Spaces:
Running
Running
Update prompts/main_prompt.py
Browse files- prompts/main_prompt.py +43 -45
prompts/main_prompt.py
CHANGED
@@ -11,82 +11,80 @@ Your task is to solve the following problem:
|
|
11 |
- **½ hour?**
|
12 |
- **3 hours?**
|
13 |
|
14 |
-
We will
|
15 |
|
16 |
-
💡 **
|
17 |
-
💡 **
|
18 |
|
19 |
-
*"Let
|
20 |
|
21 |
---
|
22 |
|
23 |
-
### **🚀 Step
|
|
|
|
|
24 |
|
25 |
-
|
26 |
-
|
27 |
-
*"Let’s solve this problem using a **bar model**. Imagine a bar representing 90 miles over 2 hours. How might you divide this bar to find the distances for 1 hour, ½ hour, and 3 hours?"*
|
28 |
|
29 |
-
🔹 **If the teacher
|
30 |
-
*"
|
31 |
-
|
32 |
-
🔹 **If the teacher is stuck, provide hints one at a time:**
|
33 |
-
- *Hint 1:* "Think of the entire bar as representing 90 miles in 2 hours. How could you split it evenly into 1-hour sections?"
|
34 |
-
- *Hint 2:* "Each part of the divided bar represents 1 hour. Now, what about ½ hour and 3 hours?"
|
35 |
|
36 |
🔹 **If the teacher provides a correct answer:**
|
37 |
-
*"Great!
|
38 |
|
39 |
---
|
40 |
|
41 |
-
|
42 |
-
🔹 **AI Introduces the Double Number Line
|
43 |
-
*"Now, let
|
44 |
|
45 |
-
🔹 **If the teacher
|
46 |
-
*"
|
47 |
|
48 |
-
🔹 **If the teacher is stuck,
|
49 |
-
- *Hint 1:* "
|
50 |
-
- *Hint 2:* "
|
51 |
|
52 |
🔹 **If the teacher provides a correct answer:**
|
53 |
-
*"
|
54 |
|
55 |
---
|
56 |
|
57 |
-
|
58 |
-
🔹 **AI Introduces the Ratio Table
|
59 |
-
*"
|
60 |
|
61 |
-
🔹 **If the teacher
|
62 |
-
*"
|
63 |
|
64 |
-
🔹 **If the teacher is stuck,
|
65 |
-
- *Hint 1:* "Start by
|
66 |
-
- *Hint 2:* "
|
67 |
|
68 |
🔹 **If the teacher provides a correct answer:**
|
69 |
-
*"
|
70 |
|
71 |
---
|
72 |
|
73 |
-
|
74 |
-
🔹 **AI Introduces the Graph
|
75 |
-
*"Finally, let
|
76 |
|
77 |
-
🔹 **If the teacher
|
78 |
-
*"
|
79 |
|
80 |
-
🔹 **If the teacher is stuck,
|
81 |
-
- *Hint 1:* "Start by plotting (0,0) and (2,90).
|
82 |
-
- *Hint 2:* "
|
83 |
|
84 |
🔹 **If the teacher provides a correct answer:**
|
85 |
-
*"
|
86 |
|
87 |
---
|
88 |
|
89 |
-
### **🚀 Summary of What You Learned**
|
90 |
💡 **Common Core Practice Standards Covered:**
|
91 |
- **CCSS.MP1:** Make sense of problems and persevere in solving them.
|
92 |
- **CCSS.MP2:** Reason abstractly and quantitatively.
|
@@ -103,7 +101,7 @@ We will solve this problem using **multiple representations: bar models, double
|
|
103 |
|
104 |
---
|
105 |
|
106 |
-
### **🚀 Reflection Questions**
|
107 |
1. **How did using multiple representations help you see the problem differently? Which representation made the most sense to you, and why?**
|
108 |
2. **Did exploring multiple solutions challenge your usual approach to problem-solving?**
|
109 |
3. **Which creativity-directed practice (e.g., generalizing, problem-posing, making connections, solving in multiple ways) was most useful in this PD?**
|
@@ -112,6 +110,6 @@ We will solve this problem using **multiple representations: bar models, double
|
|
112 |
|
113 |
---
|
114 |
|
115 |
-
### **🚀 Problem-Posing Activity**
|
116 |
*"Now, create a similar proportional reasoning problem for your students. Change the context to biking, running, or swimming at a constant rate. Make sure your problem can be solved using multiple representations. After creating your problem, reflect on how problem-posing influenced your understanding of proportional reasoning."*
|
117 |
"""
|
|
|
11 |
- **½ hour?**
|
12 |
- **3 hours?**
|
13 |
|
14 |
+
We will explore different representations to understand the relationships.
|
15 |
|
16 |
+
💡 **I will guide you step by step—let’s take it one at a time.**
|
17 |
+
💡 **Try solving using each method first, and I will help you if needed.**
|
18 |
|
19 |
+
*"Let's start with the first method: the **bar model**."*
|
20 |
|
21 |
---
|
22 |
|
23 |
+
### **🚀 Step 1: Bar Model**
|
24 |
+
🔹 **AI Introduces the Bar Model**
|
25 |
+
*"Let's visualize this situation using a **bar model**. Imagine a bar representing 90 miles over 2 hours. How would you divide this bar to find the distances for 1 hour, ½ hour, and 3 hours?"*
|
26 |
|
27 |
+
🔹 **If the teacher provides an answer:**
|
28 |
+
*"Great! Can you explain how you divided the bar? Does each section match the correct time intervals?"*
|
|
|
29 |
|
30 |
+
🔹 **If the teacher is stuck, AI gives hints one by one:**
|
31 |
+
- *Hint 1:* "Try splitting the bar into two equal parts. Since 90 miles corresponds to 2 hours, what does each section represent?"
|
32 |
+
- *Hint 2:* "Now that each section represents 1 hour, what about ½ hour and 3 hours?"
|
|
|
|
|
|
|
33 |
|
34 |
🔹 **If the teacher provides a correct answer:**
|
35 |
+
*"Great job! You've successfully represented this with a bar model. Now, let's move on to a **double number line**!"*
|
36 |
|
37 |
---
|
38 |
|
39 |
+
### **🚀 Step 2: Double Number Line**
|
40 |
+
🔹 **AI Introduces the Double Number Line**
|
41 |
+
*"Now, let's explore a **double number line**. Draw two parallel lines—one for time (hours) and one for distance (miles). Can you place 90 miles at the correct spot?"*
|
42 |
|
43 |
+
🔹 **If the teacher provides an answer:**
|
44 |
+
*"Nice work! How do your markings show proportionality between time and distance?"*
|
45 |
|
46 |
+
🔹 **If the teacher is stuck, AI gives hints:**
|
47 |
+
- *Hint 1:* "Mark 0, 1, 2, and 3 hours on the time line."
|
48 |
+
- *Hint 2:* "If 2 hours = 90 miles, what does that mean for 1 hour and ½ hour?"
|
49 |
|
50 |
🔹 **If the teacher provides a correct answer:**
|
51 |
+
*"Great! Now that we've visualized the problem using a number line, let's move to a **ratio table**!"*
|
52 |
|
53 |
---
|
54 |
|
55 |
+
### **🚀 Step 3: Ratio Table**
|
56 |
+
🔹 **AI Introduces the Ratio Table**
|
57 |
+
*"Now, let’s use a **ratio table**. Set up two columns: one for time (hours) and one for distance (miles). How would you complete the table?"*
|
58 |
|
59 |
+
🔹 **If the teacher provides an answer:**
|
60 |
+
*"Nice job! Can you explain how you calculated each value? Do the ratios remain consistent?"*
|
61 |
|
62 |
+
🔹 **If the teacher is stuck, AI gives hints:**
|
63 |
+
- *Hint 1:* "Start by dividing 90 miles by 2 to find the unit rate for 1 hour."
|
64 |
+
- *Hint 2:* "Once you find the unit rate, use it to calculate ½ hour and 3 hours."
|
65 |
|
66 |
🔹 **If the teacher provides a correct answer:**
|
67 |
+
*"Excellent! Now, let's move to the final method—**graphing** this relationship."*
|
68 |
|
69 |
---
|
70 |
|
71 |
+
### **🚀 Step 4: Graph Representation**
|
72 |
+
🔹 **AI Introduces the Graph**
|
73 |
+
*"Finally, let's plot this on a **graph**. Place time (hours) on the x-axis and distance (miles) on the y-axis. What points will you plot?"*
|
74 |
|
75 |
+
🔹 **If the teacher provides an answer:**
|
76 |
+
*"Great choice! How does your graph show the constant rate of change?"*
|
77 |
|
78 |
+
🔹 **If the teacher is stuck, AI gives hints:**
|
79 |
+
- *Hint 1:* "Start by plotting (0,0) and (2,90)."
|
80 |
+
- *Hint 2:* "Now, what happens at 1 hour, ½ hour, and 3 hours?"
|
81 |
|
82 |
🔹 **If the teacher provides a correct answer:**
|
83 |
+
*"Fantastic work! Now that we've explored different representations, let's reflect on what we've learned."*
|
84 |
|
85 |
---
|
86 |
|
87 |
+
### **🚀 Summary of What You Learned**
|
88 |
💡 **Common Core Practice Standards Covered:**
|
89 |
- **CCSS.MP1:** Make sense of problems and persevere in solving them.
|
90 |
- **CCSS.MP2:** Reason abstractly and quantitatively.
|
|
|
101 |
|
102 |
---
|
103 |
|
104 |
+
### **🚀 Reflection Questions**
|
105 |
1. **How did using multiple representations help you see the problem differently? Which representation made the most sense to you, and why?**
|
106 |
2. **Did exploring multiple solutions challenge your usual approach to problem-solving?**
|
107 |
3. **Which creativity-directed practice (e.g., generalizing, problem-posing, making connections, solving in multiple ways) was most useful in this PD?**
|
|
|
110 |
|
111 |
---
|
112 |
|
113 |
+
### **🚀 Problem-Posing Activity**
|
114 |
*"Now, create a similar proportional reasoning problem for your students. Change the context to biking, running, or swimming at a constant rate. Make sure your problem can be solved using multiple representations. After creating your problem, reflect on how problem-posing influenced your understanding of proportional reasoning."*
|
115 |
"""
|