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By this I mean word problems that *seem* like they don't have enough information to find the answer, but when you work them out the unknowns all fall out of the problem - you didn't actually need to know them to get a definite answer. An example we had in CWP yesterday (that had dd9.5 yelling about "not enough context"!!!!!): I tried bar diagrams (but dd9.5 hates them and resists them), and idk that I showed it very elegantly anyway. I tried working out the problem with manipulatives using several different starting amounts - showing there was the same answer each time. And I finally resorted to algebra (which is the only way I truly know how to illustrate how the unknown falls out). Eventually she sorta-kinda seemed to get the point, but idk what, if anything, she actually learned. And this is not the first time she's had a screaming meltdown over a "missing information" problem (although after the last one, she's successfully done a few of them without problems, until yesterday). Any ideas how to teach this? Or how to model it with bar diagrams? (I was using c-rods to do it, instead of on paper, because dd9.5 does better being able to physically set up (and re-set-up) the diagram instead of drawing it, but I think that might have contributed to the clunkiness of it.)