Problem solving and reasoning are two key components of becoming numerate. Reports obtained from international assessments show that Australian students' problem solving ability is in a long-term decline. There is little evidence that teachers are embracing problem solving as part of the classroom routine. In this study, we analyse 598 Year 7 to 10 students' responses to a measurement task using Sfard's commognition framework. Four implications lead to recommendations on how to support curriculum, assessment and pedagogical alignment.