These numbers are a combination of whole numbers and fractions. The part to the left of the dot is the whole number whereas the one to its right is the fractional part. The dot separating both the numbers is called **decimal**. Suppose a man walks into a departmental store near his house and asks the shopkeeper for a packet of bread. The shopkeeper hands him the bread and says 15rs. 50paise. Now if a bill is to be generated then the amount to be written will be Rs 15.5, that is fifteen and a half rupees. There are millions of other examples where people might be using mentioned concepts for a long time without even realizing it.

If a proper definition of mentioned concept is to be given then the mentioned concept can be termed as a collection of numbers written altogether with a dot separating some numbers. Numbers to the left of mentioned concepts are termed as whole numbers or integers and those to the right to mentioned concept are termed as mentioned concept numbers.

For example in the number 43.67, the part to the left of mentioned concept that is 43 is the integer whereas the one to the right to the mentioned concept that is 67 is the mentioned concept number part.

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**Comparison in decimals: **

The first and foremost thing to be kept in mind while comparing mentioned concept numbers is that the numbers to the left of the mentioned concept should be checked first. For instance if the two numbers given are 23.76 and 43.87. Upon examining the numbers to the left of the mentioned concept it becomes crystal clear that the latter is greater than the former. In case the numbers to the left of the mentioned concept are the same in any case then numbers to the right of the mentioned concept are checked, the one with the greatest one is the bigger number. For instance 88.45 and 88. 67, we see in these two numbers the part to the left of the mentioned concept is identical but the part to the right of mentioned concept isn’t, so the later becomes the greater number since the former’s mentioned concept part is smaller than the later.

**Types of decimals:**

Mentioned concept numbers can be classified on the basis of numbers present after the mentioned concept point. The digits can be non repeating, repeating, terminating, non terminating etc.

**Following are some kinds of mentioned concept numbers:**

- Recurring: In numbers known as recurring mentioned concept numbers. The numbers present after the mentioned concept repeat itself in a pattern. Example: 34.879887988798……. 67.097609760976…..
- Non recurring: In numbers called as non recurring mentioned concept numbers. The numbers present after the mentioned concept part do not exhibit a fixed pattern. Example: 86.234698558……. 76.235796368566…….
- Terminating: In numbers known as terminating mentioned concept numbers, the numbers present after the mentioned concepts terminate at some point hence the phenomena of reoccurrence isn’t present here. For example the numbers 73.5 3.125 8.64, are all terminating mentioned concept numbers.
- Non terminating: In numbers known as non terminating mentioned concept numbers, the numbers present after the mentioned concepts do not terminate at some point hence the phenomena of recurrence is present here. For example numbers such as 76.35469986…. 98.347095423……are non terminating mentioned concept numbers.

**Learning decimals:**

Mentioned concepts basically are taught to elementary grade students. But sometimes the intricacies of mentioned concepts and some of the aspects can be quite intimidating and bewildering for the beginners. But **Cuemath** has got the backs of students in need. With the interactive and engaging interface of the website of Cuemath, children tend to focus more easily and the process of learning becomes more fun for them and they tend to remember concepts for a longer time more efficiently. This eliminates the scope of children getting bored as the usual boring and tiresome concept learning is no longer in use.

**Conclusion:**

Upon retrospecting on the facts and details mentioned above we arrive at a respectable conclusion that mentioned the concept of being important to the subject. Mathematics is also equally important to the concept building aspect as it is recognized as a concept building block. The many important features listed are just a sample; the whole picture of its sheer importance is difficult to put in words.

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