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GACECode: 704🍑 Georgia GaPSC100 Questions · 3 Testlets · 3.5 HoursGrades 4–8 Mathematics

GACE® Middle Grades Mathematics (4–8) (704)
Practice Test

Comprehensive preparation for prospective 4th–8th grade mathematics teachers in Georgia. Three testlets — 101 Number Sense, Number Operations, Statistics, and Probability (40 questions, 90 min), 102 Algebra and Functions (30 questions, 60 min), and 103 Measurement and Geometry (30 questions, 60 min). Combined: 100 questions, 3.5 hours, $84.50. Individual testlets: $28.50 each. Administered by Evaluation Systems of Pearson for GaPSC. Passing score: 220.

100
Questions
3h 30m
Time limit
220
Pass score
4
Domains
3
Testlets
$84.50
Combined fee
$28.50
Per testlet
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Three testlets — take together or separately. Testlet 101 (Number Sense, Number Operations, Statistics, and Probability), Testlet 102 (Algebra and Functions), and Testlet 103 (Measurement and Geometry) can each be taken individually for $28.50 each, or all three in a single 3.5-hour combined appointment for $84.50. An additional $50 fee applies at international testing sites. Register via your GaPSC MyPSC account, then your Evaluation Systems GACE testing account at gace.es.pearson.com.

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Source: All testlet codes, question counts, timing, and fees confirmed from the official GACE 704 test page at gace.es.pearson.com/test/704. The GACE program transitioned from ETS to Evaluation Systems of Pearson effective July 1, 2025. Verify current requirements at gapsc.com.

Middle Grades Mathematics (704): Test at a Glance

Key facts confirmed from the official GACE 704 test page.

Assessment code
704
GACE Middle Grades Mathematics
Total questions
100
All three testlets combined
Combined time
3.5 hrs
All three in one appointment
Passing score
220
Scaled 100–300
Combined fee
$84.50
All three testlets together
Per-testlet fee
$28.50
Each taken individually
Wrong answer penalty
None
Always answer every question
Unofficial score
Instant
Displayed after exam ends
Score release
~3 wks
After testing window closes
Testlet 101
Number Sense, Operations, Statistics & Probability
40 questions · 90 min
Testlet 102
Algebra and Functions
30 questions · 60 min
Testlet 103
Measurement and Geometry
30 questions · 60 min

About the GACE Middle Grades Mathematics (4–8) (704)

What the 704 tests, who it is designed for, and how the testlet structure and unique fee schedule work.

The GACE Middle Grades Mathematics (4–8) assessment is designed to assess the knowledge and skills of individuals seeking admission to an educator preparation program, initial certification in Georgia, or qualification as a 4th–8th grade mathematics teacher in Georgia public schools. It is administered by the Georgia Professional Standards Commission (GaPSC) through Evaluation Systems of Pearson, which replaced ETS as the GACE program administrator on July 1, 2025.

The assessment consists of three testlets totaling 100 selected-response questions in 3.5 hours combined: Testlet 101 Number Sense, Number Operations, Statistics, and Probability (40 questions, 90 minutes), Testlet 102 Algebra and Functions (30 questions, 60 minutes), and Testlet 103 Measurement and Geometry (30 questions, 60 minutes). The combined fee is $84.50 — notably lower than most other GACE content certification exams — or $28.50 per testlet individually. Candidates who do not pass a testlet retake only that testlet without re-sitting the others.

The content spans the full breadth of middle grades mathematics: number systems and operations (including rational and irrational numbers, place value, estimation, number theory, and proportional reasoning), statistics and probability, algebraic reasoning (patterns, functions, linear and nonlinear equations, systems), and measurement and geometry (measurement conversions, similarity, coordinate geometry, and geometric properties and transformations). The depth and breadth of content reflects what a well-prepared middle grades mathematics teacher should be able to teach confidently across grades 4–8.

The passing score is 220 on a scaled score range of 100–300. There is no penalty for wrong answers. Register by creating a GaPSC MyPSC account at mypsc.gapsc.org, then create an Evaluation Systems GACE testing account at gace.es.pearson.com.

Three Testlets at a Glance

Testlet 101 is the largest at 40 questions and 90 minutes; Testlets 102 and 103 are equal at 30 questions and 60 minutes each. All can be taken in one 3.5-hour session or separately.

Fee reminder: $28.50 per individual testlet · $84.50 for all three combined · +$50 for international testing sites
Testlet 101
Number Sense, Number Operations, Statistics, and Probability
Questions40
Testing time90 min
Individual fee$28.50
Real number subsets, place value, estimation, number theory, operational properties, algorithms, integers, fractions, decimals, percents, ratios, proportions, statistical vs. nonstatistical questions, data organization and display, probability, and measures of center and spread.
Testlet 102
Algebra and Functions
Questions30
Testing time60 min
Individual fee$28.50
Pattern analysis, properties of relations and functions, direct and inverse proportional relationships, algebraic expressions, equations and inequalities, linear and nonlinear equations, slope and y-intercept, and modeling real-world problems algebraically.
Testlet 103
Measurement and Geometry
Questions30
Testing time60 min
Individual fee$28.50
Unit conversions, calculating and estimating measures, similarity and scale factors, precision and accuracy, properties of geometric figures, congruence and similarity principles, nets and cross sections, coordinate geometry, and symmetry analysis.

Official Exam Blueprint: 3 Testlets

All testlet codes, question counts, and content objectives confirmed from the official GACE 704 test page.

Testlet 101
Number Sense, Number Operations, Statistics, and Probability
The relationships between the subsets of real numbers: the hierarchy of number sets — natural numbers ⊂ whole numbers ⊂ integers ⊂ rational numbers ⊂ real numbers; irrational numbers (non-repeating, non-terminating decimals such as √2, π, e) and the distinction between rational (can be expressed as p/q where p and q are integers, q ≠ 0) and irrational numbers; properties of each subset; absolute value as distance from zero on the number line; ordering and comparing real numbers on a number line including integers, fractions, decimals, and numbers involving square roots.

Place value, estimation, and number theory: the role of place value in representing whole numbers, decimals, and fractions; using place value to compare, round, and perform operations; understanding and applying the standard algorithm for each operation (addition, subtraction, multiplication, and division of multi-digit whole numbers and decimals); estimation strategies (front-end estimation, rounding, compatible numbers) and their appropriate applications; factors, multiples, prime factorization (using factor trees and ladder/division method); greatest common factor (GCF) and least common multiple (LCM) and their applications (simplifying fractions, finding common denominators); prime vs. composite numbers; divisibility rules for 2, 3, 4, 5, 6, 8, 9, and 10; the Fundamental Theorem of Arithmetic (every integer > 1 has a unique prime factorization).

Relational and operational properties; conventional and alternative algorithms: the properties of operations — commutative (a+b = b+a; a×b = b×a), associative ((a+b)+c = a+(b+c)), distributive (a×(b+c) = a×b + a×c), identity (adding 0, multiplying by 1), inverse (adding the opposite, multiplying by the reciprocal), and zero product property; understanding why alternative algorithms (e.g., partial products for multiplication, lattice multiplication, decomposition strategies for subtraction) work mathematically — the exam may ask you to identify which property justifies a step in an alternative algorithm; order of operations (PEMDAS/GEMDAS: Parentheses/Grouping, Exponents, Multiplication/Division left to right, Addition/Subtraction left to right).

Integers, fractions, decimals, percents, rates, ratios, and proportions: operations with integers including negative numbers and the rules for multiplying and dividing signed numbers (positive × positive = positive; positive × negative = negative; negative × negative = positive); adding and subtracting fractions with unlike denominators (find LCD, convert to equivalent fractions, operate, simplify); multiplying fractions (multiply numerators, multiply denominators, simplify); dividing fractions by multiplying by the reciprocal (the “keep, change, flip” rule — and understanding WHY it works); converting between fractions, decimals, and percents; using percents to find part, whole, or percent (the proportion method: part/whole = percent/100); rates as ratios comparing different units (speed = miles per hour; unit price = dollars per item); proportional reasoning and setting up equivalent ratios to solve real-world problems.

Statistics and probability:classifying questions as statistical (answers vary among individuals) vs. nonstatistical (single definite answer); classifying data as categorical (non-numerical: color, sport, food preference) or numerical/quantitative (numerical measurements: height, temperature, test scores); effects of bias in surveys and sampling techniques (random sample vs. convenience sample vs. voluntary response sample; why random sampling is preferred for valid conclusions); organizing and displaying data — dot plots, histograms, box plots (five-number summary: minimum, Q1, median, Q3, maximum; IQR = Q3 − Q1), stem-and-leaf plots, scatter plots (positive, negative, no association; linear vs. nonlinear patterns); measures of central tendency — mean (arithmetic average, sensitive to outliers), median (middle value, resistant to outliers), mode (most frequent value) — and spread — range (max − min), interquartile range (IQR), mean absolute deviation (MAD); probabilities of simple events (probability = favorable outcomes / total possible outcomes for equally likely outcomes); using models to simulate probabilities (conducting experiments to find experimental probability vs. theoretical probability).
40q
90 minutes
Largest testlet
Testlet 102
Algebra and Functions
Patterns and the properties of relations and functions: identifying, describing, and extending numerical and geometric patterns using tables, graphs, and rules; recognizing patterns in sequences (arithmetic sequences: each term differs by a constant, d; geometric sequences: each term is multiplied by a constant ratio, r); the definition of a function — a relation in which each input (x-value, domain) is paired with exactly one output (y-value, range); the vertical line test for identifying functions from graphs; function notation f(x) — evaluating a function at a given input; distinguishing between relations and functions from tables, graphs, ordered pairs, and mappings; representing functions in multiple equivalent forms: as equations, tables of values, graphs, and verbal descriptions; domain and range of a function.

Direct and inverse proportional relationships: direct proportionality — y = kx, where k is the constant of proportionality (k = y/x is constant for all ordered pairs); the graph of a direct proportion is a straight line through the origin (0,0) with slope k; examples: distance = speed × time when speed is constant; inverse proportionality — y = k/x (or xy = k is constant); as one variable increases, the other decreases; the graph of an inverse proportion is a hyperbola; examples: time = distance/speed when distance is constant; distinguishing between direct and inverse proportional relationships from tables, equations, and graphs; unit rates as a form of direct proportionality.

Algebraic expressions, equations, and inequalities; linear and nonlinear equations: writing algebraic expressions from verbal phrases and vice versa (sum, difference, product, quotient, less than, more than); simplifying algebraic expressions (combining like terms, distributing); evaluating expressions by substituting given values for variables; solving one-step, two-step, and multi-step linear equations in one variable; solving linear inequalities in one variable and representing solutions on a number line (pay attention to flipping the inequality sign when multiplying or dividing by a negative number); solving systems of two linear equations algebraically (substitution method, elimination method) and graphically (the solution is the intersection point); quadratic equations in standard form (ax² + bx + c = 0) and solving by factoring and the quadratic formula; distinguishing between linear (constant rate of change, straight-line graph) and nonlinear (non-constant rate of change) functions.

Slope, y-intercept, and modeling with linear equations:slope = (y₂ − y₁)/(x₂ − x₁) = rise over run; interpreting slope in context as a rate of change (for every 1-unit increase in x, y changes by the slope value); y-intercept as the value of y when x = 0 (the starting value in a real-world context); slope-intercept form y = mx + b (m = slope, b = y-intercept); point-slope form y − y₁ = m(x − x₁); standard form Ax + By = C; parallel lines have equal slopes; perpendicular lines have slopes that are negative reciprocals of each other (m₁ × m₂ = −1); writing a linear equation given two points, or given slope and one point; modeling real-world problems with linear equations, linear inequalities, systems of equations, and nonlinear equations.
30q
60 minutes
Standard testlet
Testlet 103
Measurement and Geometry
Units, unit conversions, and measurement: converting within the customary system (12 inches = 1 foot, 3 feet = 1 yard, 5,280 feet = 1 mile; 16 ounces = 1 pound, 2,000 pounds = 1 ton; 8 fluid ounces = 1 cup, 2 cups = 1 pint, 2 pints = 1 quart, 4 quarts = 1 gallon); converting within the metric system using powers of 10 (kilo- = 10³, hecto- = 10², deca- = 10¹, base, deci- = 10⁻¹, centi- = 10⁻², milli- = 10⁻³); converting between customary and metric using conversion factors (1 inch ≈ 2.54 cm, 1 km ≈ 0.621 miles, 1 kg ≈ 2.2 lb); calculating and estimating measures — perimeter and circumference (C = 2πr = πd), area (rectangles: l×w; triangles: ½bh; parallelograms: bh; trapezoids: ½(b₁+b₂)h; circles: πr²), surface area and volume of prisms, cylinders, pyramids, cones, and spheres; the effect of scaling on area (scale factor squared) and volume (scale factor cubed); precision and accuracy in measurement — the difference between accuracy (closeness to the true value) and precision (consistency of repeated measurements); significant figures and appropriate rounding in computed quantities.

Similarity, scale factors, and proportional reasoning; geometric properties: the concepts of similarity (same shape, proportional sides) and congruence (same shape AND same size); criteria for triangle similarity (AA, SAS, SSS) and triangle congruence (SSS, SAS, ASA, AAS, HL); using scale factors to find missing lengths in similar figures; proportional reasoning in scale drawings and maps; properties of points, lines, segments, planes, and angles — complementary angles (sum = 90°), supplementary angles (sum = 180°), vertical angles (equal), corresponding/alternate interior/alternate exterior angles formed by parallel lines cut by a transversal; properties of triangles (angle sum = 180°; exterior angle theorem; the Pythagorean theorem a² + b² = c² and its converse; triangle inequality theorem: the sum of any two sides must exceed the third side); classifying triangles by angles (acute, right, obtuse) and by sides (equilateral, isosceles, scalene); properties of quadrilaterals (parallelograms, rectangles, rhombuses, squares, trapezoids, kites) and other polygons; regular polygons and interior angle sum formula ((n−2)×180°).

Coordinate geometry, nets, cross sections, and symmetry:the coordinate plane — plotting points, finding distance between two points (d = √((x₂−x₁)²+(y₂−y₁)²)), finding the midpoint of a segment (((x₁+x₂)/2, (y₁+y₂)/2)); using slope to classify lines as parallel, perpendicular, or neither; using distance and slope to classify geometric figures plotted in the coordinate plane (prove that a figure is a parallelogram, rectangle, or rhombus); geometric transformations and their effects on coordinate pairs — translation (x, y) → (x+a, y+b), reflection over the x-axis (x, y) → (x, −y), reflection over the y-axis (x, y) → (−x, y), rotation 90° counterclockwise (x, y) → (−y, x), dilation by scale factor k (x, y) → (kx, ky); using nets (2D unfolded representations) to analyze the surface area of 3D figures and to visualize which shape a net would produce when folded; cross sections of 3D figures (what shape results from slicing a solid parallel or perpendicular to its base); symmetry — line symmetry (reflective symmetry: a line about which a figure can be reflected onto itself), rotational symmetry (a figure maps onto itself when rotated less than 360°; the order of rotational symmetry and the angle of rotation), and point symmetry (180° rotational symmetry).
30q
60 minutes
Standard testlet

High-Priority Topics by Testlet

The most consistently tested concepts within each of the three testlets, at the depth appropriate for a beginning Georgia 4th–8th grade mathematics teacher.

Testlet 101

Number Sense, Operations, Statistics & Probability — Top Topics

40q · 90 min · Largest testlet
Rational vs. irrational numbers — the highest-priority Testlet 101 topic: a rational number can be expressed as p/q where p and q are integers and q ≠ 0 — this includes all terminating decimals (1.75 = 7/4) and all repeating decimals (0.333... = 1/3). An irrational number CANNOT be expressed as p/q — it has a non-terminating, non-repeating decimal expansion. Key irrational numbers to know: π (3.14159...), √2 (1.41421...), √3, √5, e. Note: √4 = 2 is rational (it's a perfect square); √16 = 4 is rational; only non-perfect-square square roots are irrational. The sum of a rational and an irrational number is always irrational. The product of two irrationals can be rational (√2 × √2 = 2) or irrational (√2 × √3 = √6)
Fraction operations and proportional reasoning — consistently the highest-tested number sense content: adding/subtracting fractions requires a common denominator (LCD); find the LCD using prime factorization or listing multiples, convert each fraction to an equivalent fraction with that denominator, then add/subtract numerators. Multiplying fractions: multiply numerators and denominators separately, simplify. Dividing fractions: multiply by the reciprocal of the divisor (keep the first fraction, change division to multiplication, flip the second fraction). Proportional reasoning: if a/b = c/d (proportion), then ad = bc (cross products are equal) — use to solve for a missing value. Percent problems using the proportion: part/whole = percent/100
Statistical vs. nonstatistical questions and data distribution analysis: a statistical question is one that anticipates variability in the answers — "How many books do students in our class read per month?" (answers vary) vs. "How many books did I read last month?" (single definite answer). A box plot (box-and-whisker plot) displays the five-number summary: minimum, Q1 (25th percentile), median (Q2, 50th percentile), Q3 (75th percentile), maximum. IQR = Q3 − Q1 measures the spread of the middle 50% of data and is resistant to outliers. An outlier is typically defined as any value below Q1 − 1.5×IQR or above Q3 + 1.5×IQR. Know how to compare two data sets using their centers (mean vs. median) and spreads (IQR vs. range) and explain what those comparisons mean in context
Theoretical vs. experimental probability and simulation: theoretical probability: P(event) = number of favorable outcomes / total number of equally likely outcomes; assumes a perfect mathematical model (a fair coin has P(heads) = 1/2). Experimental (empirical) probability: relative frequency of an event observed in an actual experiment = number of times the event occurred / total number of trials; as the number of trials increases, experimental probability approaches theoretical probability (the Law of Large Numbers). Simulation uses a random process (dice, a random number generator, a spinner) to model a probability experiment — understand how to set up and interpret a simulation. Complementary events: P(A) + P(not A) = 1
Testlet 102

Algebra and Functions — Top Topics

30q · 60 min
Identifying functions and their representations — the foundational Testlet 102 concept: a function is a relation where each input has exactly one output — tested by the vertical line test (a graph represents a function if and only if no vertical line intersects it more than once). When given a table of (x, y) values, look for repeated x-values with different y-values — if found, not a function. Functions can be represented as equations (y = 3x + 2), tables, ordered pairs, graphs, or mapping diagrams. Know function notation: f(3) means "the output when the input is 3" — substitute 3 for x in the equation and evaluate. Linear functions have a constant rate of change (the slope); nonlinear functions have a variable rate of change
Slope as rate of change and its applications — the most tested Testlet 102 topic: slope = (y₂ − y₁) / (x₂ − x₁) = rise / run. A positive slope indicates an increasing function (rises left to right); negative slope means decreasing function; zero slope means horizontal line (constant function); undefined slope means vertical line (not a function). Interpreting slope in context: if a linear function represents a taxi fare (y = 2.50x + 5 where x = miles), the slope 2.50 means "the fare increases by $2.50 per mile." The y-intercept (b in y = mx + b) is the starting value — in the taxi example, $5 is the base fare before any miles are driven. Parallel lines have the same slope; perpendicular lines have slopes that multiply to −1
Solving systems of linear equations — algebraically and graphically: a system of two linear equations can have one solution (the lines intersect at one point — "consistent and independent"), no solution (the lines are parallel and never intersect — same slope, different y-intercepts — "inconsistent"), or infinitely many solutions (the lines are identical — same slope and same y-intercept — "consistent and dependent"). Substitution method: solve one equation for one variable, substitute into the other equation. Elimination/addition method: multiply one or both equations to create opposite coefficients for one variable, then add the equations to eliminate that variable. Graphically: solve each equation for y, graph both lines, identify the intersection point
Direct and inverse proportional relationships — identifying from tables, graphs, and equations: direct proportion: y = kx; the ratio y/x = k (constant of proportionality) for all ordered pairs; the graph is a straight line through the origin (0,0). To identify direct proportion from a table: compute y/x for each row — if the ratio is constant, the relationship is directly proportional. Inverse proportion: y = k/x (or xy = k); as x increases, y decreases proportionally; the graph is a hyperbola (never touches either axis). To identify inverse proportion from a table: compute x×y for each row — if the product is constant, the relationship is inversely proportional. Common middle grades context: speed and time for a fixed distance (inverse proportion: d = r×t, so if d is fixed, r×t is constant)
Testlet 103

Measurement and Geometry — Top Topics

30q · 60 min
The Pythagorean theorem and its applications in the coordinate plane — the highest-priority Testlet 103 concept: for a right triangle with legs a and b and hypotenuse c: a² + b² = c². The converse: if a² + b² = c², then the triangle is a right triangle. Common Pythagorean triples (and their multiples): 3-4-5, 5-12-13, 8-15-17, 7-24-25. The distance formula (d = √((x₂−x₁)²+(y₂−y₁)²)) is derived directly from the Pythagorean theorem by treating the horizontal and vertical distances as the two legs. The midpoint formula gives the point exactly halfway between two points. Practice applying the Pythagorean theorem to find the diagonal of a rectangle, the length of a side of a right triangle, or the distance between two points on the coordinate plane
Properties of parallel lines cut by a transversal — consistently tested angle relationships: when two parallel lines are cut by a transversal, the following angle pairs are formed: corresponding angles (same position at each intersection) — EQUAL; alternate interior angles (between the parallel lines, on opposite sides of the transversal) — EQUAL; alternate exterior angles (outside the parallel lines, on opposite sides) — EQUAL; co-interior (same-side interior / consecutive interior) angles — SUPPLEMENTARY (sum = 180°). Vertical angles (formed at the same intersection) are ALWAYS equal regardless of whether lines are parallel. Exam questions often provide an angle measure and ask you to find another angle using these relationships, sometimes involving algebra (setting up an equation and solving for x)
Triangle similarity criteria and scale factor applications: two triangles are similar when all corresponding angles are equal and all corresponding sides are proportional. AA similarity: if two angles of one triangle are equal to two angles of another triangle, the triangles are similar (the third angles must also be equal since angle sum = 180°). SAS similarity: two sides proportional and the included angle equal. SSS similarity: all three pairs of sides proportional. Scale factor k: if two figures are similar with scale factor k, then all corresponding side lengths are in ratio k, all corresponding areas are in ratio k², and all corresponding volumes are in ratio k³. Real-world applications: using shadow lengths and height to find the height of a building; using similar triangles in scale drawings and maps
Geometric transformations and their coordinate rules: know the four types of transformations and whether each preserves size (rigid transformation = isometry) or not. Translations (slides): (x, y) → (x+a, y+b); rigid, preserves shape and size. Reflections (flips): over x-axis: (x, y) → (x, −y); over y-axis: (x, y) → (−x, y); over y = x: (x, y) → (y, x); rigid. Rotations (turns) around the origin: 90° CCW: (x, y) → (−y, x); 90° CW: (x, y) → (y, −x); 180°: (x, y) → (−x, −y); rigid. Dilations (size changes): (x, y) → (kx, ky); NOT rigid (changes size) — produces a similar figure, not a congruent one. Sequences of transformations: apply each transformation in order to each vertex. Know which combinations of transformations produce congruent figures (any rigid transformation) vs. similar figures (rigid transformations + dilation)

Registration, Test Day & Scoring

Everything you need to know. Register through your GaPSC MyPSC account, then your Evaluation Systems GACE testing account at gace.es.pearson.com.

Registration & Fees

Step 2Submit testing eligibility request
Combined fee (all 3 testlets)$84.50
Per testlet (individually)$28.50
International surcharge+$50
Program administratorEvaluation Systems of Pearson

Scoring

Score scale100–300 (scaled)
Passing score220
Wrong answer penaltyNone — answer every question
Unofficial scoreDisplayed immediately after exam
Cancel scoresOption given post-exam; irreversible
Official score release~3 weeks after testing window closes

Test Day

Combined questions100 (3 testlets)
Combined time3.5 hours (3 hours 30 minutes)
Testlet 10140 questions · 90 min
Testlets 102, 10330 questions · 60 min each
Arrive15–30 min before scheduled time
ID requiredPhoto + signature ID (original)
Personal itemsStored in secure locker

Standards Alignment

Common Core MathCCSS for Mathematics
Grade bandGrades 4–8 mathematics

Who Needs the GACE Middle Grades Mathematics (704)?

Certification requirements for Georgia 4th–8th grade mathematics teachers.

Georgia Requirement: The GACE Middle Grades Mathematics (4–8) (704) is required for candidates seeking a Georgia teaching certificate in Middle Grades Mathematics for grades 4 through 8. Candidates may be seeking initial admission to an educator preparation program, initial certification, or qualification as a mathematics teacher in Georgia's middle grades. All three testlets (101, 102, and 103) must be passed to earn the full certification.

Registration pathway: Create a GaPSC MyPSC account at mypsc.gapsc.org and receive your Georgia certification ID number. Submit a request for testing eligibility. Once approved, create an Evaluation Systems GACE testing account and register for your testlets at gace.es.pearson.com/test/704. The GACE transitioned from ETS to Evaluation Systems of Pearson on July 1, 2025.

Fee note: The GACE 704 has a lower fee structure than most GACE content certification exams — $28.50 per individual testlet or $84.50 for all three combined. If you fail only one testlet, you retake that testlet for $28.50. Always verify current fees and requirements at gapsc.com.

How to Prepare for the GACE Middle Grades Mathematics (704)

Strategies for a 100-question, three-testlet assessment covering the full breadth of grades 4–8 mathematics.

  • Testlet 101 is the largest (40 questions, 90 minutes) and covers the widest range of content — prioritize it. It spans number sense, operations with all real number types, statistical reasoning, and probability. The 90-minute time window gives you about 2 minutes and 15 seconds per question — more than the other testlets, but the content breadth means you need solid preparation across all sub-topics. Focus first on rational vs. irrational numbers, fraction operations, proportional reasoning, and statistical measures of center and spread, which are the most consistently tested concepts.
  • For Testlet 101, know the real number classification hierarchy cold. Practice classifying any given number as natural, whole, integer, rational, or irrational, and be able to explain why. The key tests: Is it a terminating decimal? (rational) Is it a repeating decimal? (rational) Is it a perfect square root? (rational) If non-terminating and non-repeating, it’s irrational. Know that √4 = 2 (rational), √9 = 3 (rational), but √5, √7, √11, π, and e are all irrational. The sum of a rational and irrational is always irrational; the product of two irrationals can be either.
  • For Testlet 102, slope interpretation in context is the most frequently tested single concept — practice applying it to word problems. Every real-world linear relationship question will give you an equation, table, or graph and ask what the slope or y-intercept means in that specific context. The slope is always a rate of change (per unit increase in x, y changes by this amount). The y-intercept is always a starting value (the value of y when x = 0). Also prioritize systems of equations — know both the substitution and elimination methods well enough to choose the more efficient one for a given system.
  • For Testlet 103, the Pythagorean theorem and its applications in coordinate geometry are the highest-yield preparation targets. Know all common Pythagorean triples (3-4-5, 5-12-13, and their multiples) and practice applying the distance formula and midpoint formula to coordinate plane problems. For transformations, memorize the coordinate rules for translations, reflections (over x-axis, y-axis, and y=x), rotations (90° and 180°), and dilations. Know which transformations produce congruent figures (all rigid transformations) vs. similar figures (rigid transformations plus dilation).
  • Study the content at the level you would need to teach it, not just at the level you would need to solve it yourself. The GACE 704 tests mathematical understanding — you may be asked to explain why a procedure works, identify a student misconception, or determine which representation best illuminates a mathematical relationship. This requires deeper conceptual understanding than procedural fluency alone. For example: know WHY dividing fractions by multiplying by the reciprocal works (because multiplying by the reciprocal gives you 1, and any number times 1 is itself), not just HOW to execute the procedure.
  • Use the official GACE study materials and the Georgia Standards of Excellence to identify the specific mathematical content expected at each grade level (4, 5, 6, 7, and 8). The GACE 704 spans a wide grade band — some content (like basic fraction operations) is primarily taught in grades 4–5, while other content (like systems of equations) is primarily taught in grade 8. Understanding which content belongs to which grade helps you prioritize your studying and anticipate the difficulty level of questions on each topic.

Frequently Asked Questions

Answers sourced from the official GACE 704 test page.

How many questions are on the GACE Middle Grades Mathematics (704)?+
The GACE Middle Grades Mathematics (704) has 100 selected-response questions across three testlets: Testlet 101 Number Sense, Number Operations, Statistics, and Probability (40 questions, 90 minutes), Testlet 102 Algebra and Functions (30 questions, 60 minutes), and Testlet 103 Measurement and Geometry (30 questions, 60 minutes). The combined time limit is 3.5 hours. Testlets can be taken individually or all together.
What is the passing score for the GACE Middle Grades Mathematics (704)?+
The passing score is 220 on a scaled score range of 100–300. There is no penalty for wrong answers — always answer every question. An unofficial score is displayed immediately after the exam; official scores are released approximately 3 weeks after the testing window closes. Verify current requirements at gapsc.com.
How much does the GACE Middle Grades Mathematics (704) cost?+
The combined fee for all three testlets is $84.50. Individual testlets can be taken separately for $28.50 each. An additional $50 fee applies at international testing sites. If you fail one testlet, retake only that testlet for $28.50 without re-sitting the others. Register via your GaPSC MyPSC account at mypsc.gapsc.org, then at gace.es.pearson.com/test/704.
What are the three testlets on the GACE Middle Grades Mathematics (704)?+
Testlet 101 — Number Sense, Number Operations, Statistics, and Probability (40q, 90 min): real number subsets, place value, estimation, number theory, operational properties, algorithms, integers, fractions, decimals, percents, ratios, proportions, statistical questions, data display, probability, and measures of center and spread.

Testlet 102 — Algebra and Functions (30q, 60 min): pattern analysis, properties of relations and functions, direct and inverse proportional relationships, algebraic expressions, equations and inequalities, linear and nonlinear equations, slope and y-intercept, and modeling real-world problems algebraically.

Testlet 103 — Measurement and Geometry (30q, 60 min): unit conversions, calculating and estimating measures, similarity and scale factors, precision and accuracy, geometric properties, congruence and similarity, nets and cross sections, coordinate geometry, and symmetry.
When will I receive my GACE Middle Grades Mathematics (704) score?+
An unofficial score is displayed immediately after you complete the exam. Official scores are released approximately 3 weeks after the testing window closes. If you choose to cancel your scores after the exam, they cannot be reinstated.
How do I register for the GACE Middle Grades Mathematics (704)?+
Registration requires two steps: (1) Create a GaPSC MyPSC account at mypsc.gapsc.org, receive your Georgia certification ID, and submit a request for testing eligibility. (2) Once approved, create an Evaluation Systems GACE testing account and register for your testlets at gace.es.pearson.com/test/704. The GACE transitioned from ETS to Evaluation Systems of Pearson on July 1, 2025.
Is there a penalty for wrong answers on the GACE Middle Grades Mathematics (704)?+
No. Your score is based solely on correct answers — there is no penalty for incorrect responses. Always answer every question and never leave one blank. Some questions are unscored pretest items embedded in the exam; they do not affect your score but are not identified as such.

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Sources: GACE Middle Grades Mathematics (704) official test page — gace.es.pearson.com/test/704 (Evaluation Systems of Pearson, 2025–26); GaPSC — Georgia Professional Standards Commission — gapsc.com; Common Core State Standards for Mathematics — corestandards.org (National Governors Association and Council of Chief State School Officers, 2010); NCTM Principles and Standards for School Mathematics — nctm.org (National Council of Teachers of Mathematics); Georgia Standards of Excellence for Mathematics — gapsc.com. GACE® is a registered trademark of the Georgia Professional Standards Commission. Evaluation Systems is a division of Pearson. Not affiliated with or endorsed by GaPSC, Pearson, or any state licensing agency. Always verify current requirements at gapsc.com.
Last Updated: August 9, 2026