Children form mathematical concepts at an early age, and many of these concepts are linked to informal measurement experiences. However, mathematics education at school is often focused on counting and numbers. A mathematics intervention using a measurement-focused program replaced the usual mathematics program for 40 children entering their first year of school. The results of Counting and Place Value interviews held at the beginning and end of the school year are reported. Findings indicate that a "student-active" measurement-focused program can stimulate the development of children's number knowledge; however, additional counting may benefit children's number skill development.