This study is part of a larger project exploring students' thinking of Dynamic Measurement (DYME), an approach to area measurement that engages students in dynamic digital experiences of measuring rectangular surfaces through sweeping lengths. The goal of this study was to evaluate the extent to which students could bridge the mathematical knowledge they gained from these dynamic experiences to other activities that are more static in nature. A classroom of 19 third grade students participated in an 8-period design experiment (DE) centered on DYME. Data to evaluate the bridging were obtained from pre- and post-assessments administered before and after students' participation in the DE. The results suggest that by working with the DYME tasks, students were able develop a conceptual connection between multiplicative reasoning and area measurement that were able to apply to solve static tasks. [For the complete proceedings, see ED606531.]