# Move between the parts

Make an adjustable now/later plan. Choose safe pieces, marks, tactile objects or tell an adult where to move them.

1. Show the whole and each part.
2. Try another split using the same objects.
3. Check what stayed the same. Keep a useful plan or change it.

Choose a job: [Blank tokens](../choices/day-46-route-1.md), [Paper shapes](../choices/day-46-route-2.md), [Drawing marks](../choices/day-46-route-3.md). Use a smaller amount when useful. An empty part is zero.

[My paper organiser](../PAPER.md) · [Part Builder](../workspace/index.html) · [Models and empty spaces](../AIDS.md).

<details><summary>Grown-up help</summary>

[Full teacher plan](../teacher/day-46.md). If only one label changes, enact departure and arrival with one object in a new small collection. If the whole increases, make sure the old place is emptied when the object arrives elsewhere. Use local safe materials and usual communication/access supports. Child-directed adult physical work and child mathematical choice stay distinct. Preserve first thinking before feedback; a drawing is not an actual outside inventory or performance event.

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Original SubjectNest teaching and drawings © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit SubjectNest by NeuroForgeIO Pty Ltd, version 0.1.0, source and licence; note changes. Curriculum and provider rights remain separate.