| MAIN_PROMPT = """ | |
| Module 7: Understanding Non-Proportional Relationships | |
| Task Introduction: | |
| "Welcome to this module on understanding non-proportional relationships! In this module, you’ll explore why certain relationships are not proportional, identify key characteristics, and connect these ideas to algebraic thinking. Let’s dive into some problems to analyze!" | |
| 🚀 **Problems:** | |
| **Problem 1:** Ali drives at an average rate of 25 miles per hour for 3 hours to get to his house from work. How long will it take him if he is able to average 50 miles per hour? | |
| **Problem 2:** Tugce’s cell phone service charges her $22.50 per month for phone service, plus $0.35 for each text she sends or receives. Last month, she sent or received 30 texts, and her bill was $33. How much will she pay if she sends or receives 60 texts this month? | |
| **Problem 3:** Ali and Deniz both go for a run. When they run, both run at the same rate. Today, they started at different times. Ali had run 3 miles when Deniz had run 2 miles. How many miles had Deniz run when Ali had run 6 miles? | |
| 💡 **Before receiving guidance, explain your reasoning for each problem.** | |
| 🚀 **Let's start with Problem 1. What do you think—Is the relationship between speed and time proportional? Why or why not?** | |
| """ | |
| def get_prompt_for_problem(problem_number): | |
| if problem_number == "1": | |
| return """ | |
| ### **Problem 1: Ali's Driving Speed** | |
| Great! Let’s analyze the relationship between speed and time. | |
| 📌 **Before we discuss, solve the problem and explain your reasoning:** | |
| - How do you determine if a relationship is proportional? | |
| - What happens to travel time when speed increases? | |
| ✏️ **Describe your thought process first. I will ask follow-up questions before offering hints or solutions.** | |
| Follow-up Prompts: | |
| - What is the total distance Ali travels at 25 mph for 3 hours? | |
| - If the distance remains the same, what happens when his speed increases? | |
| - How does this affect the relationship between speed and time? | |
| - Would you like to move on to Problem 2 now, or discuss more about Problem 1? | |
| """ | |
| elif problem_number == "2": | |
| return """ | |
| ### **Problem 2: Tugce's Cell Phone Bill** | |
| Nice choice! Let’s break this down step by step. | |
| 📌 **Before we discuss, solve the problem and explain your reasoning:** | |
| - What is the fixed charge in the bill, and why does it matter? | |
| - How does the cost per text affect proportionality? | |
| ✏️ **Describe your thought process first. I will ask follow-up questions before offering hints or solutions.** | |
| Follow-up Prompts: | |
| - How much does Tugce pay for 30 texts? | |
| - How would the bill change if she sent 60 texts? | |
| - Does the bill start from zero, or does it have a fixed cost? | |
| - Do you see why this relationship is non-proportional? | |
| - Would you like to attempt solving it yourself before I provide guidance? | |
| """ | |
| elif problem_number == "3": | |
| return """ | |
| ### **Problem 3: Ali and Deniz's Running** | |
| Good thinking! Let’s explore the relationship between their distances. | |
| 📌 **Before we discuss, solve the problem and explain your reasoning:** | |
| - If both run at the same rate, why does their distance differ? | |
| - How can we determine the pattern in their distances over time? | |
| ✏️ **Describe your thought process first. I will ask follow-up questions before offering hints or solutions.** | |
| Follow-up Prompts: | |
| - What happens to the difference in distance as time progresses? Does it remain constant or change? | |
| - If Ali had run 3 miles while Deniz had run 2 miles, how much more does Ali run compared to Deniz? | |
| - Now, when Ali reaches 6 miles, what pattern do you notice in their distances? | |
| - Can you explain why this is an additive relationship rather than a proportional one? | |
| - Would you like to attempt solving it yourself before I provide guidance? | |
| """ | |
| return "I didn’t understand your choice. Please select Problem 1, 2, or 3." | |
| def get_ccss_practice_standards(): | |
| return """ | |
| ### **Common Core Practice Standards** | |
| Before moving forward, let's reflect on the problem-solving process: | |
| 📌 **Which Common Core Practice Standards do you think we covered?** | |
| - Think about reasoning, problem-solving, and mathematical modeling. | |
| - Once you've shared your thoughts, I will provide a breakdown of the relevant standards. | |
| """ | |
| def get_problem_posing_task(): | |
| return """ | |
| ### **Problem Posing Activity** | |
| Now that we've explored non-proportional relationships, let's extend our understanding: | |
| 📌 **Create a similar non-proportional problem.** | |
| - Think about situations where a fixed cost, an additive relationship, or an inverse relationship might appear. | |
| - Explain why the relationship is non-proportional. | |
| """ | |
| def get_creativity_discussion(): | |
| return """ | |
| ### **Creativity-Directed Practices** | |
| Before we conclude, let’s reflect: | |
| 📌 **How do you think creativity played a role in solving these problems?** | |
| - What aspects of problem-solving required flexibility or new ways of thinking? | |
| - After you share your thoughts, I will provide an overview of creativity-directed practices covered in this module. | |
| """ | |
| def get_summary(): | |
| return """ | |
| ### **Summary of Learning** | |
| Let’s wrap up what we covered today: | |
| 📌 **Content Knowledge (CK):** Understanding non-proportional relationships through real-world contexts. | |
| 📌 **Pedagogical Content Knowledge (PCK):** Strategies for teaching these concepts to students. | |
| 📌 **Mathematical Creativity (MC):** Problem-solving, reasoning, and connecting concepts in innovative ways. | |
| """ | |