In one sentence, describe what the following article is about: This method is sometimes called "the traditional method." It involves adding the numbers in units of single digits, then by units of tens, then by units of hundreds. This is accomplished by working from right to left.Start by adding the figures 383 + 412 + 122.  Draw a line below the numbers. This line is equivalent to the equal sign in linear math. You will write your final sum below this line, starting on the right and moving to the left. Careful placement of each number is essential in this method. Make sure you are careful to place each number directly below the one above it.  That is, 3, 1, and 2 should each be in a column of their own - these are the single digits. 8, 2, and 2 should be in a column - these are the units of tens. 3, 4, and 1 should be in a column - these are the hundreds. You may wish to use graph paper to help you keep your lines straight. Beginning learners may even draw templates of horizontal rows and vertical columns to practice lining their numbers up correctly. Add these numbers, and write the sum directly below this column, below the line. In the example above, adding 3 + 2 + 2 = 7. Write the 7 below the line.  You can also choose to add these numbers individually: 3 + 2 = 5. 5 + 2 = 7. Add the number from the next column to the left. In our example, this would be 8 + 1 + 2. Continue working in this way from right to left until all numbers are added. It is the same sequence no matter how many columns of numbers you have. You can have as few as two columns, and as many as your page will hold. It is also the same sequence no matter how many numbers are in your columns. Use this sequence to add any two or more large numbers. If the sum is more than one digit, you will need to "carry" the extra digit. This means that you will need to add an additional number into the next column to the left.  You easily do this by writing a small number one to the top of your next column. This is called "showing your work." For example, add the sum 982 + 247 + 475, then draw a line beneath. Using the right-to-left method, add 2 + 7 + 5. The sum is 14. Write the 4 beneath the line on the right side as the sum, and write a small number 1 above the next column to the left. When you are adding the next column, simply include the additional 1 as a part of your sum. For example, the next column would be the equation 8 + 4 + 7 (+1) = 20. Write the 0 below the line, and write the 2 above the next column to the left. Your next column will now read: 9 + 2 + 4 (+2). Add these numbers. Because there is no additional column, you can now write your sum entire, whether it's one digit or two. In this case, the sum is 17. Look at the sum now written below the line: 1704. This is your total. This process can be done either mentally or on paper, and consists of rearranging the digits you're adding for easier arithmetic.This technique works well when adding long columns of numbers.  Either mentally or with a pencil, go down the vertical column of numbers you need to add, and group them into units of 10. For instance, in the vertical column 9 + 3 + 7 + 2 + 4 + 7 + 4 + 1, you can find three units of 10 (3 + 7, 2 + 4 + 4, 9 + 1) with 7 left. Therefore, your sum of this single column will be 37. If you have a second vertical column, write the 7 at the base of the right column, and carry the 3. Repeat this process until all columns have been added.
Summary: Write any two or more multi-digit numbers in a vertical column. Start on the column farthest to the right. Carry the extra digit. Group the numbers into larger units by rearranging them into units of ten.

Leave time in each class for your adult students to share their own life experiences that relate to the material. Encourage them to draw on their knowledge about a given topic to help other students gain perspective. Adult learners are more apt to have job or family experience that might be helpful in understanding a complex situation. Keep your adult students’ attention by tailoring lessons around their interests when possible. Solicit feedback to shape the day’s discussion around topics the class wants to know more about. You might say, “Today, I’ve prepared a lesson about conducting a job search. What interests you more: Creating a compelling resume or networking with people you already know?” Offer students room to select their own topics for papers and presentations when possible, so they feel invested in the lesson material. Adults are typically self-starters and may enjoy the chance to further research areas that apply to them.  You might say, “Your final assignment is an oral presentation on a recent technological advancement of your choice.” Provide concrete parameters for the project—such as the length or formatting—even if the topic is more open. Focus on active methods of learning rather than passive ones to help your adult students best retain material. Adults tend to remember more of what they do and say rather than what they hear or see.  Use dramatic presentations, role-plays, and group discussions so your students can practice their skills. Reading or listening to a lecture are necessary sometimes, but the more you can encourage active participation, the better.
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One-sentence summary -- Allow time for adult learners to show their expertise. Ask your students what interests them most in a given subject area. Give students open-ended research opportunities. Practice applying the lesson rather than simply reading about it.

Problem: Article: In-text citations typically are provided in parentheses after the information from that reference that you've included in your paper. Start the in-text citation with the last name of the author.  You don't need to include initials with in-text citations, unless necessary to distinguish between two authors with the same last name who published in the same year. If there is more than one author, separate their names with commas. Use an ampersand before the last name listed in parenthetical citations. For example: "(Winken, Blinken, & Nod, 1992)." Put a comma after the year, then write "p." if the information appears on a single page or "pp." if it appears on multiple pages or a range of pages. Finish with the page number, then add a period after the closing parentheses. For instance: "(Simpson, 1988, p. 76)." Alternatively: "(Simpson, 1988, p. 76; Cleaver, 1992, pp. 103-119)." Sometimes your writing flows better if you name the author of the work in your text directly in your sentence. When you do this, you don't need to follow up with a parenthetical citation.  If you have the author's name in the text of the sentence, simply put the date of publication (or writing) in parentheses after the author's name. If there is more than 1 author, use the word "and" rather than an ampersand if their names appear in the text. For example: "According to Simpson (1988), dogs don't dream. However, the work of Winken, Blinken, and Nod (1992) provides evidence that they do."
Summary:
List the name of the author. Include the page number. Integrate the author's name into your text if possible.