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Fraction Memory Game

Arts Integrated Small Group for Grade 3 Fractions

Tags: Fractions Small Group

Fraction Memory Game

Pairs with Reveal Math Lessons 3rd Grade: 7-2

In this teacher-led small group game, students will deepen their understanding of fractions by matching musical note values with their corresponding fractions. For example, a student who picks up a card with 3 quarter notes will be tasked with finding the matching card representing ¾.

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MARYLAND STATE STANDARDS

MD Math Standards:

  • 3.NOS.F.10 – Recognize and explain that a fraction represents a part of a whole. a. Partition shapes into parts with equal areas and express the area of each part using a unit fraction. b. Explain that a fraction 1/d represents one part of a whole that is divided into d equal parts, and that a fraction c/d represents c parts of size 1/d.

This standard was selected because students will use rhythm and measures to build understanding of fractions representing equal parts of a whole and they will be using three different representations (fraction model, fraction notation, and written fraction) of fractions to strengthen their knowledge of a fraction representing c/d when the c represents the number of equal parts (when the whole is one measure).

MD Arts Standards:

  • MU.AS4.I:3-5:4 – Read and perform from iconic and/or standard notation.
  • MU.AS7.I:3–5:1 – Perceive and analyze musical patterns using appropriate vocabulary.
  • MU.AS7.E:3–5:1 – Identify and describe rhythmic patterns and relationships in music.

These are standards that require students to read, perform, or identify standard musical notation. Students will be analyzing patterns (rhythms), using musical vocabulary, and checking for accuracy while matching rhythms with fractions.

OUTSIDE OF MD?

Common Core State Standards:

  • 3.NF.A.1 – Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a part of size 1/b.
National Arts Standards:

  • MU:Pr4.3.3a–5a – Read and perform rhythmic notation with appropriate interpretation. 
  • MU:Pr5.1.3a–5a – Rehearse, evaluate, and refine performances with attention to rhythmic accuracy 

ARTS INTERATED LEARNING OBJECTIVE

Students will be able to identify fractions by engaging in a memory game that requires them to match musical notes to fraction models, fraction notation, and written fractions.

MATH DOMAIN

  • Number and Operation Sense → Develop an understanding of fractions as numbers → Fractions are parts of a whole

    COHERENCE

    • Before: In second grade, students partitioned shapes into equal shares and described the shares. In third grade (lesson 7-1), students partitioned shapes into equal parts and used the number of equal parts to describe the shapes. Additionally, (lesson 7-2) students used whole, half, quarter, and eighth notes to identify and represent fractions and learned about numerator, denominator, and unit fractions.
    • After: In third grade, students represent fractions on a number line, represent equivalent fractions, and compare fractions. In fourth grade, students generate equivalent fractions and add/subtract fractions with common denominators.

    MATH & ART SKILLS

    • Math: Students will learn various ways to represent fractions.
    • Art: Students will be able to identify/clap/vocalize whole, half, quarter, and eighth notes.

    MATERIALS

    Printable Version

    Video Playlist

     

    PREPARE

      Print game cards:

      • There are three levels to the game
        • Easy= pair rhythm to fraction model
        • Medium= pair rhythm to fraction notation
        • Hard= pair rhythm to written fraction
      • Each card has letters to show which cards belong together. The cards should be sorted into Rhythm, Easy, Medium, and Hard piles before playing.
        • Please note that the rhythm cards with no letter will be used at all levels of the game.

      FACILITATE

      • Decide what level of the game you want your students to play. Then, place all of the cards that will be played face down and spread them out.
      • Students take turns trying to find a matched pair (rhythm card with a matching fraction card) by turning two cards over.
      • If the student picks up a rhythm card, they should clap and vocalize the rhythm.
        • Example: If the student picks up a card that has three quarter notes, they should clap three times and say “Tah, Tah, Tah”.
      • If a matching pair is found, the player keeps the pair and takes another turn.
        • Example: 3 quarter notes card matches ¾ on a fraction strip (Easy), ¾ in fraction notation (Medium), or three-fourths in written form (Hard).
      • If a pair is not found, both cards are turned back over, and it is the next player’s turn.
      • The winner is the student with the most pairs.

      While playing, teachers should model talking about fractions and support student understanding by giving immediate feedback:

      • “How many equal notes are there in the measure?
      • “What should the denominator be if there are ___ equal notes/parts?”
      • “What does this rhythm represent?”

      ASSESSMENT & REFLECTION

      Teachers will perform informal checks for understanding while students play the game. Teachers should be sure that students’ cards match before they turn them over and provide immediate feedback if students have any misunderstandings while playing.

      DIFFERENTIATION

        This activity is already scaffolded for three levels (easy, medium, and hard), which can be used to engage students at various levels of understanding.

        Teachers can make the game more challenging as well, by having students play with all three levels (Easy, Medium, and Hard). In this version, students would be able to pair a rhythm card with a matching representation of the fraction, and then the two other cards would be paired and not have a rhythm card with it. (example: rhythm card with M card is a pair, E and H card is a pair)

        The game is designed to be a small group teacher-led activity, but it can be adjusted to a whole group activity or competitive game based on student understanding.

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        Materials Google Folder

        BRAIN TARGETED TEACHING IN THE CLASSROOM

        This game uses visual thinking by asking students to match various symbols based on what they see. Students are using embodied cognition because they are clapping and vocalizing the rhythms they identify by picking up the cards. Students are engaging in artful repetition because they are reusing information that was taught during the explore and develop portion of the lesson.

        Using Visuals to Build Thinking Habits – Visual Thinking Routines:

        Visuals enhance memory more effectively than words alone (the picture superiority effect “a picture is worth a thousand words”).

        Images are processed both visually and verbally, leading to deeper encoding and retention. Visual art also supports building strong thinking habits, including observation and interpretation, conceptual understanding, perspective-taking, and questioning.

        Using images helps make student thinking visible and promotes deeper cognitive processing. This is because it aligns with how the brain naturally learns: requiring students to slow down, make connections, and engage curiosity. In doing so, habits of thinking are reinforced.

        Harvard’s Project Zero Thinking Routines are an excellent resource.

        Artful Repetition for Long Term Memory – Engaging Repetition:

        Repeated rehearsal is the process of revisiting information, or repeating it, to strengthen memory.

        Arts integration naturally supports repeated, varied rehearsal by engaging students in creative, meaningful ways. Each artistic iteration reinforces learning while maintaining engagement.

        Ex: Students create a song about the states of matter (solids, liquids, & gas) using lyrical substitution, then demonstrate the molecular structure of each state through tableau. The song can be used at the start of every class period throughout the unit for more repeated rehearsal (science)

        Using Movement to Strengthen Understanding – Embodied Cognition

        We don’t just think with our brains — we think with our whole bodies. Learning is strengthened when the body is involved.

        Examples include: tableau, acting out a story, role play, using gestures to explain ideas, building models, show a character’s emotion with their face and body, physically representing concepts (e.g., walking a number line)

        Why it works: First, it increases attention—movement naturally draws students in and keeps them engaged. Second, action supports deeper, longer-lasting memory. When students do something, they’re more likely to remember it. And finally, it helps make abstract ideas more concrete. Concepts that might feel confusing or distant suddenly become something students can see, feel, and experience.

        The Emotional Climate:

        Teachers should have established social connections with students to help facilitate discussions and risk-taking when learning a new skill. Students should also feel safe working with small groups after explicit teaching has occurred.

        The Physical Space:

        This game must be played on a table or a desk. The students should have room to move their cards and place pairs face down. If possible, students should be seated at a large table so they can see each other’s matches and use the physical cards to support their discussions.

        Learn More:

        Learn more about Brain Targeted Teaching via Dr. Mariale Hardiman’s site.

        ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

        All video content made in partnership with Baltimore’s Root Branch Media Group.

        OTIS ELDRIDGE

        Dr. Otis L. Eldridge has dedicated the past 11 years to serving students as a general music teacher, band director, and arts integration specialist. A proud native of Baltimore City and graduate of Baltimore City Public Schools, Dr. Eldridge earned his bachelor’s, master’s, and doctoral degrees from Morgan State University. His commitment to education and student success has earned him numerous honors, including recognition as an Outstanding Instrumental Music Educator in 2023. Most recently, he was selected as the 2025–2026 Baltimore City Public Schools Teacher of the Year. He currently serves as a Member-at-Large for the Maryland Music Educators Association, contributing to state arts education policy.

        HAILEY KOOB-JOHNSON

        Hailey Koob-Johnson is a passionate third grade teacher dedicated to creating an engaging classroom where all learners can thrive. As her school works toward becoming an IB Primary Years Programme (PYP) school, she embraces an inquiry-based approach that fosters student agency and meaningful connections across subject areas. Hailey is committed to arts integration, using movement, visual arts, and creative expression to deepen understanding and make learning accessible for diverse learners. Outside of the classroom, she enjoys training for marathons and spending time with her dogs. She brings that same energy and creativity into her classroom to keep learning joyful, inclusive, and engaging.

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