Indicator 1a.ii

The materials show intentional, structural attention to the full modeling process. The HS teacher guide explicitly articulates the modeling cycle and the disposition behind it — genuine choices, room to interpret, a range of acceptable assumptions, and the 'Things the Modeler Does' from NGA 2010 [E2] — and distinguishes full modeling prompts from scaled-back classroom activities tagged with 'Aspects of modeling' [E11]. Lessons span the full cycle (formulate, compute, interpret, validate, report): students decide what model to use with deliberately messy data [E1], create and interpret their own constraint models [E7], adjust models to fit data and critique others' reasoning [E3,E6], and practice discrete modeling subskills in scaffolded supports [E5,E10,E12]. This combination of an explicit modeling framework plus lessons engaging both whole-cycle and component aspects across the courses supports all required components of the indicator.