“Good at maths” is a broad description of many different skills. A learner may reason confidently about shapes and still struggle to compare fractions. Another may calculate accurately but find it difficult to explain a method.
Specific observations give a teacher or mentor somewhere to go. “You can compare halves and quarters with a diagram; next we will compare thirds and fifths” identifies both an achievement and a next step.
Look at the work before choosing the challenge
Ask the learner to discuss a problem and show how they approached it. Offer a different representation when useful: objects, a drawing, a number line or symbols. Notice whether the obstacle lies in the calculation, the language of the question or the underlying idea.
If a task is too easy, change a condition and ask what still works. If it is inaccessible, identify a smaller idea that needs explanation. A suitable challenge should leave room for useful effort and appropriate support.
Make feedback concrete. Describe the check that caught an error or the explanation that made a method clearer. When progress stalls, reconsider the teaching and resources rather than simply asking for more effort.
Keep an earlier attempt, a revised explanation and a fresh example together. This small portfolio supports a conversation about actual progress. It can also reveal the need for specialist help or a more demanding task.
YouCubed offers mathematics activities and teaching resources. Whatever material you choose, inspect how the learner uses it. Confidence and encouragement matter, but the next teaching decision should also respond to the understanding visible in the work.