Objectives This study aims at confirming the embodiment of instruction design by applying the pedagogical architecture in DIFMT, a theoretical framework for design and implementation of mathematical modeling tasks to support the promotion of mathematical modeling in Korea. Methods First, 3 researchers applied the pedagogical architecture to mathematical modeling task to construct the specific instruction design and handout. Then, we asked 11 teachers their opinions about implementing it in the context of Korean high school, by doing ‘implemented anticipation’. Lastly, the pedagogical architecture of instruction design and handout were revised by reflecting the various opinions. Results It was confirmed that the pedagogical architecture of DIFMT could support the mathematical modeling instruction design to be specified in the context of Korean high school. Conclusions To adapt pedagogical architecture of DIFMT, comments of researchers and participants through ‘implemented anticipation’ were collected. The study confirmed that it is possible to design instruction that reflect various factors beyond the theoretical framework including conceptual and structural connection. Through this process, conceptual and structural connection is refined. In addition, it was confirmed that the instruction design reflecting the pedagogical architecture can be continuously developed and improved by reflecting the opinions of researchers and teachers.