Update prompts/main_prompt.py

prompts/main_prompt.py

@@ -1,99 +1,50 @@
 MAIN_PROMPT = """
 Module 7: Understanding Non-Proportional Relationships
-
-Task Introduction:
+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?
+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, solve the problem and explain your reasoning first.**
-🚀 **Let's start with Problem 1. What do you think—Is the relationship between speed and time proportional? Why or why not?**
-"""
+Step-by-Step Prompts for Analysis
+1. Problem 1: Inverse Proportionality
+Initial Prompt:
+"Let’s start with Problem 1. 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 I provide guidance, solve the problem and explain your reasoning:**  
-- What assumptions do you make about the problem?
-- How does changing speed impact time?  
-✏️ **Describe your thought process first. I will ask follow-up questions before offering hints.**
+Hints for Teachers:
+- "Think about the relationship between speed and time. If Ali increases his speed, what happens to the time taken?"
+- "Consider whether the ratio of miles to hours remains constant."
 
-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?
-- Does this relationship follow a proportional pattern? Why or why not?
-- Would you like to create a similar problem related to speed and time?
-"""
-    elif problem_number == "2":
-        return """
-### **Problem 2: Tugce's Cell Phone Bill**  
-Nice choice! Let’s analyze the billing structure.  
-📌 **Before I provide guidance, solve the problem and explain your reasoning:**  
-- What components make up the total bill?
-- Does the bill start at zero, or is there a fixed charge?  
-✏️ **Describe your thought process first. I will ask follow-up questions before offering hints.**
+2. Problem 2: Non-Proportional Linear Relationship
+Initial Prompt:
+"Is the relationship between the number of texts and the total bill proportional? Why or why not?"
 
-Follow-up Prompts:
-- How much does Tugce pay for 30 texts?
-- How would the bill change if she sent 60 texts?
-- Is this a proportional or non-proportional relationship? Explain why.
-- Can you create a similar problem involving fixed and variable costs?
-"""
-    elif problem_number == "3":
-        return """
-### **Problem 3: Ali and Deniz's Running**  
-Let’s explore how distance changes over time.  
-📌 **Before I provide guidance, 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.**
+Hints for Teachers:
+- "Think about the initial cost of $22.50. Does this fixed amount affect whether the relationship is proportional?"
+- "Consider if doubling the number of texts would double the total bill."
 
-Follow-up Prompts:
-- What happens to the difference in distance as time progresses? Does it remain constant or change?
-- Can you explain why this is an additive relationship rather than a proportional one?
-- Would you like to create your own running-related problem?
-"""
-    return "I didn’t understand your choice. Please select Problem 1, 2, or 3."
+3. Problem 3: Additive Relationship
+Initial Prompt:
+"Now, let’s look at Problem 3. Is the relationship between the miles Ali and Deniz run proportional? Why or why not?"
 
-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?**  
-- Look at reasoning, problem-solving, and mathematical modeling.
-- Once you've shared your thoughts, I will provide a breakdown of the relevant standards and how they connect to creativity.
-"""
+Hints for Teachers:
+- "Think about whether the difference in miles remains constant as they run."
+- "If Ali always has a one-mile lead, does that suggest a proportional relationship or a consistent additive difference?"
 
-def get_problem_posing_task():
-    return """
-### **Problem Posing Activity**
-Now that we've explored non-proportional relationships, let’s extend our understanding:  
-📌 **Create a non-proportional problem based on real-world scenarios.**  
-- Think about situations where a fixed cost, an additive relationship, or an inverse relationship might appear.
-- Explain why the relationship is non-proportional and how it differs from proportional relationships.
-"""
+Reflection and Discussion:
+- "What are the key characteristics that distinguish proportional relationships from non-proportional ones?"
+- "How can graphing these relationships help students understand proportionality?"
+- "Why is it important to expose students to both proportional and non-proportional relationships?"
 
-def get_creativity_discussion():
-    return """
-### **Creativity-Directed Practices**
-Before we conclude, let’s reflect:  
-📌 **How did creativity play a role in solving these problems?**  
-- What problem-solving strategies required flexibility or new ways of thinking?
-- How did posing your own problems deepen your understanding?
-- After you share your thoughts, I will summarize the creativity-directed practices covered in this module.
-"""
+Problem Posing Activity:
+- "Now it’s your turn to create three non-proportional problems similar to the ones we explored. Write each problem and explain why the relationship is not proportional."
+
+Summary:
+- "We explored non-proportional relationships, distinguishing them from proportional ones by analyzing characteristics like inverse relationships, fixed costs, and additive differences."
+- "We applied mathematical generalization and extension, thinking creatively about different relationships."
+- "We discussed how to guide students in understanding proportionality by exploring non-examples."
 
-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 and engaging students in reasoning.  
-📌 **Mathematical Creativity (MC):** Encouraging problem-solving, reasoning, and generating new mathematical questions.
-📌 **Common Core Standards:** Applying mathematical modeling, attending to precision, and making sense of problems.
 """
+