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This research aimed at developing a suggested strategy in teaching math built on diagnostic assessment and measuring its effect on the fifth grade pupil’s achievement and retention of information. The problem of the research is limited in these questions: 1) What is the effect of the suggested strategy on the achievement of fifth grade pupils in math? 2) What is the effect of the suggested strategy on the retention of information of fifth grade pupils in math? 3) Are there significant differences between the achievements of fifth grade pupils in math who were taught by this strategy due to gender? 4) Are there significant differences between the retention of information of fifth grade pupils in math who were taught by this strategy due to gender? The researcher used the experimental approach. The sample of the study consisted of (211) fifth grade pupils of four sections. After collecting and analyzing data the following results were achieved: 1) There are significant differences between the achievement of fifth grade pupils in math who were taught by this strategy and the others who were taught by the traditional way. 2) There are significant differences between the retention of information of fifth grade pupils in math who were 3) taught by this strategy and the others who were taught by the traditional way. 4) There are no significant differences between the achievement and the retention of information of fifth grade pupils in math that were taught by this strategy due to gender. The researcher recommends the following: 1) To train the teachers on applying diagnostic assessment in teaching to be a part of teaching / learning process. 2) To train the teachers on building and applying diagnostic assessment means.