25 is 5×5. it can look like this: 5×5=25 or 5 (5) = 25
<h3>Answers:</h3>
- Reason 1: <u>Given</u>
- Reason 3: <u>Similar because of SAS</u>
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Explanation:
At the top of the proof, your teacher states "Given" followed by the relevant useful info. We simply repeat that info word for word as statement 1. This is how all proofs start out. We start with what we're given and try to build toward what we want to prove.
So this is why <u>reason 1 is "given"</u>. Reason 2 is "given" also. When your teacher gives multiple statements like this, it's handy to break them up into the smallest pieces possible.
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<u>For reason 3, we use the SAS Similarity</u> rule here because we have congruent angles LPN and LNM (both 90 degrees each) and the sides are proportional due to the statement 
Notice how statement 3 builds entirely off from what statements 1 and 2 set up.
If it’s under 90 make a acute angle of it 90 make a right angle if it’s over 90 make a obtuse angle
If we let the number of flip-flops be x in the equation and that the cost would be y ( in terms of x) and the income would be z ( in terms of x), these equations will likely intersect each other during breakeven. That is, when the total revenue that the company will gain from sales of the flip-flops just be equal with the total cost.