The use of chance games and activities is described as a pedagogical approach which is suitable for teaching mathematics in the multiage classroom for a number of reasons. Firstly, it caters for varying student ability, attitudes and learning styles. Secondly, it reflects a problem-driven view of mathematics and a constructivist approach to learning mathematics. Thirdly, it addresses the dilemma posed by the current plethora of mathematics curriculum documents, standards, benchmarks and learning essentials, and the paucity of learning strategies and activities offered to teachers. The article includes a number of chance activities which are analysed in terms of mathematical content, teaching strategies, and the range of syllabus levels and outcomes which they can satisfy.