Supercharge Your Math Teaching with ChatGPT & LLMs: Prompts, Tips, and Pitfalls

Large Language Models (LLMs) like ChatGPT are everywhere, and it’s natural to wonder how these forms of artificial intelligence (AI) fit into teaching math. Can an AI math solver really help you plan that tricky 8th grade algebra lesson, or create those elementary school geometry problems that are pitched just right?

To get the most out of LLMs like ChatGPT for math, you need to know how to ask the right questions. Crafting good prompts is key! Evaluate what LLMs give you critically and really understand their limitations.

In this blog, I’ll explore practical ways to use these AI tools, share concrete prompting strategies, highlight the crucial checks you must do, and flag the common pitfalls of using AI like ChatGPT in math.

Key takeaways:

• Be specific: Detailed prompts yield better results.
• Verify everything: Don’t simply trust AI output without checking accuracy and alignment with educational standards.
• Protect data: Never input identifiable student information.
• Refine and adapt: Use follow-up inputs and your own expertise to improve outputs.
• Stay critical: Understand the limitations and potential pitfalls.

LLMs and ChatGPT math in education: opportunities and challenges

So, what is an LLM? Think of it as an incredibly sophisticated predictive text generator, trained on millions of examples of natural language and code. Within that data, it searches and analyzes patterns. These patterns allow it to generate plausible responses based on your input.

ChatGPT math opportunities for teachers:

• Rapid idea generation: Stuck for a warm-up activity on percentages? Need a fresh angle for teaching coordinates? LLMs can brainstorm ideas quickly.
• Personalized resource creation: Generate varied math problems in sets tailored for different abilities, from simple calculations for fluency to more complex math concepts requiring deeper thought.
• Alternative explanations: Find different ways to explain tricky math concepts like fractions or scientific notation that might click with a struggling learner. You can ask for step-by-step explanations for specific types of math problems.
• Time saving (potentially): Speed up drafting initial lesson outlines, creating banks of practice questions to solve problems, or generating grading criteria.
• Make it fun or interesting: Sometimes AI can suggest fun or interesting contexts for math problems you might not have thought of.

However, using AI for math, such as ChatGPT and LLMs, also presents some challenges:

Challenges of using ChatGPT for math teachers:

• Data privacy: Inputting sensitive information, such as student data, is a privacy concern.
• Accuracy is not guaranteed: This is a big one. LLMs can and do make mistakes. After all, not all our own predictions are accurate. They might misunderstand nuances, misapply formulas, or generate incorrect solutions, especially, but not always, for more complex math problems. You must verify everything.
• Misalignment with standards: AI-generated content might not perfectly match your specific teaching standards or grade-level learning objectives.
• Generic outputs: Initial responses are often a bit bland. Good results often mean refining what you feed the LLM and editing what you get back.
• Workload implications: While AI can save time drafting, the time needed to check, edit, and adapt the output can sometimes eat up those savings. 
• Managing prompts: Keeping track of all those useful prompts and outputs can become a large task.

Setting up for success: key steps

Before you start generating resources with ChatGPT for math, take a few crucial steps:

• Check school policies and guidance: Is there an AI policy listing approved platforms and usage guidance? Are there guidelines on student data privacy? Get clarity to avoid issues and potentially breaking existing policies such as student safety or data privacy policies.
• Account setup and work environment: If you’re setting up accounts, consider using a professional or school email. If your school uses Microsoft, you may be able to access Copilot already. If your school uses Google, you may be able to access Gemini.
• Standards alignment: Keep your school’s curriculum framework and relevant documents close by. You’ll need them to cross-reference everything the AI gives you for alignment and accuracy. Don’t just trust the AI’s outputs!

Crafting effective prompts: the heart of good AI output

The quality of what you get out of an LLM depends entirely on the quality of what you put in. Vague prompts lead to vague (and often useless) results. Be specific!

Weak vs. strong ChatGPT math prompts

Weak ChatGPT math prompt	Likely output
“Create a worksheet on fractions.”	A generic mix of fraction questions, probably not right for your class.

Strong ChatGPT math prompt

Likely output

“Act as an experienced elementary school math teacher. Create a worksheet for a 5th grade math class focusing on adding and subtracting fractions with the same denominator. Include: 5 fluency questions, 3 reasoning questions requiring students to explain their method or identify errors, and 2 real-world word problems involving fractions (e.g., sharing pizza, measuring ingredients). Ensure difficulty aligns with the Common Core State Standards for 5th grade fractions. Provide an answer key. Present the questions clearly numbered, and provide the answer key separately at the end.”

Much more targeted, though still needs teacher review.

Types of prompts for math teachers

In addition to using ChatGPT to reduce report writing time, prep for parent-teacher conferences, complete professional development (PD) and other administrative tasks, the examples below are likely the most common types of prompts math teachers will use.

Lesson Plans and Outlines

Example: 8th grade linear equations lesson plan

Act as an experienced middle school math teacher teaching in the US. Design a 60-minute lesson plan for an 8th grade class introducing linear equations in the form y = mx + b. Assume students have prior knowledge of plotting coordinates and substituting values into expressions.

Include a warm-up activity specifically designed to recap plotting coordinates in all four quadrants.

Cover the main teaching points of understanding slope (‘m’) and the y-intercept (‘b’) and how they relate to the graph.

Include a practical activity where students plot graphs of linear equations from a table of values and a closing activity to check understanding of the relationship between the equation and the graph.

Suggest specific differentiation strategies for both lower and higher attaining students.

Present the lesson plan as a table with columns for Time, Activity, Teacher Notes/Key Questions, Resources, and Adaptations.

Resource Creation (Worksheets and Problem Sets)

Example: Standardized math test preparation materials

Act as an experienced elementary school math teacher teaching in the US who is creating standardized test preparation materials.

Generate 10 multiple-choice questions suitable for 5th grade standardized test preparation, covering ratio and proportion topics from the Common Core State Standards.

Include distractors that are plausible and specifically reflect common misconceptions 5th grade students have with ratio and proportion. Ensure questions vary in context (e.g., recipes, scaling, sharing quantities).

Each question must have only one clearly correct answer among the options provided. Distractors should be well-formed and appear equally plausible to students who hold common misconceptions, avoiding obvious incorrectness.

Ensure the language and context of each question are clear, concise, and unambiguous for a 5th grade student.

Avoid grammatical clues or patterns in the options that might inadvertently reveal the answer.

If units are relevant (e.g., cm, g, $), ensure they are used correctly and consistently.

Provide the correct answer for each question.

Present each question clearly numbered, followed by four answer options (A, B, C, D).

List the correct answers separately at the end.

Caution: Always double-check calculations, language, and difficulty. Ensure diagrams or contexts are clear.

Grading and feedback

Example: 8th grade feedback

Act as an experienced high school math teacher. Provide constructive feedback for a 10th grade student who incorrectly solved the equation 3(x + 2) = 2(x - 1) and got x = -8. 

The feedback should explain the likely error, specifically focusing on a sign error that might have occurred during the distribution (expansion of the parentheses).

It should guide the student towards the correct method for solving the equation step-by-step, but without giving them the final correct numerical answer for x.

The tone should be encouraging and focus on understanding the process.

Present the feedback as a concise comment suitable for writing on a student’s work or in an online feedback box.

Caution: AI feedback can be generic. It lacks knowledge of the individual student. Never input names or full scripts.

Refine outputs and use custom instructions

Sometimes, AI will come up with outputs that you did not anticipate. Don’t just accept the first output! Use follow-up prompts to adapt the outputs from the LLMs.

For example, while writing money questions, the LLM may have used pounds sterling (£) and metric units. Instead of writing the whole prompt again, ask the LLM to “Regenerate the worksheet but make the questions US-centric (dollars $ and customary units).”

Check accuracy and curriculum alignment: the teacher’s crucial role

I cannot stress this enough: You are the expert in the room, not the AI. All it is doing is predicting what comes next. You must check the accuracy and alignment:

• Verify everything: Treat AI outputs as drafts. Always cross-reference mathematical content with reliable sources and your own knowledge.
• Spot-check: Work through generated questions and solutions before presenting them to your class. Did the AI make errors? Are the step-by-step explanations logical?
• Check for conceptual gaps: Did the explanation miss a crucial math concept? Does the sequence of questions build understanding logically?
• Standards: Does the content precisely match your grade level and school curriculum or state standards? Check the terminology is correct.
• Teacher as curator: Be prepared to heavily edit or even discard AI content if it’s not up to scratch. Your professional judgment is paramount.

Advanced or specialised ChatGPT math topics

LLMs like ChatGPT can sometimes struggle with higher-level math requiring deep, abstract reasoning, such as advanced calculus and complex proofs.

• Increased skepticism: If requesting content for Advanced Placement (AP) or complex Algebra II / Pre-Calculus higher-level topics, be extra vigilant. The AI might give answers that look plausible but have subtle errors.

• Consider specialist tools: For checking complex math equations or symbolic manipulation, dedicated computational tools like Wolfram|Alpha or Symbolab might be more reliable than a general LLM. You could use an LLM to generate a problem, then a solver to verify the solution.

Privacy Concerns: Navigating the Risks of ChatGPT Math

Using LLMs effectively means being aware of the potential downsides:

• Model use for learners: If students know you use AI, model responsible usage. Show them how you use it for ideas, but emphasize the critical thinking and verification steps. Discuss ethical use and the importance of developing their own understanding.
• Incorrect or misleading content: Over-relying on unverified AI content can lead to teaching misconceptions.
• Data privacy: Never input any personally identifiable student data into a public LLM. This includes names, detailed assessment results linked to names, or personal circumstances. This breaches FERPA and school policies. Use anonymized examples to seek feedback. E.g., “A student struggled with simple algebra formulas.”
• Teacher workload paradox: It’s not always time-saving if verification and editing become too much. How many times have you searched the internet for that resource when creating it yourself would have been quicker? Be strategic: use AI where it offers genuine efficiency like question variations, not for everything.
• Risk of over-reliance: Don’t let AI replace your creativity or subject knowledge. Use it as a tool, not a crutch. Too much over-reliance can lead to de-skilling yourself.

Real-Life ChatGPT Math Prompts

Here are some real-world prompts in action, showing how the structure above can provide accurate but imperfect outputs.

AI outputs below are illustrative examples. If you use the same prompt, you may get different results.

ChatGPT math example 1: Multiplying and dividing by 10 and 100 lesson starter

Input:

Act as an experienced elementary math teacher teaching in the US. Create a warm up activity for a 4th grade class to recap multiplying and dividing whole numbers by 10 and 100 that should take approximately 5 minutes.

Make it engaging and interactive, suitable for whole-class participation (e.g., using whiteboards, quick-fire questions). Include a mix of multiplication and division questions. Provide the answers for the teacher.

Present the activity as a clear set of numbered instructions for the teacher to follow.

Output example:

Alright class, settle down everyone! Let’s get our math brains warmed up with a quick-fire round. Get your small whiteboards and pens ready!

Here’s what we’re going to do:

1. “Ten Times Bigger!”
   I’m going to say a number, and you need to quickly write down the number that is ten times bigger. Ready?
   
   What is 6 multiplied by 10?
   What is 23 multiplied by 10?
   What is 10 multiplied by 10?
   What is 70 multiplied by 10?
   
2. “Hundred Times Bigger!”
   Now, let’s make them even bigger! This time, write down the number that is one hundred times bigger than the number I say.
   
   What is 4 multiplied by 100?
   What is 15 multiplied by 100?
   
3. “Ten Times Smaller!”
   Okay, now we’re going to shrink those numbers! Write down the number that is ten times smaller than the number I say.
   
   What is 80 divided by 10?
   What is 320 divided by 10?
   
4. “Hundred Times Smaller!”
   Last one! Write down the number that is one hundred times smaller than the number I say.
   
   What is 500 divided by 5?
   What is 1200 divided by 100?

Answers for the Teacher:

1. 6 multiplied by 10 = 60
2. 23 multiplied by 10 = 230
3. 10 multiplied by 10 = 100
4. 70 multiplied by 10 = 700
5. 4 multiplied by 100 = 400
6. 15 multiplied by 100 = 1500
7. 80 divided by 10 = 8
8. 320 divided by 10 = 32
9. 500 divided by 100 = 5
10. 1200 divided by 100 = 12

Here, the LLM has decided to provide a script, using numbers with four digits. If this is not the desired output, you can always refine your prompt to be more specific with what you do and do not want.

Refined input:

Act as an experienced elementary math teacher teaching in the US. Create a starter activity for a 4th grade class to recap multiplying and dividing whole numbers by 10 and 100. This should take approximately 5 minutes and be suitable for whole-class participation using mini whiteboards only. Include a mix of multiplication and division questions. Provide the answers for the teacher at the end of the output.

Refined output:

Introduction (30 seconds)
“We’re going to do a quick warm-up using our mini whiteboards. You’ll see a number and an instruction — either to multiply or divide it by 10 or 100. Show your work if you need to, but make sure your final answer is big and clear. I’ll give you about 10 seconds per question. Ready?”

Questions (display each on the board or say aloud)

Give approximately 10 seconds per question. Prompt students to hold their boards up once finished.

24 × 10 = ?
300 ÷ 10 = ?
5 × 100 = ?
2,000 ÷ 100 = ?
46 × 100 = ?
900 ÷ 100 = ?
7 × 10 = ?
80 ÷ 10 = ?
6 × 100 = ?
5,000 ÷ 100 = ?

ChatGPT math example 2: 8th grade calculating area word problems

Act as an experienced middle school math teacher teaching in the US. Generate 5 word problems for an 8th grade class involving calculating the area of triangles and parallelograms. Include at least one problem involving a compound shape made from a triangle and/or a parallelogram.

Ensure all dimensions and areas use metric units (e.g., cm, m, cm², m²). Make the language clear and concise, suitable for an 8th grade reading level. Ensure the necessary dimensions (base, height, perpendicular height) are provided in each problem.

Provide the correct answer for each problem, including the correct units. Present each word problem clearly numbered, and list the answers separately at the end.

Refined output:

1. A triangular flower bed in a park has a base of 8 meters and a perpendicular height of 5 meters. What is the area of the flower bed?
   
2. Mr. Jones is designing a new kite in the shape of a parallelogram. The base of the kite is 60 centimeters and its perpendicular height is 45 centimeters. What is the area of the material needed to make the kite?
   
3. A farmer has a field shaped like a triangle. The longest side of the field measures 120 meters, and the perpendicular distance from this side to the opposite corner is 75 meters. Calculate the area of the farmer’s field.
   
4. Sarah is drawing a shape made by joining a parallelogram and a triangle. The parallelogram has a base of 10 centimeters and a perpendicular height of 8 centimeters. The triangle shares the same base of 10 centimeters and has a perpendicular height of 6 centimeters. What is the total area of the combined shape?
   
5. A window in an art studio is in the shape of a parallelogram. The base of the window frame is 1.5 meters and its perpendicular height is 0.8 meters. What is the area of the glass in the window?

Answers:

1. 20 m²
2. 2700 cm²
3. 4500 m²
4. 110 cm²
5. 1.2 m²

ChatGPT math example 3: GCSE area and perimeter feedback

Input:

Act as an experienced 9th grade math teacher in the United States. Provide constructive feedback for a student who consistently forgets to include units in their answers for area and perimeter questions. The feedback should explain why including units is important in both math class and real-life situations. It should also suggest a practical strategy or memory aid the student can use to remember to include units. The tone should be supportive and encouraging. Present the feedback as a short, clear comment suitable for writing on a student’s assignment or entering into an online grading system.

Output example:

You’re doing a great job with solving area and perimeter problems — well done! One important thing to remember: always include the units in your final answer. Imagine you’re telling someone the size of a room – saying it’s “20” isn’t very helpful, is it? Is that 20 centimetres squared or 20 metres squared? The units tell us the scale and what we’re actually measuring.

For area, think “squared” because we’re multiplying two lengths (like cm × cm = cm²). For perimeter, it’s just a length (like cm).

A little trick that might help: Area has an “a” and “squared” also has an “a” sound. Perimeter is just a plain length! Keep up the good work – just remember those units!

While this initial output isn’t too bad here, it’s quite lengthy, which means that the pupil will be unlikely to take it all in. There is also nothing there that frames the importance of units outside of doing for the exam.

Refined input:

Act as an experienced high school math teacher teaching in the United States. Provide constructive feedback for a 9th grade student who consistently forgets to include units in their answers for area and perimeter questions. The feedback should explain why including units is important in math and real-world contexts. It should suggest a practical strategy or memory aid the student can use to remember to include units. The tone should be encouraging and supportive. Assume the context of the 9th grade math curriculum in the United States. Present the feedback as a concise comment suitable for writing on a student's work or in an online feedback box.

Refined output:

Hi [Student’s Name], you’re doing a great job with the calculations for the area and perimeter questions! Your methods are usually spot on. Just a little reminder about including your units in the final answer. Imagine you’re telling someone the size of a room – saying it’s “20” isn’t very helpful, is it? Is that 20 centimetres squared or 20 metres squared? The units tell us the scale and what we’re actually measuring.

For area, think “squared” because we’re multiplying two lengths (like cm × cm = cm²). For perimeter, it’s just a length (like cm).

A little trick that might help: Area has an “a” and “squared” also has an “a” sound. Perimeter is just a plain length! Keep up the good work – just remember those units!

Teaching smarter with the assistance of AI

LLMs like ChatGPT offer genuinely exciting possibilities for math educators in the United States. They can serve as valuable partners when brainstorming lesson ideas, drafting practice problems, or finding new ways to explain mathematical concepts.

When used thoughtfully—with clear, specific prompts, a critical eye, and a close focus on accuracy and curriculum standards—they can help streamline parts of your workload.

That said, these tools do not replace your professional expertise. The need for teacher oversight, sound instructional judgment, and awareness of privacy and ethical considerations remains essential. Don’t expect perfect, ready-to-use materials on the first try—expect drafts that benefit from your review and revision.

As AI tools evolve, staying informed is key. Seek out school-based professional development, consult resources from trusted education organizations, and share both best practices and cautionary tales with fellow teachers.

By approaching LLMs with curiosity and critical thinking, you can use them to meaningfully enhance your math instruction—and help make learning even more engaging and effective for your students.