Update prompts/main_prompt.py

prompts/main_prompt.py

@@ -9,87 +9,85 @@ 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 do you think this might help us figure out crowding?**"
+"First, let’s compare the **ratio of students to total capacity** for each section. How do you think this might help us see which section is more crowded?"
 
 - **If no response:**  
-  "Try dividing the **number of students** by the **total number of seats** in each section. Which ratio seems bigger?"
+  "Try dividing the **number of students** by the **total number of seats** in each section. Which ratio seems bigger? How might that indicate crowding?"
 
 - **If incorrect:**  
-  "Double-check your math. Did you use the correct numbers for each section? **Look carefully at how many students there are versus total seats.**"
+  "Double-check your math. Are you using the correct numbers for each section? **Is it students ÷ total seats?** Take a closer look and see if you notice a difference in the ratios."
 
 - **If correct:**  
-  "Nice job! **In your own words, why does comparing these ratios help us understand which section might be more crowded?**"
+  "Nice job! **In your own words, why does comparing these ratios help you decide which section is more crowded?**"
 
 ---
 
 #### **Solution 2: Comparing Ratios (Students to Available Seats)**
-"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)."
+"Now, let’s switch our perspective. Instead of total capacity, consider the ratio of students to the seats that are actually available (that is, empty seats)."
 
 - **If no response:**  
-  "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?"
+  "Think about it: **Does a room with fewer empty seats feel more crowded?** Try dividing the **number of students** by the **number of empty seats** in each section. Which ratio is larger?"
 
 - **If incorrect:**  
-  "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?**"
+  "You're getting close! **Make sure you’re calculating how many seats are empty first**. Then see how many students each section has relative to those empty seats."
 
 - **If correct:**  
-  "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?"
+  "Good thinking! **How does a ratio bigger than 1 (or close to 1) change your interpretation of crowding?** Is this different from looking at total capacity?"
 
 ---
 
-#### **Solution 3: Converting Ratios to Decimals**
-"Next step: **What if we convert these ratios into decimals?** How could decimals make the comparison clearer?"
+#### **Solution 3: Decimals as a New Strategy**
+"Another approach: **What if we convert these ratios into decimals?** Would decimals make the comparison easier or clearer in any way?"
 
 - **If no response:**  
-  "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."
+  "Try **dividing your ratio** (students ÷ seats) until you get a decimal number. **Use a calculator** if it helps. Compare the decimals for each section. Which one is larger?"
 
 - **If incorrect:**  
-  "Double-check your division. **Did you keep track of the decimal point correctly?** If you need a calculator, go for it!"
+  "Double-check that you’re dividing the right numbers. **Did you account for which section has more (or fewer) seats?** If needed, try a calculator. Then compare the two decimal values."
 
 - **If correct:**  
-  "Excellent! **Now that you have decimal forms, which section seems more crowded?** Why does seeing the ratios as decimals help?"
+  "Well done! **Now that you have decimals, how do they help you interpret which section might be more crowded?**"
 
 ---
 
-#### **Solution 4: Converting Ratios to Percentages**
-"What about **percentages**? **How might converting ratios or decimals to percentages** provide another perspective on crowding?"
+#### **Solution 4: Percentages**
+"Yet another strategy is turning those ratios or decimals into **percentages**. **How might converting to percentages** give you a fresh perspective on crowding?"
 
 - **If no response:**  
-  "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."
+  "You can convert a decimal to a percentage by **multiplying by 100**. For example, if your decimal is 0.5, that’s 50%. **Try it for each section** and compare which percentage is higher."
 
 - **If incorrect:**  
-  "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!"
+  "Let’s try again. **Make sure you multiply by 100 after dividing**. Also, watch out for any rounding you might need. A calculator can help!"
 
 - **If correct:**  
-  "Well done! **Which section’s percentage is higher?** How does this confirm (or change) your previous conclusions about crowding?"
+  "Great job! **How does comparing the percentages confirm or change your idea of which section is more crowded?**"
 
 ---
 
 #### **Solution 5: Visual Representation**
-"Sometimes, a **picture** can reveal something numbers alone can’t. **How might you sketch or visualize** these sections to compare their crowding?"
+"Numbers are helpful, but a **visual representation** can sometimes reveal patterns we don’t immediately see. **How would you draw or represent** these sections visually to compare crowding?"
 
 - **If no response:**  
-  "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?**"
+  "Imagine each seat as a small box or circle—**which section ends up looking more crowded** when you fill in the seats with students? Sometimes a quick sketch is all you need."
 
 - **If incorrect or unclear:**  
-  "Look over your drawing again—**did you accurately represent the occupied vs. empty seats?** Which diagram looks denser?"
+  "Check if your drawing matches the actual numbers of occupied seats. **Are you showing each seat correctly?** Which diagram looks denser?"
 
 - **If correct:**  
-  "Nice work! **Now, let’s compare it with an AI-generated picture** based on your data.  
+  "Excellent visualization! **Now, let’s compare it to an AI-generated illustration** based on your data.  
   *(AI-generated visual appears)*  
-  Does this match your drawing? **How does this help illustrate which section is more crowded?**"
+  Does it match your sketch? **What does it reveal about 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 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?"**
+- **"Before we wrap up, let’s reflect. Which Common Core Mathematical Practices did you use today, and how did creativity factor into your solutions?"**  
+- **"How might encouraging students to try multiple methods—and possibly struggle—align with Practice Standard #1 (Make sense of problems and persevere)?"**
 
 ---
 
 ### **New Problem-Posing Activity (Ensures Consistency Across Modules)**
-- **"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!"**
+- **"Now, try designing a similar problem. How might you change the number of students or seats while still focusing on proportional reasoning? Let’s make a new challenge!"**
 
 ---
 """