[
  {
    "run": "20260930T172620805Z-72970d5e-qwen4b-vs-qwen9b-educator",
    "classification": "failed; never pooled with completed comparisons",
    "events": [
      {
        "condition": "4B",
        "elapsed_seconds": 29.8231650289963,
        "kind": "educator_response",
        "start_utc": "2026-09-30T17:26:37.461265+00:00",
        "status": 200,
        "task": "A-exact",
        "utc": "2026-09-30T17:27:07.284591+00:00",
        "answer": "Based on the provided context, here are the details for the Kansas grade 3 Mathematics standard 3.NF.2 as reported by Learning Commons:\n\n### What the evidence shows\n*   **Statement:** \"Understand a fraction as a number on the number line; represent fractions on a number line diagram.\" [1]\n*   **Identifier:** 67e0a81f-eafc-574f-b960-62024f547acd [1]\n*   **Framework:** Kansas Mathematics Standards [1]\n*   **Provider:** Learning Commons [1]\n*   **Author:** Kansas State Department of Education [1]\n*   **License:** CC BY-4.0 [1]\n*   **Attribution Statement:** \"Knowledge Graph is provided by Learning Commons under the CC BY-4.0 license. Kansas Mathematics standards provided by Kansas State Department of Education available at https://drive.google.com/file/d/1n51F44Tl6malnJZVhGCabKhfKSqsiarU/view.\" [1]\n\n### What it may mean\nThis entry represents the **Learning Commons** structured data source. It confirms that the Kansas State Department of Education is the official author of the standard, while Learning Commons acts as the provider of the digital knowledge graph containing this information. The attribution explicitly links the data back to the Kansas State Department of Education, clarifying that Learning Commons is a complementary repository rather than the creator of the standards themselves.\n\n### Questions or uncertainties\nThe provided context only contains one result for standard 3.NF.2. If you need to verify if this matches your specific district curriculum or if there are conflicting local interpretations, please provide your district's curriculum documents or scope and sequence.\n\n### Next steps\nIf you require further analysis regarding how this standard is implemented locally or if you need to compare this with other grade levels, please specify those needs.\n\n### Sources\n*   Source ID 1: Learning Commons OpenAPI response for standard 3.NF.2 [1]\n",
        "usage": {
          "prompt_tokens": 2344,
          "completion_tokens": 437,
          "total_tokens": 2781
        }
      },
      {
        "condition": "4B",
        "elapsed_seconds": 34.00597906799521,
        "kind": "educator_response",
        "start_utc": "2026-09-30T17:27:07.783429+00:00",
        "status": 200,
        "task": "B-components",
        "utc": "2026-09-30T17:27:41.789562+00:00",
        "answer": "### What the evidence shows\nThe Kansas Mathematics standard **3.NF.2** is defined as: \"Understand a fraction as a number on the number line; represent fractions on a number line diagram.\" [1]\n\nThis standard is structured hierarchically within the Learning Commons graph:\n- It is a direct child of the **Cluster** \"Develop understanding of fractions as numbers.\" [2]\n- It has two direct child **Components**:\n  - **3.NF.2.a**: \"Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.\" [2]\n  - **3.NF.2.b**: \"Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line (a is the countable units of 1/b that determines the place on the number line).\" [2]\n- It has a **hasStandardAlignment** relationship to the CCSS standard **3.NF.A.2**, which shares the same description and grade level (3rd grade). [2]\n- It is supported by a single **Learning Component** from Achievement Network: \"Understand a fraction as a number on the number line.\" [2]\n\n### What it may mean\n- The standard is fully adopted by Kansas and is part of the broader \"Develop understanding of fractions as numbers\" cluster, which limits Grade 3 expectations to fractions with denominators 2, 3, 4, 6, and 8. [2]\n- The alignment to 3.NF.A.2 indicates a 100% overlap in shared learning components (Jaccard = 1.0), suggesting the Kansas standard is fully aligned with the CCSS for this topic. [2]\n- The single learning component from Achievement Network suggests that instructional resources for this standard are currently limited to one provider in the Learning Commons graph.\n\n### Questions or uncertainties\n- The graph shows only one learning component supporting the standard; it is possible additional components exist outside the Learning Commons graph or are not yet linked.\n- The \"notes\" field in the Cluster specifies limited denominators for Grade 3, but the standard description does not explicitly restrict the components to those denominators—this is an implied constraint from the cluster context.\n\n### Next steps\n- Verify whether additional learning components for 3.NF.2 exist outside the Learning Commons graph.\n- Review the instructional materials associated with the single learning component (from Achievement Network) to ensure alignment with the full scope of 3.NF.2.a and 3.NF.2.b.\n- Consider expanding the Learning Commons graph to include more diverse learning components if the current single source is insufficient for comprehensive instruction.\n\n### Sources\n- [1] Learning Commons standard data for 3.NF.2.\n- [2] Learning Commons components and relationships data for 3.NF.2.\n",
        "usage": {
          "prompt_tokens": 7383,
          "completion_tokens": 679,
          "total_tokens": 8062
        }
      },
      {
        "condition": "4B",
        "elapsed_seconds": 29.942197809985373,
        "kind": "educator_response",
        "start_utc": "2026-09-30T17:27:42.276086+00:00",
        "status": 200,
        "task": "C-discovery",
        "utc": "2026-09-30T17:28:12.218424+00:00",
        "answer": "Based on the provided Learning Commons data, the Kansas Grade 3 Mathematics standard regarding representing fractions on a number line is **3.NF.2**.\n\nHere is the breakdown of the evidence:\n\n**What the evidence shows**\nThe data identifies a single standard with the code **3.NF.2** that explicitly covers this topic. The description states: \"Understand a fraction as a number on the number line; represent fractions on a number line diagram.\" [1]\n\nThe standard is further broken down into two specific components:\n*   **3.NF.2.a**: Focuses on representing 1/b on a number line by partitioning the interval from 0 to 1 into b equal parts. [1]\n*   **3.NF.2.b**: Focuses on representing a/b on a number line by marking off a lengths of 1/b from 0. [1]\n\n**What it may mean**\nThis standard code (3.NF.2) serves as the umbrella requirement for the specific skill of using number line diagrams in Grade 3. The components (3.NF.2.a and 3.NF.2.b) provide the specific instructional steps required to meet that standard. The evidence confirms that the Kansas State Department of Education authorizes this specific language and structure for Grade 3 Mathematics. [1]\n\n**Questions or uncertainties**\nThe provided context only lists the standard code and its description. It does not include the full scope and sequence or specific assessment items associated with this standard, so the exact implementation details within a specific district curriculum cannot be confirmed beyond what is listed in the Learning Commons snapshot.\n\n**Next steps**\nTo align instruction fully, you may wish to:\n*   Review the specific rubrics or assessment items linked to **3.NF.2.a** and **3.NF.2.b** to ensure your instructional materials match the required precision.\n*   Check if your district has adopted any specific local modifications to the scope and sequence for these standards.\n\n**Sources**\n*   Learning Commons Kansas Mathematics Standards Search Result (id=\"1\") [1]\n",
        "usage": {
          "prompt_tokens": 3501,
          "completion_tokens": 442,
          "total_tokens": 3943
        }
      },
      {
        "condition": "4B",
        "elapsed_seconds": 19.368179439974483,
        "kind": "educator_response",
        "start_utc": "2026-09-30T17:28:12.585583+00:00",
        "status": 200,
        "task": "D-unknown",
        "utc": "2026-09-30T17:28:31.953927+00:00",
        "answer": "Based on the provided context, the exact standard **3.NF.999** does not exist in the Learning Commons database.\n\nThe search for this standard returned zero results, indicating that no matching standard was found in the system [1].\n\n**Next Steps:**\n*   Verify the standard code. The suffix \"999\" is typically used as a placeholder or error code in many standards frameworks (e.g., 3.NF.A.1 is the actual standard). It is possible the intended standard was 3.NF.A.1 or a similar code, but \"999\" specifically is not listed.\n*   If you have the correct standard code (e.g., 3.NF.A.1), please provide it so I can search for that specific standard.\n",
        "usage": {
          "prompt_tokens": 1925,
          "completion_tokens": 166,
          "total_tokens": 2091
        }
      },
      {
        "condition": "9B",
        "error": "timed out",
        "kind": "educator_error",
        "task": "A-exact",
        "utc": "2026-09-30T17:34:17.629695+00:00"
      },
      {
        "error": "timed out",
        "kind": "failure",
        "utc": "2026-09-30T17:34:17.629780+00:00"
      },
      {
        "error": "timed out",
        "kind": "complete",
        "status": "failed",
        "utc": "2026-09-30T17:34:26.095801+00:00"
      }
    ]
  },
  {
    "run": "20260929T153758463Z-8b6e661f-embedding-runtime-ab",
    "classification": "failed; never pooled with completed comparisons",
    "events": [
      {
        "kind": "failure",
        "utc": "2026-09-29T15:38:01.283286+00:00"
      }
    ]
  }
]