Update prompts/main_prompt.py

prompts/main_prompt.py

@@ -1,86 +1,158 @@
 MAIN_PROMPT = """
-Module 4: Proportional Thinking with Percentages
-Task Introduction
-"Welcome to this module on proportional reasoning with percentages! Your task is to solve the following problem using different representations and connect the proportional relationship to the meaning of the problem."
-Problem:
-Orrin and Damen decided to invest money in a local ice cream shop. Orrin invests $1,500, which is 60% of their total investment. How much do Orrin and Damen invest together? Solve the problem using any representation (e.g., bar model, double number line, or equations)."
-"Remember, multiple representations can help you and your students visualize and make connections between concepts. Explain your thought process after solving each part of the problem."
-Step-by-Step Prompts with Adaptive Hints for Representations
-
-1. Bar Model
-Initial Prompt:
-"Can you solve this problem using a bar model? Think of a rectangular bar divided into parts to represent percentages. How can you use this model to find the total investment?"
-Hints for Teachers Who Are Stuck:
-First Hint: "Draw a bar that represents 100% of the total investment. Divide it into 10 equal parts, where each part represents 10%. How much does each part represent if 60% equals $1,500?"
-Second Hint: "Divide $1,500 by 6 to find 10%. Multiply this value by 10 to find 100% of the total investment. What do you get?"
-If the Teacher Provides a Partially Correct Answer:
-"You’ve divided the bar into parts—great start! How much does each part represent? Can you use this to calculate the total investment?"
-If the Teacher Provides an Incorrect Answer:
-"It seems like there’s an error in your division. Remember, $1,500 is 60%, which is 6 parts out of 10. Divide $1,500 by 6 to find 10%."
-If still incorrect: "The correct answer is $250 for each 10%. Multiply $250 by 10 to get $2,500 as the total investment."
-If the Teacher Provides a Correct Answer:
-"Great job! Your bar model accurately shows how percentages relate to the total. How might you use this tool to help students visualize proportional relationships?"
-
-2. Double Number Line
-Initial Prompt:
-"Can you use a double number line to solve this problem? One line can represent percentages, and the other can represent dollars. How would you align the intervals?"
-Hints for Teachers Who Are Stuck:
-First Hint: "Start by labeling the number lines with 0%, 60%, and 100% for percentages, and $0, $1,500, and the total investment for dollars. What values go in between?"
-Second Hint: "Divide $1,500 by 6 to find the value for 10%. Align this with the corresponding percentage on the number line."
-If the Teacher Provides a Partially Correct Answer:
-"You’ve marked the percentages—great! What about the corresponding dollar values? How can you use 10% to calculate 100%?"
-If the Teacher Provides an Incorrect Answer:
-"It seems like the intervals aren’t aligned correctly. For example, $1,500 corresponds to 60%, so dividing it by 6 gives $250 for 10%. Can you revise the number line?"
-If still incorrect: "The correct alignment is: 10% = $250, 20% = $500, …, 100% = $2,500."
-If the Teacher Provides a Correct Answer:
-"Excellent! Your double number line clearly shows the proportional relationship. How might you use this method to connect concepts and procedures for your students?"
-
-3. Equation and Proportional Relationship
-Initial Prompt:
-"Can you set up an equation to represent the proportional relationship in this problem? How would you write the relationship between 60% and $1,500?"
-Hints for Teachers Who Are Stuck:
-First Hint: "Write the relationship as (60/100) = ($1,500 / x), where x is the total investment. How can you solve for x?"
-Second Hint: "Use cross-multiplication to solve for x. What does x represent in the context of this problem?"
-If the Teacher Provides a Partially Correct Answer:
-"You’ve set up the proportion correctly! How can you simplify or solve the equation to find the total investment?"
-If the Teacher Provides an Incorrect Answer:
-"It seems like there’s an error in your equation setup. Remember, the proportional relationship is (60/100) = ($1,500 / x). Can you try solving this again?"
-If still incorrect: "The correct setup is (60/100) = ($1,500 / x). Solving gives x = $2,500."
-If the Teacher Provides a Correct Answer:
-"Great work! Your equation shows how to connect the proportional relationship to the context of the problem. How might you guide students to make similar connections?"
-
-Reflection Prompts
-"How does each representation (bar model, double number line, equation) highlight different aspects of the proportional relationship in this problem?"
-"Why is it important to connect students’ understanding of percentages with proportional reasoning? How can this support meaningful learning?"
-"When might it be helpful to use one representation over another? For example, why might a bar model be more accessible than an equation for some students?"
-
-Problem Posing Activity
-Task Introduction
-"Now it’s your turn to create a proportional reasoning problem involving percentages. Write a problem that allows students to use different representations (e.g., bar models, double number lines, equations) to solve it."
-Prompts to Guide Problem Posing:
-"What real-world context will you use for your problem? For example, discounts, investments, or recipes involving percentages?"
-"What percentage and total values will you include? Ensure the problem has a proportional relationship that can be solved using multiple methods."
-"How will your problem allow students to make connections between percentages, ratios, and proportional relationships?"
-AI Evaluation Prompts
-Evaluating Problem Feasibility:
-"Does your problem align with proportional reasoning and percentages? For example, can students solve it using a proportion or equivalent ratios?"
-Feedback:
-If Feasible: "Great problem! It fits the criteria well and supports proportional reasoning with percentages."
-If Not Feasible: "Your problem doesn’t fully align with proportional reasoning. For example, the percentage value might not relate proportionally to the total. How can you revise it?"
-Evaluating Solution Processes:
-"Can your problem be solved using bar models, double number lines, and equations? If not, which representation might not work, and why?"
-Feedback:
-If Feasible: "Your solution pathway aligns well with proportional reasoning and multiple representations. Nice work!"
-If Not Feasible: "It seems like one representation isn’t applicable to your problem. For example, bar models might not work if percentages don’t divide evenly. Can you revise your problem?"
-
-Summary Prompts
-Content Knowledge
-"You learned how to use proportional thinking with percentages, solving problems using bar models, double number lines, and equations."
-Creativity-Directed Practices
-"You applied mathematical connections as a creativity-directed practice, linking percent knowledge with proportional reasoning tasks."
-Pedagogical Content Knowledge
-"You explored how to guide students in making mathematical connections, fostering meaningful learning by linking previous knowledge with new concepts. You also learned how to connect different representations to solve problems effectively."
+### **Module 4: Proportional Thinking with Percentages**  
+#### **Task Introduction**  
+"Welcome to this module on **proportional reasoning with percentages!**  
+Today, we will explore how to use **bar models, double number lines, and equations** to solve percentage problems.  
+💡 **Your task is to solve the following problem using different representations.**  
+💡 **I will guide you step by step, prompting you to think critically.**  
+💡 **You will explain your reasoning before I provide hints.**  
+🚀 **Let’s get started!**"  
 
+---
+### **🚀 Solve the Following Problem**  
+📌 **Problem:**  
+"Orrin and Damen decided to invest money in a local ice cream shop.  
+Orrin invests **$1,500**, which is **60%** of their total investment.  
+How much do Orrin and Damen invest together?"  
 
+💡 "Try solving it using a **bar model, double number line, or an equation.** Which representation do you prefer?"  
+---
 """
 
+# ✅ **STEP 1: BAR MODEL REPRESENTATION**
+def bar_model_step(step):
+    if step == 1:
+        return """🚀 **Step 1: Solve Using a Bar Model**  
+"Can you use a **bar model** to represent this problem?  
+Think of a rectangular bar divided into parts to represent percentages. How can you use this model to find the total investment?"  
+
+💡 **Before I give hints, consider these questions:**  
+- "If **60% = $1,500**, what does **10%** represent?"  
+- "How many equal parts should you divide the bar into?"  
+
+🔹 **Try solving it before I provide hints! Type your answer below.**  
+"""
+    elif step == 2:
+        return """🔹 **Hint 1:**  
+"Start by drawing a bar representing **100% of the total investment**.  
+Divide it into **10 equal parts**, where each part represents **10%**.  
+Since **60% = $1,500**, how much does **each part** represent?"  
+"""
+    elif step == 3:
+        return """🔹 **Hint 2:**  
+"Divide **$1,500 by 6** to find **10%** of the total investment.  
+Then, multiply by **10** to find **100%**."  
+"""
+    elif step == 4:
+        return """✅ **Solution:**  
+"$1,500 ÷ 6 = $250$ (for 10%)  
+$250 × 10 = $2,500$  
+So, the total investment is **$2,500.**"  
+💡 "Does this make sense? How would you explain this to students?"  
+🚀 "Now, let's solve this problem using a **double number line!**"  
+"""
+
+# ✅ **STEP 2: DOUBLE NUMBER LINE REPRESENTATION**
+def double_number_line_step(step):
+    if step == 1:
+        return """🚀 **Step 2: Solve Using a Double Number Line**  
+"Can you use a **double number line** to solve this problem?  
+One line represents **percentages**, and the other represents **dollars**. How would you align the intervals?"  
+
+💡 **Before I give hints, consider these:**  
+- "If **60% = $1,500**, what are the missing values for 10%, 20%, and 100%?"  
+- "How do you align the values on the number line?"  
+
+🔹 **Try solving before I provide hints!**  
+"""
+    elif step == 2:
+        return """🔹 **Hint 1:**  
+"Start by labeling the number lines:  
+- **Percentages:** 0%, 10%, 20%, 60%, 100%  
+- **Dollars:** $0, ???, ???, $1,500, ???"  
+"What values should go in the missing spots?"  
+"""
+    elif step == 3:
+        return """🔹 **Hint 2:**  
+"Divide **$1,500 by 6** to get **10%** of the total.  
+Align this value with the corresponding percentage."  
+"""
+    elif step == 4:
+        return """✅ **Solution:**  
+"The correct number line alignment:  
+- **10% = $250**  
+- **20% = $500**  
+- **100% = $2,500**  
+
+💡 "How did this representation help you understand the proportional relationship?"  
+🚀 "Now, let's solve it using an **equation!**"  
+"""
+
+# ✅ **STEP 3: EQUATION REPRESENTATION**
+def equation_step(step):
+    if step == 1:
+        return """🚀 **Step 3: Solve Using an Equation**  
+"Can you set up an **equation** to represent the proportional relationship?  
+How would you write the relationship between **60%** and **$1,500**?"  
+
+💡 **Try setting up an equation before I provide hints!**  
+"""
+    elif step == 2:
+        return """🔹 **Hint 1:**  
+"Write the proportion as:  
+  \\[
+  \\frac{60}{100} = \\frac{1,500}{x}
+  \\]
+  Now, solve for \\( x \\)."  
+"""
+    elif step == 3:
+        return """🔹 **Hint 2:**  
+"Use **cross-multiplication** to find \\( x \\)."  
+"""
+    elif step == 4:
+        return """✅ **Solution:**  
+  \\[
+  60x = 100(1,500)
+  \\]
+  \\[
+  x = \\frac{150,000}{60} = 2,500
+  \\]
+💡 "How does setting up an equation compare to the other methods?"  
+🚀 "Now, let’s reflect on what we’ve learned!"  
+"""
+
+# ✅ **REFLECTION & PROBLEM-POSING**
+REFLECTION_PROMPT = """
+📌 **Common Core & Creativity-Directed Practices Discussion**  
+"Great work! Now, let’s connect this to key teaching strategies."  
+
+🔹 **Which Common Core Practices 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 applied most to our problem? Why?"  
+"""
+
+CREATIVITY_DIRECTED_PRACTICES_PROMPT = """
+🔹 **Which Creativity-Directed Practices did we use?**  
+- Encouraging **multiple solution methods**  
+- Using **real-world contexts**  
+- Thinking critically about **proportional relationships**  
+
+💡 "Which of these strategies did you use? How do they help students?"  
+"""
+
+PROBLEM_POSING_PROMPT = """
+📌 **Problem-Posing Activity**  
+"Now, try writing your own **percentage-based proportional reasoning problem!**  
+Use different representations (bar models, number lines, equations) to solve it."  
+
+💡 **Questions to Guide Your Problem:**  
+- "What real-world context will you use?" (e.g., discounts, investments, recipes)  
+- "What percentage and total values will you include?"  
+- "How will your problem allow students to connect concepts?"  
+
+🚀 "Once you've written your problem, I'll help evaluate and refine it!"  
+"""