This study aimed to investigate the effect of teaching mathematics by using multiple intelligences strategies on achievement and mathematical thinking among 10th students in public school. The sample of study consisted of (60) students in grade 10 from Saif bin Hubira basic school (5-10). The sample was divided into two groups : An experimental group of (30) students who were taught according to multiple intelligences strategies. The second was the controlled group which also consisted of (30) students and they were taught according to traditional method. We made sure that there is equivalent between the two groups concerning the previous achievement and the previous mathematical thinking. In order to measure the effect of the multiple intelligences strategies on the experimental group the researcher used an achievement test that consisted of (25) items and mathematical thinking test that consisted of (36) items. Both tests were and validated by a number of specialists. According to the Cronbach Alpha measuring method the internal consistency of the achievement test was (0.79) and the reliability of mathematical thinking test was (0.81(To analyze the data the researcher used the following means , standard deviation , T-test This study reached the following conclusions: There were statistically significant differences (a=0,001) between the students means of scores in the achievement test due to the strategies of teaching, favoring the students taught mathematics by multiple intelligences strategies. There were statistically significant differences (a=0,003) between the students means of scores in the mathematical thinking test due to the method of teaching, favoring the students taught mathematics by multiple intelligences strategies. In the light of these conclusions, the study recommended using multiple intelligences strategies for teaching mathematics.