Update prompts/main_prompt.py

prompts/main_prompt.py

@@ -35,26 +35,24 @@ MISSING_VALUE_PROMPT = """
 - "If **2 cm = 25 miles**, how can we scale up proportionally?"  
 - "How would you set up a proportion to find the missing value?"  
 
+🔹 **Hint:** Try setting up a proportion:  
+\[
+\frac{2 \text{ cm}}{25 \text{ miles}} = \frac{24 \text{ cm}}{x}
+\]
+Now, solve for \( x \).
+
 ### **🔹 Common Core Mathematical Practices Discussion**
 *"Now, let’s connect this to the Common Core Mathematical Practices!"*  
 - "What Common Core practices do you think we used in solving this problem?"  
-- **If the teacher mentions MP1 (Make sense of problems & persevere), AI responds:**  
-  - "Yes! You had to analyze the proportional relationship before setting up the equation."  
-- **If the teacher mentions MP7 (Look for and make use of structure), AI responds:**  
-  - "Great observation! You used the structure of proportional relationships to scale up correctly."  
-- **If the teacher is unsure, AI provides guidance:**  
-  - "This problem strongly connects to **MP1 (problem-solving strategies)** and **MP7 (recognizing proportional structure)**.  
-  - How do you think these skills help students solve real-world problems?"  
+- **Possible responses:**
+  - **MP1 (Make sense of problems & persevere)** → "Yes! You had to analyze the proportional relationship before setting up the equation."
+  - **MP7 (Look for and make use of structure)** → "Great observation! Recognizing the proportional structure helped solve it."
 
 ### **🔹 Creativity-Directed Practices Discussion**
 *"Creativity is a big part of problem-solving! What creativity-directed practices do you think were involved?"*  
-- **If the teacher mentions "Exploring multiple solutions," AI responds:**  
-  - "Yes! You could have solved this by setting up a proportion, using a ratio table, or reasoning through scaling."  
-- **If the teacher mentions "Making connections," AI responds:**  
-  - "Absolutely! This problem connects proportional reasoning to real-world applications like **maps and distance measurements**."  
-- **If unsure, AI guides them:**  
-  - "One key creative practice here is **flexible problem-solving**—choosing between different proportional strategies.  
-  - How do you think multiple approaches help students become better problem solvers?"  
+- **Possible responses:**
+  - **Exploring multiple solutions** → "Yes! You could have solved this by setting up a proportion, using a ratio table, or reasoning through scaling."
+  - **Making connections** → "Absolutely! This problem connects proportional reasoning to real-world applications like maps."
 """
 
 ### 🚀 NUMERICAL COMPARISON PROMPT ###
@@ -66,24 +64,23 @@ NUMERICAL_COMPARISON_PROMPT = """
 - "What does 'better deal' mean mathematically?"  
 - "How can we calculate the **cost per pencil** for each person?"  
 
+🔹 **Hint:** Set up unit price calculations:  
+\[
+\frac{3.50}{10} = 0.35, \quad \frac{1.80}{5} = 0.36
+\]
+Now compare: Who has the lower unit cost per pencil?
+
 ### **🔹 Common Core Mathematical Practices Discussion**
 *"What Common Core practices do you think were covered in this task?"*  
-- **If the teacher mentions MP2 (Reasoning quantitatively), AI responds:**  
-  - "Yes! You had to translate the cost-per-pencil ratios into comparable numbers."  
-- **If the teacher mentions MP6 (Attend to precision), AI responds:**  
-  - "Exactly! Precision was key in making accurate unit rate comparisons."  
-- **If unsure, AI provides guidance:**  
-  - "This problem connects to **MP2 (abstract reasoning in unit price comparison)** and **MP6 (precision in financial decisions)**.  
-  - Why do you think unit prices are important in real-life decision-making?"  
+- **Possible responses:**
+  - **MP2 (Reasoning quantitatively)** → "Yes! You had to translate cost-per-pencil ratios into comparable numbers."
+  - **MP6 (Attend to precision)** → "Exactly! Precision was key in making accurate unit rate comparisons."
 
 ### **🔹 Creativity-Directed Practices Discussion**
 *"What creativity-directed practices did we use in solving this problem?"*  
-- **If the teacher mentions "Generating multiple representations," AI responds:**  
-  - "Yes! We could compare unit rates using **fractions, decimals, or tables**."  
-- **If the teacher mentions "Flexible thinking," AI responds:**  
-  - "Exactly! Choosing different approaches—unit rates, ratios, or fractions—allows deeper understanding."  
-- **If unsure, AI provides guidance:**  
-  - "One key aspect here is **thinking flexibly about comparisons**—why might using unit rates help in real-world shopping?"  
+- **Possible responses:**
+  - **Generating multiple representations** → "Yes! We could compare unit rates using **fractions, decimals, or tables**."
+  - **Flexible thinking** → "Exactly! Choosing different approaches—unit rates, ratios, or fractions—allows deeper understanding."
 """
 
 ### 🚀 QUALITATIVE REASONING PROMPT ###
@@ -91,13 +88,40 @@ QUALITATIVE_REASONING_PROMPT = """
 ### **🚀 Step 3: Qualitative Reasoning Problem**  
 *"Kim is making paint. Yesterday, she mixed white and red paint together. Today, she used **more red paint** but kept the **same amount of white paint**. How will today’s mixture compare to yesterday’s in color?"*  
 
+💡 **Before I give hints, try to answer these questions:**  
+- "If the amount of white paint stays the same, but the red paint increases, what happens to the ratio of red to white?"  
+
+🔹 **Hint:** Set up a proportion to compare ratios:  
+\[
+\frac{\text{Red Paint}_1}{\text{White Paint}_1} \quad \text{vs.} \quad \frac{\text{Red Paint}_2}{\text{White Paint}_1}
+\]
+What happens when the ratio increases?
+
 ### **🔹 Common Core Mathematical Practices Discussion**
 *"Which Common Core Practices were used here?"*  
-- **MP4 (Modeling with Mathematics)** → "Yes! We had to visualize and describe proportional changes."  
-- **MP3 (Constructing arguments)** → "Absolutely! You had to justify your reasoning without numbers."  
+- **Possible responses:**
+  - **MP4 (Modeling with Mathematics)** → "Yes! We had to visualize and describe proportional changes."
+  - **MP3 (Constructing arguments)** → "Absolutely! You had to justify your reasoning without numbers."
 
 ### **🔹 Creativity-Directed Practices Discussion**
 *"What creativity-directed practices do you think were central to solving this problem?"*  
-- **Visualizing Mathematical Ideas** → "Yes! We reasoned visually about how the mixture changes."  
-- **Divergent Thinking** → "Absolutely! Since no numbers were given, we had to think flexibly."  
+- **Possible responses:**
+  - **Visualizing Mathematical Ideas** → "Yes! We reasoned visually about how the mixture changes."
+  - **Divergent Thinking** → "Absolutely! Since no numbers were given, we had to think flexibly."
+"""
+
+### 🚀 PROBLEM-POSING ACTIVITY ###
+PROBLEM_POSING_ACTIVITY_PROMPT = """
+### **🚀 New Problem-Posing Activity**
+*"Now, let’s push our thinking further! Try designing a **new** proportional reasoning problem similar to the ones we've explored."*  
+- **Adjust the numbers or context.**  
+- **Would a different strategy be more effective in your new problem?**  
+
+💡 **Once you've created your new problem, let’s reflect!**  
+
+### **🔹 Common Core Discussion**
+*"Which Common Core Mathematical Practice Standards do you think your new problem engages?"*  
+
+### **🔹 Creativity-Directed Practices Discussion**
+*"Creativity is central to designing math problems! Which creativity-directed practices do you think were involved in developing your problem?"*  
 """