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I'm currently reading through the Harry Potter books and because I'm a slow reader, it's taking a while. One could have students try to figure out how many words they read per minute by reading a short passage (could be a humorous bit of literature) and then use that information to determine how long it would take them to read the whole book. You could also ask some extension questions like: Would it be the same for other books? What factors could make you take longer or not as long to read a book? This would be within the Data Analysis NCTM Content Standard.

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This is what Tori and I are using instead of a guestbook. Everyone will sign this and it'll be a decoration in our house. There is a circumference and area to be found.

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What is the surface area of the TV stand?

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How far would Kendyl row if she went 100 meters ever 2 and a half minutes and she worked out for 45 minutes.

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You can find the perimeter of the stone around the pool as well as the volume of the pool.

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You could do a lesson over composite area using a batting cage. The students could do research on the regulations of a batting cage and then use that information to make a batting cage out of different shapes!

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This bowl of colorful Easter eggs is sitting on my counter. It got me thinking about the probability of pulling out each color if I was to randomly grab one

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I went on a bike ride this afternoon and started thinking about my speed as a function of distance and time.
For a hook activity, I would give a story situation:
"Karen went on a bike ride, which lasted a total of 20 minutes. She biked on a trail so that she did not have to stop for cars at any point. For the first 10 minutes Karen rode at a pace of 15 mph. Then she got tired and rode at a rate of 12 mph for the last 10 minutes. How far did Karen bike in total?"

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On the flip side of the business, a way to relate it to algebra is how much someone will pay for however many masks they order. We sell them for $10 a piece, it would be easy to write an equation to model how much you would pay for your order. I am attaching a picture of an order from someone who ordered 12 masks!

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So what I immediately through of was the business I own with my Mom. We have an etsy shop where we have been selling masks like CRAZY! The way that this related to geometry is that we cut 9x6 pieces of fabrics to make the masks with. An activity that students could do with this is telling them how much fabric we have, how much it takes to make a mask, and then having them tell me how many masks I should be able to make out of the given fabric! We have ACTUALLY been doing this math so its 100% a real life scenario! The pic is all of our cut fabric being waited to be pulled and made for an order!

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My cute lil pup has uneven ears so I immediately thought about finding the angle of each ear and maybe finding the difference between them! This could also be presented as a 3 act task by letting the students first make guesses at to what the picture might relate to. This would apply to the geometry area.

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So many seats, so many options! I was thinking you could present a problem (maybe even a 3 act task) that asks the questions how many ways could 5 friends be seated on these couches?

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I'm realizing Jamison and I were thinking very similarly for our lesson ideas! Last night for dinner, my mom and I were making some honey garlic roasted carrots (seriously try them they are so good!!). She only cut up about a half pound of carrots, but the recipe called for 2 pounds! We were having to divide all of the measurements in 4 to have the right proportions and it was getting kind of difficult lol!! I thought it would be a fun idea to have students make the conversions of the recipe's ingredients for a number of different scenarios! Students could do 1/4 of the recipe, double it, or figure out how many pounds of carrots they would need to feed x amount of people referencing to the serving size! It would also be fun to have students find their own favorite recipes and do the same! This goes along with the Numbers and Operations NCTM content standard.

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My mom and I have been making our way through this set of 8 puzzles in our spare quarantine time. I noticed there are so many parts of this one whole! You could find out what fraction each puzzle is of the total number of pieces in the whole box!

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We all now have a deeper appreciation for paper goods lol! I would use this paper towel roll to introduce solving for the surface area of a cylinder! The students are familiar with this shape and with the inside of the paper towel holder being empty or hollow, the students will be able to make the connection that we are solving for surface area and not volume! I would give the students rulers to measure the height and radius of the paper towel holder to help them solve for the surface area!
This lesson would fall under the Geometry or Measurement NCTM standards.

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My front door has a glass design on it that involves a pattern, but you could also use it for geometry and measurement! Students could determine if they could re-create the glass design with a different order of the same shapes used in the original design based off the length and width of the outside boarder that the glass design fits in.

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Fractions are often something middle school students have a hard time understanding. I walked over to my friends house just a bit ago, and she had just made scones. She said, "I use so much math when I bake". Baking and cooking is one of the easiest ways to  bring math into the real world. For a fraction review, I would have students find a recipe online that they like (that has fractions in it). I would have them half the recipe and split the recipe in fourths for a homework assignment. They would write the original recipe out and then the 1/2 recipe and 1/4 recipe out. So much dividing fractions! If any of them wanted to, they could bring the food or treat to class! This was the recipe that my friend used to make scones. Look at all the fractions! This NCTM content standard is Numbers and Operations.

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This is a picture of a kiddie pool that I found on my walk. Once it starts getting warmer outside, this is a fun example of volume! Students could estimate the volume of this rectangular prism to try to determine how much water they would need to fill it up.

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In my backyard, I noticed a lot of triangles, but this right triangle stood out to me!

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I used the street sign near my house, along with its shadow to create a right triangle. I would use this picture as review for Pythagorean Theorem. I could mark any of the two side lengths and ask students to find the 3rd side length. It could also be used to discuss angle measures and right triangles.
This activity connects to NCTM content standards for Numbers and Operations or Algebra.

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The shutters framing the window are a Reflection over the y axis!

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This is a bridge in my neighborhood. I would show students this as a warm up to review congruent angles. Students would identify the alternate interior angles, alternate exterior, corresponding angles, same side interior and same side exterior. The white/pink angles are what I have labeled as congruent to each other. The blue lines are parallel to each other. The yellow is transversal. Depending on the skill level of the class, I would have this pre-color coded or not. This is NCTM content Geometry. This is just a different/slightly more interesting way to do angles!