One of the most challenging subjects according to many students not only in elementary but at other levels of learning is Mathematics. This is because of the required logical way of thinking while studying and learning Mathematics that involves numbers and problems to solve. Learners will learn and master the complicated topics in Mathematics easily if they have a master's in the learning of the basic competencies in this learning area. At the elementary level, the learners are learning the fundamentals of Mathematics, and most of the problems according to many teachers are the lack of motivation of learners during classes in Mathematics. One of the innovations for learners in elementary to motivate and sustain their interest in learning Mathematics is the integration of a music-based approach in Mathematics lessons. The purpose of the study was to test an innovation that is an integration of a Music-based approach in Mathematics lessons. An experimental study was conducted on four grade 3 classes in Mathematics, which integrates songs with specific lessons in Mathematics The lessons in Mathematics, which were subjected to a music-based approach were chosen by the researcher based on the covered lessons during the conduct of the study that is difficult and boring in the part of the learners. The topics were focused on simple geometry. conversion of time measures and problems involving conversion of time measures. The researcher determines the mean scores, its mean percentage scores and used a statistical test which is a t-test in determining whether there are significant differences between the pre-test and post-test mean scores of the learner-respondents after the integration of the music-based approach which is involving originally composed songs in some parts of Mathematics lessons. The difference between mean scores and mean percentage scores was used to determine if there is an increase or decrease in the performance of the learners in Mathematics. The mean scores and mean percentage scores of the four sections with 158 learner-respondents increased after determining the results of the pre-test and post-test. The result of the statistical instrument (t-test) was to reject the hypothesis. Therefore, the researcher concluded that there are significant differences between the pre-test and post-test mean scores after the integration