Measurement is an integral component of the PK-12 mathematics curriculum. At various grade levels, much attention is given to the areas of geometric shapes. However, there is research evidence that measurement is problematic for US students. In this paper, the merits and demerits of two possible sequences (conventional and alternative) in teaching areas of polygons are discussed in the context of current reforms in mathematics education. Although both sequences are viable, the alternative sequence is suggested because it seems to be more consistent with the process standards (problem solving, reasoning and proof, communication, connections, and representation) of the National Council of Teachers of Mathematics (NCTM).