Children bring a wealth of mathematical knowledge from home to school. This paper describes one six/seven year old girl’s home interactions over 20 weeks about measurable quantities. Almost all measurement discussions occurred when actions were not straight-forward. Consequently the measurement attributes usually used to introduce measurement at school, such as length, were rarely discussed because actions associated with them could be done without discussion. Time was discussed more often than any other attributes. Although time is considered difficult to learn because of its abstract nature, it may in fact be an easier concept for introducing ideas of iteration.