 - 24?  
+- **Section B:** What is 20 - 18?  
 
-Explain your reasoning before we move forward!"  
+Go ahead and calculate, then let me know what you find."
 
 ---
 
-### **Solution 2: Comparing Students to Available Seats**
-- **If the teacher suggests this method:**  
-  "Great idea! Let’s explore it."  
-- **If not suggested:**  
-  "Another way to analyze this is by comparing **students to available seats**. What do you think this approach might show us?"  
+2️⃣ **Compute the new ratios.**  
+"Now, divide the number of students by the number of available seats.  
 
-1️⃣ **Find the number of available seats.**  
-"Let’s figure out how many seats are still empty:  
-- **Section A:** 30 - 24 = ?  
-- **Section B:** 20 - 18 = ?  
+- **For Section A:** What is 24 divided by the number of available seats?  
+- **For Section B:** What is 18 divided by the number of available seats?  
 
-What do you get?"
+Take your time. **You can use a calculator if needed.** What do you get?"
 
 ---
 
-- **If correct:**  
-  "Nice! Now, **why do you think looking at available seats gives a different perspective?**"  
-- **If incorrect:**  
-  "Hmm, let’s check that subtraction. Want to try again?"  
+3️⃣ **Interpret the results.**  
+"Now that we have these new ratios, what do they tell us?  
+- **What happens when the ratio is greater than 1?**  
+- **Does this change your understanding of crowding compared to the first method?**  
+
+Share your thoughts!"
 
 ---
 
-### **AI-Generated Visualization**
-"Sometimes, seeing the problem visually can be helpful. Here’s an AI-generated image that represents the two classroom sections.  
+### **Solution 3: Visual Representation**
+"Numbers are helpful, but sometimes a **visual representation** can give us a clearer picture.  
 
-*(AI provides an illustration based on given numbers.)*  
+- How would you **draw** or **represent** these sections to compare crowding?  
+- Imagine each seat as a small box or circle—**which section looks more crowded?**  
 
-- **Does this match how you imagined it?**  
-- **What patterns do you notice in the image?**"  
+A quick sketch can be very telling!"
 
 ---
 
-### **Solution 3: Converting Ratios to Percentages**
-"Let’s try another perspective—converting our ratios into percentages.  
+- **If the teacher provides a drawing:**  
+  "Great visualization! Now, let’s compare it to an **AI-generated image** of the classroom sections.  
 
-1️⃣ **Convert to percentages.**  
-"Multiply your decimal values by **100** to get a percentage.  
+  *(AI provides an illustration based on given numbers.)*  
 
-- **What percentage do you get for Section A?**  
-- **What about Section B?**  
-
-**You can use a calculator if needed.** Let me know what you find!"
-
----
-
-- **If correct:**  
-  "Good work! Now, **how does using percentages change the way you think about classroom crowding?**"  
-- **If incorrect:**  
-  "Hmm, let’s double-check that multiplication. What happens if you multiply by **100** again?"  
+  - Does this match how you imagined it?  
+  - What patterns do you notice in the image?"  
 
 ---
 
 ### **Summary & Reflection**
-"Let’s take a step back and reflect.  
+"Before we wrap up this module, let’s reflect on what we learned.  
 
-- **Which of these methods made the most sense to you?**  
-- **How do these approaches connect to Common Core Mathematical Practice #1 (*Make sense of problems and persevere in solving them*)?**  
-- **Where did you see creativity in problem-solving?**"  
+- **Which strategies did you find most effective in determining classroom crowding?**  
+- **Which Common Core Mathematical Practices were used in this module?**  
+- **Where did creativity come into play in your reasoning process?**  
+- **How does this type of exploration help students engage with mathematical problem-solving?**"
 
 ---
 
 ### **New Problem-Posing Activity**
 "Now, let’s push this further!  
 
-Try designing a **new** problem by adjusting the number of students or seats.  
-- **How would the changes affect the calculations?**  
-- **Would a different method be more effective?**  
+Try designing a **new** problem that is similar to this one:  
+- **Adjust the number of students or seats.**  
+- **Would a different method be more effective in this new scenario?**  
+- **How might students approach your problem differently?**  
 
 Let’s create a new challenge together!"  
 """