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.

Alaska: Grade 2 Math Standards

30 standards · 4 domains

GEOMETRY

2.G.1 Identify and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces compared visually, not by measuring. Identify triangles, quadrilaterals, pentagons, hexagons and cubes.
2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
2.G.3 Partition circles and rectangles into shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

MEASUREMENT AND DATA

2.MD.1 Measure the length of an object by selecting and using standard tools such as rulers, yardsticks, meter sticks, and measuring tapes.
2.MD.2 Measure the length of an object twice using different length units for the two measurements. Describe how the two measurements relate to the size of the unit chosen.
2.MD.3 Estimate, measure and draw lengths using whole units of inches, feet, yards, centimeters and meters.
2.MD.4 Measure to compare lengths of two objects, expressing the difference in terms of a standard length unit.
2.MD.5 Solve addition and subtraction word problems using numbers up to 100 involving length that are given in the same units (e.g., by using drawings of rulers). Write an equation with a symbol for the unknown to represent the problem.
2.MD.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1,2, …, and represent whole-number sums and differences within 100 on a number line diagram.
2.MD.7 Tell and write time to the nearest five minutes using a.m. and p.m. from analog and digital clocks.
2.MD.8 Solve word problems involving dollar bills and coins using the $ and ¢ symbols appropriately.
2.MD.9 Collect, record, interpret, represent, and describe data in a table, graph or line plot.
2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put together, take-apart and compare problems using information presented in a bar graph.

NUMBER AND OPERATIONS IN BASE TEN

2.NBT.1.a 100 can be thought of as a bundle of ten tens --called a "hundred".
2.NBT.1.b The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
2.NBT.2 Count up to 1000, skip-count by 5s, 10s and 100s.
2.NBT.3 Read, write, order up to 1000 using base-ten numerals, number names and expanded form.
2.NBT.4 Compare two three-digit numbers based on the meanings of the hundreds, tens and ones digits, using >, =, < symbols to record the results.
2.NBT.5.a Use strategies based on place value; properties of operations; and/or the relationship between addition and subtraction.
2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.
2.NBT.7.a Use concrete models or drawings and strategies based on place value; properties of operations; and/or relationship between addition and subtraction.
2.NBT.7.b Relate the strategy to a written method and explain the reasoning used.
2.NBT.7.c Demonstrate in adding or subtracting three-digit numbers, hundreds and hundreds are added or subtracted, tens and tens are added or subtracted, ones and ones are added or subtracted and sometimes it is necessary to compose a ten from ten ones or a hundred from ten tens.
2.NBT.8 Mentally add 10 or 100 to a given number 100-900 and mentally subtract 10 or 100 from a given number.
2.NBT.9 Explain or illustrate the processes of addition or subtraction and their relationship using place value and the properties of operations.

OPERATIONS AND ALGEBRAIC THINKING

2.OA.1 Use addition and subtraction strategies to estimate, then solve one- and two-step word problems (using numbers up to 100) involving situations of adding to, taking from, putting together, taking apart and comparing, with unknowns in all positions (e.g., by using objects, drawings and equations). Record and explain using equation symbols and a symbol for the unknown number to represent the problem.
2.OA.2 Fluently add and subtract using numbers up to 20 using mental strategies. Know from memory all sums of two one-digit numbers.
2.OA.3 Determine whether a group of objects (up to 20) is odd or even (e.g., by pairing objects and comparing, counting by 2s). Model an even number as two equal groups of objects and then write an equation as a sum of two equal addends.
2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns. Write an equation to express the total as repeated addition (e.g., array of 4 by 5 would be 5 + 5 + 5 + 5 = 20).
2.OA.5 Identify, continue and label number patterns (e.g., aabb, abab). Describe a rule that determines and continues a sequence or pattern.