LESSON PLAN 14: Wolf Gets Hurt!
IN BRIEF
The story Wolf Gets Hurt! offers the following insights:
The Three Pigs set a trap for Wolf and build a pen to hold him
until the authorities arrive.
In building the pen, the Pigs use 16 patio stones as the base, so
Wolf can't dig under the fence. They are surprised to discover
that a rectangular patio of 16 patio stones can be made using a
variety of arrangements (1 by 16, 2 by 8, and 4 by 4). Although
the number of patio stones (area) is always the same, the fence
needed to surround the patio (perimeter) can change.
The Three Pigs also realize that their sloppy living habits have hurt Wolf's
habitat.
MATERIALS
 The story Wolf Gets Hurt!
 16 linking cubes or square tiles per pair or group (used to model the base of the pen in the story)
 1 piece of string for each pair or group, whose length is equivalent to 16 square tiles or linking
cubes (this will be used to model the fence used in the story)
 square grid chart paper and markers
 Activity Sheet 1
Lesson Plan #14
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LESSON DEVELOPMENT, Grades 2-8
Learning goals
Number Sense and Numeration
o Explore number arrays
Measurement and Geometry
o Explore area and perimeter
Patterning and Algebra
o Understand optimization (least perimeter for a given area)
Communication
o Use words, numbers, symbols, diagrams, and storytelling to communicate learning
Reading of Wolf Gets Hurt!
Introduction
Before reading the story, give each pair or group of students 16 linking cubes or square tiles and ask
them to find all the different rectangular arrays that can be formed (1x16, 2x8 and 4x4 - note that a
square is also a rectangle).
Have students share the arrays they find. Record the arrays on square grid chart paper for the whole
class to see.
Ask how many tiles or linking cubes make up each array. (16) Note that this is the area, and that it is
the same for all arrangements.
Note that the distance around each array or shape is the perimeter. Suggest that since the area of each
array or shape is the same, then the perimeter of each array or shape will also be the same. Ask students
to share what they think.
If students suggest that the perimeters are different (which is correct), act surprised. How can the
perimeters be different when the areas are the same? Suggest that maybe the story you are about to read
will help answer this question.
Reading
Read the story Wolf Gets Hurt! and pause at the end of page 5. Have students complete the first row of
the table in Activity Sheet 1, for the 1 by 16 arrangement.
Then pause at the end of page 7. Have students complete the second row of the table in Activity Sheet
1, for the 2 by 8 arrangement.
Pause on page 8 and ask students to complete the third row of the table in Activity Sheet 1, for the last
arrangement.
Ask students which arrangement solves the problem in the story. Have students explain why.
Revisit the perimeter discussion before the reading of the story. Ask why the perimeter keeps changing
when the area stays the same. Some students may suggest that the 2 by 8 and 4 by 4 arrangements have
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more patio stone sides inside, which cannot be used for the perimeter. They might refer to these sides
as "wasted" or "hidden".
Finish reading the story and ask students to share what they learned.
Student activity
24 patio stones
Repeat the problem in the story for 24 patio stones, using the table below. Which arrangement results
in the smallest perimeter? Which arrangement results in the greatest perimeter?
Divide students into groups or pairs and give each square grid chart paper and markers. Ask them to
draw all the possible rectangular arrangements, and to record the area and perimeter for each.
Share and discuss student work and findings.
Extensions
For older students (grades 5-8) pose the following problem:
Suppose we wanted to make a rectangular pen using a fence that is 24 metres long (so the
perimeter is always the same). How many different rectangular arrangements can we make?
Would they all have the same area? If not, which one has the largest area?
Communicating
Students summarize their learning following teacher prompts such as: “What did you learn? What
surprised you? How did you feel?” Students use chart paper and colourful markers, and they
communicate their ideas using words, symbols, diagrams and pictures. They share their learning with
their peers, in a whole-class setting.
Students take their learning summaries home and share with parents.
Ask parents to sent the following feedback:
o What did your child share with you?
o What did you learn from this activity?
Lesson Plan #14
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ACTIVITY SHEET 1: Wolf Gets Hurt
Record each arrangement that the Three Pigs explore in the story.
Is there an arrangement that fits the length of fence they have available?
Number of
patio
Arrangement
stones
16
Diagram
Perimeter
1 by 16
16
16
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