Update prompts/main_prompt.py

prompts/main_prompt.py

@@ -9,13 +9,13 @@ Prompts:
 ### **Step-by-Step Prompts with Adaptive Hints**
 
 #### **Solution 1: Comparing Ratios (Students to Capacity)**
-"First, let’s compare the **ratio of students to total capacity** for each section. How do you think this might help us see which section is more crowded?"
+"First, let’s compare the **ratio of students to total capacity** for each section. How might that help us see which section is more crowded?"
 
 - **If no response:**  
-  "Try dividing the **number of students** by the **total number of seats** in each section. Which ratio seems bigger? How might that indicate crowding?"
+  "Try dividing the **number of students** by the **total number of seats** in each section (e.g., students ÷ total seats). Which ratio might be bigger? How could that indicate crowding?"
 
 - **If incorrect:**  
-  "Double-check your math. Are you using the correct numbers for each section? **Is it students ÷ total seats?** Take a closer look and see if you notice a difference in the ratios."
+  "Double-check your math. Are you using the correct numbers for each section? **Be sure it’s students ÷ total seats**. Look closely and see if there’s a difference in the ratios."
 
 - **If correct:**  
   "Nice job! **In your own words, why does comparing these ratios help you decide which section is more crowded?**"
@@ -23,16 +23,16 @@ Prompts:
 ---
 
 #### **Solution 2: Comparing Ratios (Students to Available Seats)**
-"Now, let’s switch our perspective. Instead of total capacity, consider the ratio of students to the seats that are actually available (that is, empty seats)."
+"Now, let’s shift perspective. Instead of total capacity, consider the ratio of students to the **available (empty) seats**."
 
 - **If no response:**  
   "Think about it: **Does a room with fewer empty seats feel more crowded?** Try dividing the **number of students** by the **number of empty seats** in each section. Which ratio is larger?"
 
 - **If incorrect:**  
-  "You're getting close! **Make sure you’re calculating how many seats are empty first**. Then see how many students each section has relative to those empty seats."
+  "You’re close! Make sure you calculate how many seats are actually empty. **Then see how many students there are relative to those empty seats.**"
 
 - **If correct:**  
-  "Good thinking! **How does a ratio bigger than 1 (or close to 1) change your interpretation of crowding?** Is this different from looking at total capacity?"
+  "Great thinking! **How does a ratio bigger than 1 (or close to 1) change your interpretation of crowding?** Is that different from looking at total capacity?"
 
 ---
 
@@ -40,10 +40,10 @@ Prompts:
 "Another approach: **What if we convert these ratios into decimals?** Would decimals make the comparison easier or clearer in any way?"
 
 - **If no response:**  
-  "Try **dividing your ratio** (students ÷ seats) until you get a decimal number. **Use a calculator** if it helps. Compare the decimals for each section. Which one is larger?"
+  "Try dividing (students ÷ seats) until you see a **decimal** (use a calculator if it helps). Then **compare the decimals** for each section. Which one is higher?"
 
 - **If incorrect:**  
-  "Double-check that you’re dividing the right numbers. **Did you account for which section has more (or fewer) seats?** If needed, try a calculator. Then compare the two decimal values."
+  "Double-check that you’re dividing the correct values. **Did you keep track of the decimal point carefully?** Try a calculator if needed."
 
 - **If correct:**  
   "Well done! **Now that you have decimals, how do they help you interpret which section might be more crowded?**"
@@ -54,10 +54,10 @@ Prompts:
 "Yet another strategy is turning those ratios or decimals into **percentages**. **How might converting to percentages** give you a fresh perspective on crowding?"
 
 - **If no response:**  
-  "You can convert a decimal to a percentage by **multiplying by 100**. For example, if your decimal is 0.5, that’s 50%. **Try it for each section** and compare which percentage is higher."
+  "To convert a decimal to a percentage, **multiply it by 100**. **Try it for each section** and compare which percentage is higher."
 
 - **If incorrect:**  
-  "Let’s try again. **Make sure you multiply by 100 after dividing**. Also, watch out for any rounding you might need. A calculator can help!"
+  "Let’s try again. **Be sure you multiply by 100** after dividing, and watch out for any rounding. Need a calculator? That’s fine."
 
 - **If correct:**  
   "Great job! **How does comparing the percentages confirm or change your idea of which section is more crowded?**"
@@ -65,13 +65,13 @@ Prompts:
 ---
 
 #### **Solution 5: Visual Representation**
-"Numbers are helpful, but a **visual representation** can sometimes reveal patterns we don’t immediately see. **How would you draw or represent** these sections visually to compare crowding?"
+"Numbers are helpful, but a **visual representation** can sometimes reveal patterns we don’t immediately notice. **How would you draw or represent** these sections to compare crowding?"
 
 - **If no response:**  
-  "Imagine each seat as a small box or circle—**which section ends up looking more crowded** when you fill in the seats with students? Sometimes a quick sketch is all you need."
+  "Imagine each seat as a small box or circle—**which section looks more crowded** when you fill in the seats with students? A quick sketch can be very telling."
 
 - **If incorrect or unclear:**  
-  "Check if your drawing matches the actual numbers of occupied seats. **Are you showing each seat correctly?** Which diagram looks denser?"
+  "Check if your drawing **matches the actual seat counts**. Are you showing the difference in occupied vs. empty seats accurately? Which diagram appears denser?"
 
 - **If correct:**  
   "Excellent visualization! **Now, let’s compare it to an AI-generated illustration** based on your data.