Update prompts/main_prompt.py

prompts/main_prompt.py

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 MAIN_PROMPT = """
-Module 2/Prompts  
-Solving a Ratio Problem Using Multiple Representations  
+## Task: Representing Jessica’s Driving Distance 🚗
+Jessica is driving at a constant speed. She travels **90 miles in 2 hours**.
 
-### **Task Introduction**  
-"Welcome to this module on proportional reasoning and multiple representations! Your task is to solve the following problem:  
+### Your Goal:
+Represent the relationship between **time and distance** using different mathematical models:
+✅ Bar Model  
+✅ Double Number Line  
+✅ Ratio Table  
+✅ Graph  
 
-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?**  
+Let’s go through each representation step by step!
 
-Use as many different representations as possible, including **bar models, double number lines, ratio tables, and graphs**.  
+---
 
-💡 **Explain your reasoning after solving each part**—even if you think your answer is correct! This will help deepen your understanding. The AI will guide you step by step and provide hints if needed.  
+### Step 1: Identifying Current Representation  
+Which representations have you already used to show the relationship between time and distance?  
+- Bar Model  
+- Double Number Line  
+- Ratio Table  
+- Graph  
 
-Let's get started!"  
+If you haven’t used all of them, let’s go through each one step by step.
 
 ---
 
-### **Step-by-Step Prompts for Representations**  
+### Step 2: Bar Model Representation 📊  
+Have you created a **bar model** to represent Jessica’s travel?  
+
+**If not, follow these steps:**  
+1️⃣ Draw a **long bar** to represent **2 hours of driving**, labeling it **90 miles**.  
+2️⃣ Divide the bar into **two equal parts** to show **1 hour = 45 miles**.  
+3️⃣ Extend the bar to **3 hours** by adding another **45-mile segment**.  
+4️⃣ Divide **one 1-hour segment in half** to show **½ hour = 22.5 miles**.  
 
-#### **1️⃣ Bar Model**  
-🔹 **Initial Prompt:**  
-"Let’s begin with a bar model. Can you use a rectangular area to represent 90 miles and divide it to explore the given time intervals? How would you use this to find the distances for 1 hour, ½ hour, and 3 hours?"  
+✅ Does your bar model correctly show **½, 1, 2, and 3 hours**?
 
-🔹 **Hints for Teachers Who Are Stuck:**  
-- *Hint 1:* "Think of the entire bar as representing 90 miles traveled in 2 hours. How would you divide it into two equal parts to represent 1 hour?"  
-- *Hint 2:* "Each part of the divided bar represents 1 hour. Now divide it further to represent ½ hour, and extend it to represent 3 hours. What does each section show?"  
+---
 
-🔹 **If the Teacher Provides a Partially Correct Answer:**  
-"Great start! Can you explain what each section represents? Does it align with the time intervals we’re solving for?"  
-"Now, how can you use these sections to find the corresponding distances for ½ hour and 3 hours?"  
+### Step 3: Double Number Line Representation 📏  
+Have you created a **double number line** for time and distance?  
 
-🔹 **If the Teacher Provides an Incorrect Answer:**  
-"It looks like the divisions don’t align correctly. Try dividing the bar into two equal parts first. What does that tell you about the distance traveled in 1 hour?"  
-"If still unclear: Each half of the bar represents 1 hour and 45 miles. Now divide it further to find ½ hour (22.5 miles) and extend to find 3 hours (135 miles)."  
+**If not, follow these steps:**  
+1️⃣ Draw **two parallel number lines**:  
+   - The **top line** represents **time (hours)**.  
+   - The **bottom line** represents **distance (miles)**.  
+2️⃣ Mark these key points:  
+   - **0 hours → 0 miles**  
+   - **½ hour → 22.5 miles**  
+   - **1 hour → 45 miles**  
+   - **2 hours → 90 miles**  
+   - **3 hours → 135 miles**  
+3️⃣ Ensure the distances are evenly spaced.  
 
-🔹 **If the Teacher Provides a Correct Answer:**  
-"Excellent! Your bar model accurately represents the relationship. How might you explain this model to your students to help them visualize proportional relationships?"  
+✅ Does your number line show a **proportional relationship**?
 
 ---
 
-#### **2️⃣ Double Number Line**  
-🔹 **Initial Prompt:**  
-"Now, let’s try using a double number line. Can you create two parallel number lines—one for time (hours) and one for distance (miles)—to represent this problem? What would 90 miles correspond to in terms of hours?"  
+### Step 4: Ratio Table Representation 📋  
+Have you created a **ratio table**?  
 
-🔹 **Hints for Teachers Who Are Stuck:**  
-- *Hint 1:* "On the top line, label the time intervals: 0, 1, 2, and 3 hours. On the bottom line, label the distances: 0 and 90 miles for 2 hours. What do you notice?"  
-- *Hint 2:* "How would you find the corresponding distances for 1 hour and ½ hour? Try dividing 90 by 2 and adding another section for 3 hours."  
+**If not, follow these steps:**  
+1️⃣ Fill in the table below:  
 
-🔹 **If the Teacher Provides a Partially Correct Answer:**  
-"Good attempt! Can you explain how you labeled the time and distance intervals? Did you align 90 miles with 2 hours?"  
-"You’ve marked 1 hour—great! What about ½ hour and 3 hours? Can you add those points to the number line?"  
+| Time (hours) | Distance (miles) |  
+|-------------|-----------------|  
+| 0.5         | 22.5            |  
+| 1           | 45              |  
+| 2           | 90              |  
+| 3           | 135             |  
 
-🔹 **If the Teacher Provides an Incorrect Answer:**  
-"It looks like the intervals don’t align correctly. For example, 90 miles corresponds to 2 hours. Try placing 0, 1, 2, and 3 hours on the top line and aligning the distances proportionally on the bottom line."  
+2️⃣ Look for patterns.  
+3️⃣ What would be the distance for **4 hours**?  
 
-🔹 **If the Teacher Provides a Correct Answer:**  
-"Great job! Your double number line shows the relationship clearly. How might you use this tool to explain proportional reasoning to your students?"  
+✅ Does your table clearly show a **proportional pattern**?
 
 ---
 
-#### **3️⃣ Ratio Table**  
-🔹 **Initial Prompt:**  
-"Let’s move on to a ratio table. Can you create a table with two columns—one for time (hours) and one for distance (miles)? How would you fill it in for ½ hour, 1 hour, 2 hours, and 3 hours?"  
+### Step 5: Graph Representation 📈  
+Have you created a **graph** to represent this relationship?  
 
-🔹 **Hints for Teachers Who Are Stuck:**  
-- *Hint 1:* "Start with 2 hours = 90 miles. What’s the ratio for 1 hour? Use division to find it."  
-- *Hint 2:* "Now that you know 1 hour = 45 miles, can you use that to calculate ½ hour and 3 hours?"  
+**If not, follow these steps:**  
+1️⃣ Draw a **coordinate plane**:  
+   - **x-axis → time (hours)**  
+   - **y-axis → distance (miles)**  
+2️⃣ Plot these points:  
+   - (0, 0)  
+   - (0.5, 22.5)  
+   - (1, 45)  
+   - (2, 90)  
+   - (3, 135)  
+3️⃣ Draw a straight line through these points.  
+4️⃣ What does the **slope of the line** tell you about Jessica’s driving rate?  
 
-🔹 **If the Teacher Provides a Correct Answer:**  
-"Well done! Your ratio table clearly shows both within and between relationships. How might this help students understand proportional reasoning?"  
+✅ Does your graph correctly show a **linear relationship**?
 
 ---
 
-#### **4️⃣ Graph Representation**  
-🔹 **Initial Prompt:**  
-"Finally, let’s use a graph. Can you plot time (hours) on the x-axis and distance (miles) on the y-axis? What points would you plot to represent this relationship?"  
+### Step 6: Final Reflection 💭  
+Great job! Now, take a moment to reflect:  
+1️⃣ Which representation helped you understand the relationship best? Why?  
+2️⃣ How do these representations show the **same proportional relationship** in different ways?  
+3️⃣ Can you apply this method to another real-world proportional relationship?  
 
-🔹 **Hints for Teachers Who Are Stuck:**  
-- *Hint 1:* "Start by plotting (0,0) and (2,90). What other points correspond to 1 hour, ½ hour, and 3 hours?"  
-- *Hint 2:* "What does the slope of the line represent in terms of this problem?"  
+---
 
-🔹 **If the Teacher Provides a Correct Answer:**  
-"Excellent! Your graph represents the relationship perfectly. How might you use this to help students see the unit rate and proportionality?"  
+### New Challenge 🌟  
+Imagine Jessica **increases her speed** by **10 miles per hour**.  
+- How would this affect the bar model, number line, ratio table, and graph?  
+- Try adjusting your models to reflect this change!  
 
 ---
 
-### **🚀 Reflection Questions**  
-1. **Which representation was most useful for you, and why?**  
-2. **Did exploring multiple solutions challenge your usual approach to problem-solving?**  
-3. **Which creativity-directed practice (e.g., generalizing, problem-posing, making connections, solving in multiple ways) was most useful in this PD?**  
-4. **Did the AI’s feedback help you think deeper, or did it feel too general at times?**  
-5. **If this PD were improved, what features or changes would help you learn more effectively?**  
+### Summary of Objectives 🎯  
+- You explored **four ways** to represent proportional relationships: **Bar Model, Double Number Line, Ratio Table, and Graph**.  
+- You understood how **time and distance** relate at a **constant rate**.  
+- You analyzed how different models show the **same mathematical pattern**.  
 
 ---
 
-### **🚀 Problem-Posing Activity**  
-*"Now, create a similar proportional reasoning problem for your students. For example, change the context to biking, running, or swimming at a constant rate. Ensure your problem can be solved using multiple representations. Reflect on how problem-posing influenced your understanding of proportional reasoning."*  
+### Common Core Math Standards 🏆  
+- **6.RP.A.1** - Understand the concept of a ratio.  
+- **6.RP.A.3a** - Use ratio reasoning to solve real-world problems.  
+- **7.RP.A.2** - Recognize proportional relationships.  
 
----
+✅ **Congratulations! You’ve completed this module.** 🚀
+"""