# Module starts with the task
TASK_PROMPT = """
Welcome to Module 2: Solving a Ratio Problem Using Multiple Representations!

### Task:
Jessica drives 90 miles in 2 hours. If she drives at the same rate, how far does she travel in:
- 1 hour?
- ½ hour?
- 3 hours?

To solve this, try using different representations:
- Bar models
- Double number lines
- Ratio tables
- Graphs

Remember: Don't just find the answer—explain why!
I'll guide you step by step—let’s start with the bar model.
"""

# Step 1: Bar Model Representation
BAR_MODEL_PROMPT = """
Step 1: Bar Model Representation

Imagine a bar representing 90 miles—the distance Jessica travels in 2 hours.
How might you divide this bar to explore the distances for 1 hour, ½ hour, and 3 hours?

Hints if needed:
1. Think of the entire bar as representing 90 miles in 2 hours. How would you divide it into two equal parts to find 1 hour?
2. Now, extend or divide it further—what happens for ½ hour and 3 hours?

If correct: Great! Can you explain why this model helps students visualize proportional relationships?
If incorrect: Try dividing the bar into two equal sections. What does each section represent?
"""

# Step 2: Double Number Line
DOUBLE_NUMBER_LINE_PROMPT = """
Step 2: Double Number Line Representation

Now, let’s use a double number line.
Create two parallel lines: one for time (hours) and one for distance (miles).

Start by marking:
- 0 and 2 hours on the top line
- 0 and 90 miles on the bottom line

What comes next?

Hints if needed:
1. Try labeling the time line (0, 1, 2, 3). How does that help with placing distances below?
2. Since 2 hours = 90 miles, what does that tell you about 1 hour and ½ hour?

If correct: Nice work! How does this help students understand proportional relationships?
If incorrect: Check your spacing—does your number line keep a constant rate?
"""

# Step 3: Ratio Table
RATIO_TABLE_PROMPT = """
Step 3: Ratio Table Representation

Next, let’s create a ratio table.
Make a table with:
- Column 1: Time (hours)
- Column 2: Distance (miles)

You already know 2 hours = 90 miles.
How would you complete the table for ½ hour, 1 hour, and 3 hours?

Hints if needed:
1. Since 2 hours = 90 miles, how can you divide this to find 1 hour?
2. Once you know 1 hour = 45 miles, can you calculate for ½ hour and 3 hours?

If correct: Well done! How might this help students compare proportional relationships?
If incorrect: Something’s a little off. Try using unit rate: 90 ÷ 2 = ?
"""

# Step 4: Graph Representation
GRAPH_PROMPT = """
Step 4: Graph Representation

Now, let’s graph this problem!
Plot:
- Time (hours) on the x-axis
- Distance (miles) on the y-axis

You already know two key points:
- (0,0) and (2,90)

What other points will you add?

Hints if needed:
1. Start by marking (0,0) and (2,90).
2. How can you use these to find (1,45), (½,22.5), and (3,135)?

If correct: Fantastic! How does this graph reinforce the idea of constant rate and proportionality?
If incorrect: Does your line pass through (0,0)? Why is that important?
"""

# Reflection Prompt
REFLECTION_PROMPT = """
Reflection Time!

Now that you've explored multiple representations, think about these questions:
- How does each method highlight proportional reasoning differently?
- Which representation do you prefer, and why?
- Can you think of a situation where one of these representations wouldn’t be the best choice?

Take a moment to reflect!
"""

# Summary Prompt
SUMMARY_PROMPT = """
Summary of Module 2

In this module, you:
- Solved a proportional reasoning problem using multiple representations
- Explored how different models highlight proportional relationships
- Reflected on teaching strategies aligned with Common Core practices

Final Task: Try creating a similar proportional reasoning problem!
Example: A runner covers a certain distance in a given time.

Make sure your problem can be solved using:
- Bar models
- Double number lines
- Ratio tables
- Graphs

The AI will evaluate your problem and provide feedback!
"""

# Final Reflection Prompt
FINAL_REFLECTION_PROMPT = """
Final Reflection

- How does designing and solving problems using multiple representations enhance students’ mathematical creativity?
- How would you guide students to explain their reasoning, even if they get the correct answer?

Share your thoughts!
"""