The teaching of measurement concepts typically follows a learning sequence of: (1) identifying the attribute, (2) comparing and ordering, (3) measuring using non-standard units, (4) measuring using standard units, and (5) applications. This sequence is entrenched in many curricular documents and textbooks (Australian Curriculum Assessment and Reporting Authority (ACARA), n.d; Booker, Bond, & Seah, 2021). Measuring an attribute is a complex process, requiring an understanding of several key concepts. Area measurement can be better understood and nurtured by considering three interconnected ideas: understanding attributes, understanding units, and using units to measure. In this article, the authors discuss these and show how they are woven into a unit of work on reasoning about area measurement which was developed through a design research process with a classroom teacher working with researchers.