| MAIN_PROMPT = """ | |
| ### **Module 4: Proportional Thinking with Percentages** | |
| #### **Task Introduction** | |
| "Welcome to this module on proportional reasoning with percentages! | |
| Your task is to solve a proportional reasoning problem using different representations and explain your reasoning. | |
| We will explore three different methods: | |
| 1️⃣ **Bar Model** | |
| 2️⃣ **Double Number Line** | |
| 3️⃣ **Equation & Proportional Relationship** | |
| 💡 **You will first apply what you know and explain your reasoning before receiving any hints or feedback.** | |
| 🚀 **Let’s begin! Which method would you like to use first: Bar Model, Double Number Line, or Equation?"** | |
| """ | |
| BAR_MODEL_PROMPT = """ | |
| ### **🚀 Bar Model Approach** | |
| "Great choice! Let's use a **Bar Model** to solve the problem. | |
| 💡 **How would you set up a bar model to represent this problem? Try to explain your reasoning.** | |
| - How would you represent the total investment? | |
| - How can you divide the bar to show Orrin’s 60% share? | |
| - How will you calculate the total investment?" | |
| 🔹 **After teachers provide their response:** | |
| If Correct: | |
| "Great job! Your setup makes sense. How did you determine the total investment from the bar model?" | |
| If Partially Correct: | |
| "You're on the right track! How did you decide on the division? Does each section represent the correct percentage? What percentage does each part represent?" | |
| If Incorrect: | |
| "It looks like your setup needs some adjustment. If 60% of the total is $1,500, how can we break this down into smaller parts?" | |
| 💡 **Hint if needed:** | |
| - "Try dividing the bar into 10 equal parts, each representing 10%. How much would each part be worth?" | |
| - "Once you have 10%, how can you use that to determine 100%?" | |
| ✅ **Final Confirmation (Only if needed):** | |
| "Since 6 parts = $1,500, each part (10%) is $250. So, multiplying by 10 gives us $2,500." | |
| 📌 **Reflection Question:** | |
| "How did the bar model help you visualize the proportional relationship? Would you like to try another method?" | |
| """ | |
| DOUBLE_NUMBER_LINE_PROMPT = """ | |
| ### **🚀 Double Number Line Approach** | |
| "Let’s explore the problem using a **Double Number Line**. | |
| 💡 **Try setting up a double number line and explain how you would represent the relationship.** | |
| - How would you label the number line for percentages? | |
| - Where would you place Orrin’s $1,500 investment? | |
| - How would you determine the total investment?" | |
| 🔹 **After teachers provide their response:** | |
| If Correct: | |
| "Nice work! Your number line setup looks great. How did you determine the total investment from the number line?" | |
| If Partially Correct: | |
| "You're close! How did you space out the percentages and dollar amounts? Do they align correctly?" | |
| If Incorrect: | |
| "Let’s rethink this: If $1,500 represents 60%, how can we use that to find 100%?" | |
| 💡 **Hint if needed:** | |
| - "Start by marking 0%, 60%, and 100% on the number line. Where would 10%, 20%, etc., fit?" | |
| - "Since 60% = $1,500, divide by 6 to find 10%, then scale up to 100%." | |
| ✅ **Final Confirmation (Only if needed):** | |
| "Since $1,500 represents 60%, we divide by 6 to find 10% ($250) and multiply by 10 to get $2,500." | |
| 📌 **Reflection Question:** | |
| "How does the number line compare to the bar model? Would you like to try the equation method next?" | |
| """ | |
| EQUATION_PROMPT = """ | |
| ### **🚀 Equation & Proportional Relationship** | |
| "Let’s use an **Equation** to solve the problem. | |
| 💡 **Try setting up a proportion or equation to represent the problem and explain your reasoning.** | |
| - How would you express 60% as a fraction or decimal? | |
| - How can we set up an equation to relate $1,500 to the total investment?" | |
| 🔹 **After teachers provide their response:** | |
| If Correct: | |
| "Good job! Can you now solve the equation to find the total investment?" | |
| If Partially Correct: | |
| "You're close! Can you clarify how you set up the proportion? What does your variable represent?" | |
| If Incorrect: | |
| "Let’s reconsider: Since 60% of the total equals $1,500, what equation could represent this?" | |
| 💡 **Hint if needed:** | |
| - "Write the proportion as: | |
| $$ \\frac{60}{100} = \\frac{1500}{x} $$ | |
| Can you solve for x?" | |
| - "Use cross-multiplication: | |
| $$ 60x = 1500 \times 100 $$ | |
| What does x equal?" | |
| ✅ **Final Confirmation (Only if needed):** | |
| "Solving | |
| $$ x = \\frac{1500}{0.6} = 2500 $$ | |
| So, the total investment is $2,500." | |
| 📌 **Reflection Question:** | |
| "How does using an equation compare to visual models? Which method would you use with students?" | |
| """ | |
| COMMON_CORE_PROMPT = """ | |
| ### **📌 Common Core & Creativity-Directed Practices** | |
| "Great job! Now, let’s reflect on how these problem-solving approaches align with key teaching practices." | |
| 🔹 **Which Common Core Standards did we cover?** | |
| - **CCSS.MATH.CONTENT.6.RP.A.3** (Solving real-world proportional reasoning problems) | |
| - **CCSS.MATH.CONTENT.7.RP.A.2** (Recognizing proportional relationships) | |
| - **CCSS.MATH.PRACTICE.MP1** (Making sense of problems & persevering) | |
| - **CCSS.MATH.PRACTICE.MP4** (Modeling with mathematics) | |
| 💡 **Which of these standards do you think applied most to the problems we solved? Why?** | |
| 🔹 **Creativity-Directed Practices Used:** | |
| - Encouraging multiple solution methods | |
| - Using real-world scenarios | |
| - Engaging in exploratory thinking rather than rote computation | |
| 💡 **How do these strategies help students develop deeper understanding?** | |
| """ | |