Tiny Isn’t Tiny

LESSON PLAN

Saddle up

Watch: Anna - episode 5: New Shoes

Anna finds out that the horse she will ride is named “Tiny.” But it turns out that might not be the best name for this particular horse. Watch the video to see what happens when Anna meets her horse. And should she think about changing that horse’s name?!

Barn talk

How big do you think horses are? How big do you think they are compared to you? Do you think the size of horses is scary… or fun?

Take a ride

Anna was surprised at how big Tiny was! And horses are big. How do you think they compare to you in size?

You’ll need

  1. Pencil, paper and scissors.
  2. A blackboard, whiteboard or wall to mark children’s and horse’s height (but no horse required!).

Directions

  1. Explain to children that horse height is measured in units called hands (and that this is funny because our height is measured in feet!). A hand is about four inches.
  2. Have the children trace their hands on the paper and cut out their hand measurements (their hands will be smaller than 4 inches, but that’s OK).
  3. Demonstrate how to use the hand as a way to measure (moving it one on top of another until you get to the top of the thing you’re measuring).
  4. Have the children work in teams to use their hands to measure each other. Have them write down how many hands tall each of them is and if possible, mark their heights on the board or wall.
  5. Explain that a horse is at least 15 hands high from its feet to its withers (which are like its shoulders). Have the teams mark off 15 hands high on the board or wall.
  6. Have the children compare the horse’s height to their own height. Remind them that the horse also has a very long neck and a huge head on top of those 15 hands!
  7. If you have a place where it’s possible, have children draw the rest of the horse, as best they can, to scale (with the 15 hands height as their guide).

Horses and standards

Common Core Standards for Math – Measurement and Data (Grade 2). Measure lengths indirectly and by iterating length units.

  1. Order three objects by length; compare the lengths of two objects indirectly by using a third object.
  2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

Download PDF printable version of lesson plan (122KB)