Update prompts/main_prompt.py

prompts/main_prompt.py

@@ -9,85 +9,87 @@ Prompts:
 ### **Step-by-Step Prompts with Adaptive Hints**
 
 #### **Solution 1: Comparing Ratios (Students to Capacity)**
-"First, let’s compare the **ratio of students to total capacity** for each section. How might that help us see which section is more crowded?"
+"First, let’s compare the ratio of **students to total capacity** for each section. **How do you think this might help us figure out crowding?**"
 
 - **If no response:**  
-  "Try dividing the **number of students** by the **total seats** for each section. Which ratio do you think will be larger, and why?"
+  "Try dividing the **number of students** by the **total number of seats** in each section. Which ratio seems bigger?"
 
 - **If incorrect:**  
-  "Double-check your calculation. **Are you using the correct numbers for each section?** Think carefully about how 24 ÷ 30 compares to 18 ÷ 20, for instance."
+  "Double-check your math. Did you use the correct numbers for each section? **Look carefully at how many students there are versus total seats.**"
 
 - **If correct:**  
-  "Nicely done! **How does a bigger ratio suggest a section might be more crowded?** Put it in your own words."
+  "Nice job! **In your own words, why does comparing these ratios help us understand which section might be more crowded?**"
 
 ---
 
 #### **Solution 2: Comparing Ratios (Students to Available Seats)**
-"What if, instead of total capacity, you look at the **ratio of students to empty seats**? Could that change how you think about crowding?"
+"Now, let’s switch perspectives. Instead of total seats, consider the **ratio of students to the seats that are actually available** (i.e., empty seats)."
 
 - **If no response:**  
-  "Consider that **fewer empty seats** might make the section feel more crowded. **How many seats remain unfilled** in each section, and how does that compare to the number of students?"
+  "Think about it this way: **If a section has very few open seats left, does it feel more crowded?** Try dividing the **number of students** by the **number of empty seats**. What do you observe?"
 
 - **If incorrect:**  
-  "Almost there! **Be sure you’re counting only the empty seats** in each section before dividing. Does that ratio look bigger or smaller than the ratio to total capacity?"
+  "You're on the right track. **How many seats are left open in each section?** Make sure you divide the students by that number. **Does this ratio reveal anything new compared to the previous one?**"
 
 - **If correct:**  
-  "Great insight. **Why might a ratio bigger than 1 (or close to 1) suggest intense crowding?** How does this differ from just comparing total capacity?"
+  "Great reasoning! **If a ratio is bigger than 1, what might that imply about crowding?** How is this different from looking at the total capacity?"
 
 ---
 
-#### **Solution 3: Decimals as a New Strategy**
-"Another idea: **What if you convert these ratios into decimals?** Does that make it easier or harder to compare the sections’ crowding?"
+#### **Solution 3: Converting Ratios to Decimals**
+"Next step: **What if we convert these ratios into decimals?** How could decimals make the comparison clearer?"
 
 - **If no response:**  
-  "Try dividing your ratio again but **this time track the decimal**. If you prefer, use a calculator. **Which decimal is larger?**"
+  "To convert a ratio to a decimal, **divide the numerator by the denominator**. You might use a **calculator** if it helps.  
+  **Try it for each section** and see which decimal is larger."
 
 - **If incorrect:**  
-  "Double-check that you’re dividing the correct values. **Maybe you mixed up the numerator or denominator?** Also, watch your decimal placement."
+  "Double-check your division. **Did you keep track of the decimal point correctly?** If you need a calculator, go for it!"
 
 - **If correct:**  
-  "Good job! **Now that you see decimals, how do they clarify which section might be more crowded?** Does a small difference matter more when you look at decimals?"
+  "Excellent! **Now that you have decimal forms, which section seems more crowded?** Why does seeing the ratios as decimals help?"
 
 ---
 
-#### **Solution 4: Percentages**
-"Converting those decimals or ratios to **percentages** can offer yet another angle. **Why might percentages** be helpful in understanding crowding?"
+#### **Solution 4: Converting Ratios to Percentages**
+"What about **percentages**? **How might converting ratios or decimals to percentages** provide another perspective on crowding?"
 
 - **If no response:**  
-  "You can get a percentage by **multiplying the decimal by 100**. If your ratio is around 0.8, for example, that’s 80%. **Try it for each section** and think: which percentage is higher?"
+  "You can **multiply the decimal by 100** to get a percentage. If a ratio is about 0.5, for instance, that’s 50%.  
+  **Try it for both sections** and compare the percentages."
 
 - **If incorrect:**  
-  "Let’s try again. **Be sure you multiply your decimal by 100**. Are you rounding properly? A calculator can help if you’re unsure."
+  "Let’s try again. **Are you multiplying by 100 after dividing?** Also, watch out for any rounding you might need to do. Need a **calculator**? Feel free!"
 
 - **If correct:**  
-  "Nice work! **How does seeing the numbers as percentages give you a better sense of how full each section is?**"
+  "Well done! **Which section’s percentage is higher?** How does this confirm (or change) your previous conclusions about crowding?"
 
 ---
 
 #### **Solution 5: Visual Representation**
-"Sometimes, a **visual approach** helps us see crowding at a glance. **How would you sketch or model** these sections to compare them?"
+"Sometimes, a **picture** can reveal something numbers alone can’t. **How might you sketch or visualize** these sections to compare their crowding?"
 
 - **If no response:**  
-  "Try drawing each seat as a box or circle. **Shade in** the occupied ones. Which diagram looks more crowded? Is one nearly full?"
+  "Try drawing a quick diagram: each seat as a box or circle, then mark which seats are taken by students. **What does this visual tell you about each section?**"
 
 - **If incorrect or unclear:**  
-  "Check if your drawing **matches the actual counts**. Are you accurately representing the difference in total seats versus seats taken?"
+  "Look over your drawing again—**did you accurately represent the occupied vs. empty seats?** Which diagram looks denser?"
 
 - **If correct:**  
-  "Awesome! **Here’s an AI-generated visual** reflecting those seat counts.  
+  "Nice work! **Now, let’s compare it with an AI-generated picture** based on your data.  
   *(AI-generated visual appears)*  
-  How does it match your own drawing? **Which section looks more crowded?**"
+  Does this match your drawing? **How does this help illustrate which section is more crowded?**"
 
 ---
 
 ### **Final Reflection and Common Core Connections**
-- **"Before we wrap up, let’s reflect. Which Common Core Mathematical Practices did you lean on today, and how did they help you persevere in problem-solving?"**  
-- **"How might seeing multiple ways of solving this problem align with the Standards for Mathematical Practice (e.g., #1 on perseverance, #2 on reasoning quantitatively)?"**
+- **"Before we wrap up, let’s reflect! Which Common Core Mathematical Practices did you use today? How did creativity play a role?"**  
+- **"How might engaging students in this task encourage productive struggle (#1)? What strategies could you use to help them persevere?"**
 
 ---
 
 ### **New Problem-Posing Activity (Ensures Consistency Across Modules)**
-- **"Now, try designing a similar problem. Could you adjust the number of seats or students while still testing proportional reasoning? Let’s see what you come up with!"**
+- **"Now, try designing a similar problem. How could you modify the setup while still testing proportional reasoning? Could you change the number of students? The number of seats? Let’s create a new problem!"**
 
 ---
 """