It sounds like the student do not have any concept of number sense. I would try using a 100 chart and have the student place a colored chip on the number you give him. Then have him place two other different color chips below and above that number to whatever place value your looking to round too. Have him count the colored chips to see which direction is closer to the right place value. Maybe this will help him start to understand. EX: rounding number is 36, place red chips from 37-40, and blue chips from 35-30. Hope it helps.

First, start by using smaller numbers such as finding the numbers between 1 and 5. Have the student draw a number line depicting these numbers. If needed, draw lines for the student and allow he or she to fill in the numbers. Then, have the student list the numbers between 5 and 10. With this number line created as an example, have the student draw and label a number line with 30 and 40 being the benchmark numbers. I would begin rounding smaller numbers with the first number line created to build confidence. For a visual activity that works well with special education students, we have our students draw a line under the place value that will be rounded. After doing so, the student will draw an arrow pointing to the number directly on the right. They know to look at this number and then to use the mnemonic "four or less let it rest and five or more round the score." Underlining the value let's us know if the student understands place value correctly which is also a common mistake when rounding.After bouts of success, we encourage students to write their own mnemonics or rules for rounding for display to the class.

Mr. Davis could give each student a number to create a number line with the students. Then give the student who is trying to grasp the concept a number. Have the student identify which student he would be closer to and explain why. Then, ask the same question focusing on the number line rather than the students. Allow other students to have an opportunity to answer similar questions on rounding so he does not seem singled out. Then move to the number line on paper drawing arcs as numbers are counted. The student can count the arcs to help understand the connection with distance and value. Incorporate the rules explaining when you round up (increase by one) or down (the number stays the same).

My students love the phrase "5 or more, raise the score. 4 or less, let it rest." Another suggestion is putting the number line on the floor and having students walk it out. Or, you could make a curved number line on a table and give students a car. Pretend the number line is a mountain or hill and ask students if they'd roll back or roll forward. You could also make a human number line. Have each student in the number line hold a number. Give a student a number to round and ask the student which student their number is closest too.