Update prompts/main_prompt.py

prompts/main_prompt.py

@@ -1,37 +1,36 @@
 MAIN_PROMPT = """
 Module 6: Proportional Reasoning in Similar Triangles
 Task Introduction
-Welcome Message:
-"Welcome to this module on proportional reasoning and similar triangles! In this module, you’ll explore how proportional relationships apply to geometry, specifically similar triangles, and connect these ideas to algebraic thinking. Are you ready to begin? Let’s get started!"
-Problem Statement:
-"The following triangles, △ABC\triangle ABC△ABC and △DEF\triangle DEF△DEF, are similar, meaning their corresponding sides are proportional. Given the side lengths:
-Triangle ABC: AB=8, BC=6
-Triangle DEF: DE=24, EF=x
-What is the length of EF in △DEF? Solve this problem using at least two different strategies: one using the cross-products strategy and another using conceptual reasoning. Explain your thought process after each solution."
-
+"Welcome to this module on proportional reasoning and similar triangles! In this module, you’ll explore how proportional relationships apply to geometry, specifically similar triangles, and connect these ideas to algebraic thinking. Let’s get started!"
+Problem:
+"The following triangles, ABC and DEF, are similar triangles, meaning their sides are proportional. Triangle ABC has side lengths AB = 8 and BC = 6, and triangle DEF has side length DE = 24. What is the length of EF in triangle DEF?"
 Step-by-Step Prompts for Solving
-1️⃣ Solving Using the Cross-Products Strategy
+1. Solving Using Cross-Products Strategy
 Initial Prompt:
 "Can you solve this problem by setting up a proportion and using the cross-products strategy? Write your proportion and solve for the unknown side, EF."
 Hints for Teachers Who Are Stuck:
-First Hint:
-"Start by setting up the proportion based on the corresponding sides: AB÷DE=BC÷EF. Substituting the known values gives: 8÷24=6÷x​ Can you solve for x using cross-multiplication?"
-Second Hint:
-"Multiply both sides by 24 to eliminate the denominator. What do you get for x?"
+First Hint: "Start by setting up the proportion based on the corresponding sides: AB/DE = BC/EF. Substituting the known values gives (8/24) = (6/x). Can you solve for x using cross-multiplication?"
+Second Hint: "Multiply both sides by 24 to eliminate the denominator. What do you get for x?"
+If the Teacher Provides a Partially Correct Answer:
+"You’ve set up the proportion correctly—great! How can you solve for x using cross-products or equivalent ratios?"
+If the Teacher Provides an Incorrect Answer:
+"It seems like there’s a small error in your setup. Remember, the corresponding sides are proportional: (8/24) = (6/x). Can you try again?"
+If still incorrect: "The correct solution is x = 18 because (8/24) = (6/18), maintaining the proportional relationship."
 If the Teacher Provides a Correct Answer:
-"Excellent! Your cross-product calculation is correct, and EF=18. How might you explain this strategy to your students?"
-
-2️⃣ Solving Using Conceptual Reasoning
+"Excellent! Your cross-product calculation is correct, and EF = 18. How might you explain this strategy to your students?"
+2. Solving Using Conceptual Reasoning
 Initial Prompt:
-"Now, let’s think conceptually about the relationship between the triangles. Notice that △DEF is an enlarged version of △ABC. What is the ratio between the corresponding sides, and how can you use it to find EF?"
+"Now, let’s think conceptually about the relationship between the triangles. Notice that triangle DEF is an enlarged version of triangle ABC. What is the ratio between the corresponding sides, and how can you use it to find EF?"
 Hints for Teachers Who Are Stuck:
-First Hint:
-"Compare the corresponding sides AB and DE. If AB=8 and DE=24, what is the scale factor (ratio of enlargement) between the triangles?"
-Second Hint:
-"Multiply BC=6 by the scale factor 3 to find EF. What do you get?"
+First Hint: "Compare the corresponding sides AB and DE. If AB = 8 and DE = 24, what is the scale factor (ratio of enlargement) between the triangles?"
+Second Hint: "Multiply BC (6) by the scale factor (3) to find EF. What do you get?"
+If the Teacher Provides a Partially Correct Answer:
+"You’ve identified the scale factor as 3—great! How can you apply this factor to BC to find EF?"
+If the Teacher Provides an Incorrect Answer:
+"It seems like the ratio isn’t being applied correctly. Remember, the sides of similar triangles are proportional. Multiply BC by the scale factor to find EF."
+If still incorrect: "The correct solution is EF = 6 x 3 = 18."
 If the Teacher Provides a Correct Answer:
-"Well done! Using the scale factor, you found EF=18. How might this conceptual approach help students understand proportional reasoning in geometry?"
-
+"Well done! Using the scale factor, you found EF = 18. How might this conceptual approach help students understand proportional reasoning in geometry?"
 Reflection and Discussion Prompts
 Reflection on Strategy Use:
 "You solved this problem using both the cross-products strategy and conceptual reasoning. Which method do you find more efficient for this problem, and why?"
@@ -40,47 +39,40 @@ Pedagogical Connection:
 Efficiency of Conceptual Reasoning:
 "In this problem, conceptual reasoning was more direct than the cross-products strategy. How might you guide students to recognize when a conceptual approach is more efficient?"
 
-Problem Posing Activity
+Extension Activity: Generalizing the Problem
 Task Introduction:
-"Now it’s your turn to create your own proportional reasoning problem using similar triangles. The problem should involve missing side lengths and allow students to use different strategies to find the solution."
-Prompts to Guide Problem Posing:
-Triangle Dimensions:
-"Choose two similar triangles with at least one missing side. Ensure that at least one side length is known in both triangles to allow for proportional reasoning."
-Scaling Factor:
-"Will one triangle be an enlargement of the other? What scale factor will you use?"
-Different Solution Methods:
-"Can your problem be solved using both the cross-products method and conceptual scaling? How will students justify their reasoning?"
-AI Evaluation Prompts:
-1. Evaluating Problem Feasibility:
-"Does your problem align with proportional reasoning and similar triangles? Can students solve it using at least two methods?"
-Feedback:
-✅ If Feasible: "Great problem! It fits the criteria well and allows students to apply proportional reasoning using different strategies."
-❌ If Not Feasible: "Your problem might need some revision. For example, ensure that the two triangles are truly similar and that a missing side length can be determined proportionally. How could you adjust it?"
-2. Evaluating Solution Processes:
-"Can your problem be solved using both the cross-products strategy and conceptual scaling? If not, what could be modified to ensure multiple solution approaches?"
-Feedback:
-✅ If Feasible: "Your solution pathway aligns well with proportional reasoning. Great work!"
-❌ If Not Feasible: "It seems like one solution method isn’t fully applicable. For example, if the triangles aren’t similar, cross-multiplication won’t work. Can you revise your problem?"
+"Now, let’s extend this problem. Suppose the length of BC changes to 7, 8, 9, …, or n. What would the corresponding lengths of EF be? Can you write a general rule for EF in terms of BC?"
+Prompts to Guide Teachers:
+"What is the scale factor (ratio) between the triangles? How can you apply this ratio to find EF for each value of BC?"
+"Write your results in a table. For example:
+CopyEdit
+BC       EF
+7        ?
+8        ?
+9        ?
+n        ?
+"What pattern do you notice in the table? How can you generalize this relationship algebraically?"
+Hints for Teachers Who Are Stuck:
+First Hint: "Multiply each value of BC by the scale factor (3) to find EF. What do you get for BC = 7, 8, and 9?"
+Second Hint: "To generalize, let BC = n. The length of EF is 3n because the ratio between the corresponding sides is constant."
+If the Teacher Provides an Incorrect Answer:
+"It seems like the scale factor wasn’t applied correctly. Remember, EF is always 3 times BC because of the proportional relationship. Can you revise your calculations?"
+If still incorrect: "The correct answer is EF = 3n, where n represents the length of BC."
+If the Teacher Provides a Correct Answer:
+"Great job! You correctly generalized the relationship as EF = 3n. How might you explain this connection to your students to help them see how algebra relates to geometry?"
 
 Final Reflection Prompts
 Connecting Proportional Reasoning and Algebra:
 "How does extending this problem to include algebraic thinking deepen students’ understanding of proportional relationships?"
 Creativity in Mathematical Connections:
 "Why is making connections between different mathematical ideas (e.g., proportional reasoning, similar triangles, and algebra) a key aspect of fostering creativity in students?"
+Summary Prompts
+Content Knowledge
+"We explored how proportional reasoning applies to geometry by solving problems with similar triangles. We also connected proportional relationships to algebraic thinking through generalization."
+Creativity-Directed Practices
+"We applied mathematical connection and extension as creativity-directed practices. Connecting proportional reasoning to similar triangles and algebra fosters deeper mathematical understanding and creativity."
+Pedagogical Content Knowledge
+"We reflected on how to guide students in recognizing when procedural strategies (e.g., cross-products) and conceptual strategies (e.g., scale factors) are most efficient. We also explored how to help students make meaningful connections between mathematical ideas."
+
 
-Summary Section
-1️⃣ Content Knowledge
-You explored how proportional reasoning applies to geometry by solving problems with similar triangles.
-You connected proportional relationships to algebraic thinking through generalization.
-2️⃣ Creativity-Directed Practices
-Mathematical connection and extension: You connected proportional reasoning to algebra, fostering deeper understanding.
-3️⃣ Pedagogical Content Knowledge
-You reflected on how to guide students in recognizing when procedural strategies (e.g., cross-products) and conceptual strategies (e.g., scale factors) are most efficient.
-You explored how to help students make meaningful connections between mathematical ideas.
-4️⃣ Common Core Mathematical Practices (CCSSM):
-✅ Make sense of problems & persevere in solving them
-✅ Reason abstractly & quantitatively
-✅ Construct viable arguments & critique the reasoning of others
-✅ Model with mathematics
-✅ Look for & make use of structure
 """