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.

Alabama: Grade 3 Math Standards

11 standards · 32 domains

ILLUSTRATE THE PRODUCT OF TWO WHOLE NUMBERS AS EQUAL GROUPS BY IDENTIFYING THE NUMBER OF GROUPS AND THE NUMBER IN EACH GROUP AND REPRESENT AS A WRITTEN EXPRESSION.

IDENTIFY THE NEAREST 10 OR 100 WHEN ROUNDING WHOLE NUMBERS, USING PLACE VALUE UNDERSTANDING.

USE VARIOUS STRATEGIES TO ADD AND SUBTRACT FLUENTLY WITHIN 1000.

USE CONCRETE MATERIALS AND PICTORIAL MODELS BASED ON PLACE VALUE AND PROPERTIES OF OPERATIONS TO FIND THE PRODUCT OF A ONE-DIGIT WHOLE NUMBER BY A MULTIPLE OF TEN (FROM 10 TO 90).

DEMONSTRATE THAT A UNIT FRACTION REPRESENTS ONE PART OF AN AREA MODEL OR LENGTH MODEL OF A WHOLE THAT HAS BEEN EQUALLY PARTITIONED; EXPLAIN THAT A NUMERATOR GREATER THAN ONE INDICATES THE NUMBER OF UNIT PIECES REPRESENTED BY THE FRACTION.

INTERPRET A FRACTION AS A NUMBER ON THE NUMBER LINE; LOCATE OR REPRESENT FRACTIONS ON A NUMBER LINE DIAGRAM.

3.14.a Represent a unit fraction (1/b) on a number line by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts as specified by the denominator.
3.14.b Represent a fraction (a/b) on a number line by marking off a lengths of size (1/b) from zero.

EXPLAIN EQUIVALENCE AND COMPARE FRACTIONS BY REASONING ABOUT THEIR SIZE USING VISUAL FRACTION MODELS AND NUMBER LINES.

3.15.a Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers.
3.15.b Compare two fractions with the same numerator or with the same denominator by reasoning about their size (recognizing that fractions must refer to the same whole for the comparison to be valid). Record comparisons using < , >, or = and justify conclusions.

FOR A GIVEN OR COLLECTED SET OF DATA, CREATE A SCALED (ONE-TO-MANY) PICTURE GRAPH AND SCALED BAR GRAPH TO REPRESENT A DATA SET WITH SEVERAL CATEGORIES.

3.16.a Determine a simple probability from a context that includes a picture.
3.16.b Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled graphs.

MEASURE LENGTHS USING RULERS MARKED WITH HALVES AND FOURTHS OF AN INCH TO GENERATE DATA AND CREATE A LINE PLOT MARKED OFF IN APPROPRIATE UNITS TO DISPLAY THE DATA.

TELL AND WRITE TIME TO THE NEAREST MINUTE; MEASURE TIME INTERVALS IN MINUTES (WITHIN 90 MINUTES.)

3.18.a Solve real-world problems involving addition and subtraction of time intervals in minutes by representing the problem on a number line diagram.

ESTIMATE AND MEASURE LIQUID VOLUMES AND MASSES OF OBJECTS USING LITERS (L), GRAMS (G), AND KILOGRAMS (KG).

3.19.a Use the four operations to solve one-step word problems involving masses or volumes given in the same metric units.

ILLUSTRATE AND INTERPRET THE QUOTIENT OF TWO WHOLE NUMBERS AS THE NUMBER OF OBJECTS IN EACH GROUP OR THE NUMBER OF GROUPS WHEN THE WHOLE IS PARTITIONED INTO EQUAL SHARES.

FIND THE AREA OF A RECTANGLE WITH WHOLE NUMBER SIDE LENGTHS BY TILING WITHOUT GAPS OR OVERLAYS AND COUNTING UNIT SQUARES.

COUNT UNIT SQUARES (SQUARE CM, SQUARE M, SQUARE IN, SQUARE FT, AND IMPROVISED OR NON-STANDARD UNITS) TO DETERMINE AREA.

RELATE AREA TO THE OPERATIONS OF MULTIPLICATION USING REAL-WORLD PROBLEMS, CONCRETE MATERIALS, MATHEMATICAL REASONING, AND THE DISTRIBUTIVE PROPERTY.

DECOMPOSE RECTILINEAR FIGURES INTO SMALLER RECTANGLES TO FIND THE AREA, USING CONCRETE MATERIALS.

CONSTRUCT RECTANGLES WITH THE SAME PERIMETER AND DIFFERENT AREAS OR THE SAME AREA AND DIFFERENT PERIMETERS.

SOLVE REAL-WORLD PROBLEMS INVOLVING PERIMETERS OF POLYGONS, INCLUDING FINDING THE PERIMETER GIVEN THE SIDE LENGTHS AND FINDING AN UNKNOWN SIDE LENGTH OF RECTANGLES.

RECOGNIZE AND DESCRIBE POLYGONS (UP TO 8 SIDES), TRIANGLES, AND QUADRILATERALS (RHOMBUSES, RECTANGLES, AND SQUARES) BASED ON THE NUMBER OF SIDES AND THE PRESENCE OR ABSENCE OF SQUARE CORNERS.

3.26.a Draw examples of quadrilaterals that are and are not rhombuses, rectangles, and squares.

SOLVE WORD SITUATIONS USING MULTIPLICATION AND DIVISION WITHIN 100 INVOLVING EQUAL GROUPS, ARRAYS, AND MEASUREMENT QUANTITIES; REPRESENT THE SITUATION USING MODELS, DRAWINGS, AND EQUATIONS WITH A SYMBOL FOR THE UNKNOWN NUMBER.

DETERMINE THE UNKNOWN WHOLE NUMBER IN A MULTIPLICATION OR DIVISION EQUATION RELATING THREE WHOLE NUMBERS.

DEVELOP AND APPLY PROPERTIES OF OPERATIONS AS STRATEGIES TO MULTIPLY AND DIVIDE.

USE THE RELATIONSHIP BETWEEN MULTIPLICATION AND DIVISION TO REPRESENT DIVISION AS AN EQUATION WITH AN UNKNOWN FACTOR.

USE STRATEGIES BASED ON PROPERTIES AND PATTERNS OF MULTIPLICATION TO DEMONSTRATE FLUENCY WITH MULTIPLICATION AND DIVISION WITHIN 100.

3.7.a Fluently determine all products obtained by multiplying two one-digit numbers.
3.7.b State automatically all products of two one-digit numbers by the end of third grade.

DETERMINE AND JUSTIFY SOLUTIONS FOR TWO-STEP WORD PROBLEMS USING THE FOUR OPERATIONS AND WRITE AN EQUATION WITH A LETTER STANDING FOR THE UNKNOWN QUANTITY. DETERMINE REASONABLENESS OF ANSWERS USING NUMBER SENSE, CONTEXT, MENTAL COMPUTATION, AND ESTIMATION STRATEGIES INCLUDING ROUNDING.