Is Goblins free for teachers?

Yes. Goblins offers a generous free tier that includes 1 live feedback assignment per week, insights on student mastery and replays, and the ability to upload your own content. The Max plan adds unlimited assignments, superadaptive mode, grade exports, standards growth reports, and SSO/LMS integration, with per-student pricing for schools and districts.

How does Goblins work?

Three simple steps: (1) Share an assignment from thousands of standards-aligned topics using a share code. (2) Students speak and draw their thinking naturally, and Goblins responds with Socratic questioning that sounds just like their teacher. (3) Teachers get real-time formative insights showing what students struggle with and suggestions to inform instruction.

Does Goblins prevent cheating?

Yes. Goblins uses a purpose-trained AI model that evaluates cheating signals in real time. It can detect when students are copying answers, using external tools inappropriately, or not genuinely working through problems. Copy-pasting answers is also blocked.

Can I use my own voice with Goblins?

Yes. Teachers can record their voice and take a selfie to create a custom 3D avatar in about 30 seconds. Students then hear help in their own teacher's voice and see a familiar face, making the experience more personal and effective.

What math levels does Goblins cover?

Goblins covers math from Grade 5 through AP Calculus, including thousands of standards-aligned topics. Teachers can also upload their own content for custom assignments at any level.

Is Goblins FERPA compliant?

Yes. Goblins is FERPA and state compliant. Student data privacy and security are a top priority.

Does Goblins support English Language Learners?

Yes. Goblins supports 30+ languages so teachers don't have to translate every worksheet. It is especially helpful for ELL students who need accessible math instruction in their native language.

2

Grade 2

2.1Use addition and subtraction within 100 to solve one- and two-step word problems by using drawings and equations with a symbol for the unknown number to represent the problem.2.10Fluently add and subtract within 100, using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.2.11Use a variety of strategies to add up to four two-digit numbers.2.12Add and subtract within 1000 using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method.2.13Mentally add and subtract 10 or 100 to a given number between 100 and 900.2.14Explain why addition and subtraction strategies work, using place value and the properties of operations.2.15Measure lengths of several objects to the nearest whole unit.2.16Create a picture graph and bar graph to represent data with up to four categories.2.17Measure the length of an object by selecting and using standard units of measurement shown on rulers, yardsticks, meter sticks, or measuring tapes.2.18Measure objects with two different units, and describe how the two measurements relate to each other and the size of the unit chosen.2.19Estimate lengths using the following standard units of measurement: inches, feet, centimeters, and meters.2.2Fluently add and subtract within 20 using mental strategies such as counting on, making ten, decomposing a number leading to ten, using the relationship between addition and subtraction, and creating equivalent but easier or known sums.2.20Measure to determine how much longer one object is than another, expressing the length difference of the two objects using standard units of length.2.21Use addition and subtraction within 100 to solve word problems involving same units of length, representing the problem with drawings (such as drawings of rulers) and/or equations with a symbol for the unknown number.2.22Create a number line diagram using whole numbers and use it to represent whole-number sums and differences within 100.2.23Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.2.24Solve problems with money.2.25Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.2.26Partition a rectangle into rows and columns of same-size squares, and count to find the total number of squares.2.27Partition circles and rectangles into two, three, or four equal shares. Describe the shares using such terms as halves, thirds, half of, or a third of, and describe the whole as two halves, three thirds, or four fourths.2.3Use concrete objects to determine whether a group of up to 20 objects is even or odd.2.4Using concrete and pictorial representations and repeated addition, determine the total number of objects in a rectangular array with up to 5 rows and up to 5 columns.2.5Reproduce, extend, create, and describe patterns and sequences using a variety of materials.2.6Explain that the three digits of a three-digit number represent amounts of hundreds, tens, and ones.2.7Count within 1000 by ones, fives, tens, and hundreds.2.8Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.2.9Compare two three-digit numbers based on the value of the hundreds, tens, and ones digits, recording the results of comparisons with the symbols >, =, and < and orally with the words “is greater than,” “is equal to,” and “is less than.”2.DAData Analysis 2.GGeometry 2.MMeasurement 2.OATOperations and Algebraic Thinking 2.ONBTOperations with Numbers: Base Ten

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Used in classrooms by 100,000+ students at Baltimore County, Plano ISD, Deer Valley USD, KIPP, and districts nationwide.

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