The aim of this study is to develop a motivation scale for math class. To develop this scale; firstly, a draft scale which includes 61 items has been prepared by reviewing of literature and asking experts’ opinions. This draft scale has been reduced to 49 items after it was broached to concerned domain experts, linguists and necessary corrections were done in accordance with the experts’ suggestions. In 2016-2017 school year, fall term; 49-item draft scale was applied on 201 students who were at 5th, 6th, 7th and 8th grade in Zübeyde Hanım Regional Secondary Boarding School in Balya which is a country of Balıkesir. By eliminating 9 scales which were incomplete and were completed incorrectly out of these scales, 192 scales have been assessed. While analyzing survey data SPSS 22.0 program was used. As a result of analysis for reliability, 9 items were not taken into the scale which had total item correlation under 0,30 and decreased Cronbach Alpha reliability coefficient. As a result of factor analysis for validity, 26 items have been sum up into 3 factors (Motivation for Performance, Mathematical Satisfaction, and Lack of Motivation). 18 of these items are positive, 8 of them are negative. For reliability of remaining 26 items, 3 sub –dimension as a result of varimax rotation and for the whole scale, Cronbach Alpha (0.88) coefficients have been calculated. When the coefficient of internal consistency of the factors is examined, it is seen that Cronbach Alpha value is .83 in the first factor, Cronbach Alpha value is .79 in the second factor and Cronbach Alpha value is .78 in the third factor. From this point, this scale can bu used for teachers and researchers to measure the mathematical motivation levels of students.