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Fractions are frequently taught as if they were detached from the very dimensions that make these concepts and their learning possible—time, space, and movement. This paper shares a lesson in a fourth-grade classroom where students engaged with fractions through sound. We chose the sounds emerging from diverse materials touching each other to appreciate how these material assemblages created rhythmic couplings that travel across time, fill space, and engage movement. Through these soundscapes, we show how fractions can find a way of talking to children, or expressing rather, in a language not of words or closed definitions but of amplifying the sound-spaces that fractions themselves are familiar with. Informed by this experience, we offer implications for rethinking what counts as learning, the learner, and the mathematical concept.