Considerable efforts have been attempted to identify what makes high-quality mathematics instruction, including diversity and variability across different educational systems and cultural contexts. As the instructional elements related to effective mathematics teaching can be commonly applied to different content domains, they may be efficient in selecting such teaching. However, such elements may not reflect on the specific but essential features of each domain. This paper compared and contrasted two sets of measurement teaching practices, which were recognized as good instruction, in terms of how the key elements of measurement domain were implemented. As such this paper is expected to accumulate significant knowledge about elements of effective mathematics instruction that are specialized in a particular content domain of measurement. This paper suggests that domain-specific approach be considered in studying good mathematics teaching.