Indicator 1a.ii

The teacher guide explicitly articulates the full modeling process per the NGA framework—'Pose a problem... Identify variables... Modeling requires genuine choices' [E2]—and distinguishes dedicated modeling prompts (full cycle) from regular lessons tagged with 'Aspects of modeling' for partial-cycle work [E11]. Lessons structurally engage the complete cycle: students decide what model to use with deliberately 'messy' data, then validate and adjust based on fit [E1, E6], and culminating lessons have students specify quantities, identify relevant info, set constraints, create, and interpret models [E7]. Other lessons intentionally focus on discrete modeling practices (MP2/MP4) as scaffolded components [E4, E10, E12], showing a deliberate design that attends to the full intent across the band.