As far as the suggested learning and teaching activities concerned, it was observed that conceptual underpinnings of length measurement are more emphasized than the procedural ones. In early grades, the importance of reporting a measure with the unit used to measure is explicitly stated in the curriculum. Indeed, paying attention to units in early grades might be considered as a useful starting point for the development of students’ understanding of relationship between number and measurement. Further, the concept of unit iteration which is at the heart of any understanding of measurement is introduced to students in second grade. Under the section of explanations, it is stated that when a unit is iterated, there must be no gaps or overlaps. Conservation of length, another key concept, is also included in the content. In addition, there are suggested activities that explicitly underline the concept of zero point yet implicitly introduce the concept of partitioning. Moreover, the suggested way for teaching the concept of perimeter is dominated with the conceptual knowledge. In other words, the meaning of perimeter rather than the formula is the focus of instruction in third and fourth grade. Although the suggested learning and teaching activities for length measurement in the guide are more conceptually oriented, there are sufficient number of activities cultivating necessary procedures for measuring length and formula for perimeter. Measuring with nonstandard and standard units and tools, estimating, visual and direct comparison, calculating the perimeter of shapes by using the formula, and performing conversion are the procedural knowledge elements embedded in the curriculum. Measuring with a ruler and estimating are particularly the main emphasized skills.