Indicator 1a.ii

The materials attend to the full intent of the modeling process. The teacher guide explicitly enumerates 'Things the Modeler Does When Modeling with Mathematics' (pose a problem, identify variables, make assumptions, analyze, interpret, validate, report) [E3], and distinguishes dedicated full-cycle 'mathematical modeling prompts' from regular lessons with scaled-back, 'Aspects of modeling'-tagged activities [E11]. Individual lessons demonstrate the complete cycle—identifying quantities, building representations, analyzing, reflecting, and revising upon new information [E1], working with deliberately 'messy' real data and choosing/adjusting models [E2][E6], and a culminating lesson where students specify quantities, set constraints, create, and interpret models [E7]. The intentional gradation between partial-aspect practice [E4][E5][E10][E12] and full-cycle tasks shows the design deliberately covers the modeling standards' full intent.