Objectives In this study, the degree of understanding of the concept of measuring the area of the circle of 6th graders in elementary school was analyzed. Methods In this study, the concept of measuring the area of the circle was divided into approximate, unit repetition, rearrangement, and arrangement structure, and based on this, a task was developed for sixth-grade students. We applied the task and analyzed the response to knowing that the meaning of the area of the circle is the number of units, using strategies (approximation, strength) to find the area of the circle, and whether it can be divided and rearranged appropriately. Results Students did not properly understand the meaning and measurement concept of the area of the circle. There were many students who did not recognize the area of the circle as the number of units, and their understanding of rearrangement and arrangement structure was more insufficient than their understanding of other measurement concepts. In addition, there was a lack of understanding of the spirit that reflected the curve. Conclusions When guiding the area of a circle, it is important to guide it to understand it from the perspective of measurement, to find ways to supplement students' incomplete understanding of the unit concept, and to be given the experience of dividing and rearranging circles directly. Based on this, implications for the direction of the circle's width map and the development of the next textbook were derived.