Learning to create, use, and evaluate models is a central element of becoming a scientist. In physics, we often begin an analysis of a complicated system with highly simplified or toy models. In introductory physics classes, we tend to use them without comment or motivation. Some students infer that physics is irrelevant to their understanding of the real world and are discouraged from making the cognitive blend of physics concepts with math symbology essential for making sense of physics. In this paper, I discuss the often-hidden barriers that make it difficult for our students to accept and understand the value of toy models and suggest instructional approaches that can help. [For "Using Math in Physics: 3. Anchor Equations," see EJ1331101.]