As part of a unit on percents and decimals, Katie Guzman gave her students ads from three different newspapers, each advertising the same products. Students then determined the cost per ounce for products such as orange juice and canned vegetables. After the students completed their calculations, Katie led a whole-class discussion in which the students explained their thinking and decided which products actually were the least expensive per ounce. During the discussion Katie periodically smiled and made comments, such as "Good analysis," when students demonstrated a clear understanding of the topic. Based on the suggestions for classroom practice based on social influences on learning and the process of knowledge construction, which of the following descriptions is the best assessment of Katie's lesson?
A) It was ineffective, because Katie should have had the students complete the activity in small groups instead of conducting a whole-class discussion.
B) It was effective, because it provided a real-world task and used a considerable amount of social interaction.
C) It was effective, because students were reinforced for clear thinking.
D) It was ineffective, because Katie gave the students the newspaper ads instead of having the students find the ads themselves.
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