Measurement involves quantifying aspects of the physical environment and is richly connected to other mathematical domains. Watson, Jones and Pratt (2013) argue for a repositioning of measurement in upper primary and secondary curricula as a key component which connects to all others. Length, area, and volume are spatial measures (Curry & Outhred, 2005). Time and money are connected to the domain of number, while exploration of relationships between measures and measurement formulae link to algebra (Watson et al., 2013). Probability is a measure of uncertainty and certain statistical methods can be considered as measures (Ibid.). Measurement connects mathematics to the real world. It is directly applicable to and necessary for engagement in everyday experiences and is also a core practice in many workplaces (Smith, van den Heuvel-Panhuizen & Teppo, 2011). The human origin of standard measurement units reveals mathematics to be part of human culture (Hersh,1997). Measurement data is often used to inform social decisions (Van den Heuvel-Panhuizen & Buys, 2008). For example, measurement data contributes to how mathematics is used to describe, predict and communicate about climate change (Barwell, 2013). For these reasons, measurement is critical in children’s mathematical learning. Unfortunately, research highlights issues in children’s achievement in measure (Smith et al., 2011). This includes a gender achievement gap in favour of boys in the Irish primary context (Shiel et al., 2014)