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?**  
"""