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.

Georgia: Grade 2 Math Standards

24 standards · 6 domains

GEOMETRIC & SPATIAL REASONING – SORTING SHAPES, LINES OF SYMMETRY, PARTITIONING CIRCLES AND RECTANGLES

2.GSR.7.1 Describe, compare and sort 2-D shapes including polygons, triangles, quadrilaterals, pentagons, hexagons, and 3-D shapes including rectangular prisms and cones, given a set of attributes.
2.GSR.7.2 Identify at least one line of symmetry in everyday objects to describe each object as a whole.
2.GSR.7.3 Partition circles and rectangles into two, three, or four equal shares. Identify and describe equal-sized parts of the whole using fractional names (“halves,” “thirds,” “fourths”, “half of,” “third of,” “quarter of,” etc.).
2.GSR.7.4 Recognize that equal shares of identical wholes may be different shapes within the same whole.

MEASUREMENT & DATA REASONING – LENGTH, DISTANCE, TIME, AND MONEY

2.MDR.5.1 Construct simple measuring instruments using unit models. Compare unit models to rulers.
2.MDR.5.2 Estimate and measure the length of an object or distance to the nearest whole unit using appropriate units and standard measuring tools.
2.MDR.5.3 Measure to determine how much longer one object is than another and express the length difference in terms of a standard-length unit.
2.MDR.5.4 Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life.
2.MDR.5.5 Represent whole-number sums and differences within a standard unit of measurement on a number line diagram.
2.MDR.6.1 Tell and write time from analog and digital clocks to the nearest five minutes, and estimate and measure elapsed time using a timeline, to the hour or half hour on the hour or half hour.
2.MDR.6.2 Find the value of a group of coins and determine combinations of coins that equal a given amount that is less than one hundred cents, and solve problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.

NUMERICAL REASONING – COUNTING WITHIN 1000, PLACE VALUE, ADDITION AND SUBTRACTION, FLUENCY TO 20, DEVELOPING MULTIPLICATION THROUGH ARRAYS

2.NR.1.1 Explain the value of a three-digit number using hundreds, tens, and ones in a variety of ways.
2.NR.1.2 Count forward and backward by ones from any number within 1000. Count forward by fives from multiples of 5 within 1000. Count forward and backward by 10s and 100s from any number within 1000. Count forward by 25s from 0.
2.NR.1.3 Represent, compare, and order whole numbers to 1000 with an emphasis on place value and equality. Use >, =, and < symbols to record the results of comparisons.
2.NR.2.1 Fluently add and subtract within 20 using a variety of mental, part-whole strategies.
2.NR.2.2 Find 10 more or 10 less than a given three-digit number and find 100 more or 100 less than a given three-digit number.
2.NR.2.3 Solve problems involving the addition and subtraction of two-digit numbers using part-whole strategies.
2.NR.2.4 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NR.3.1 Determine whether a group (up to 20) has an odd or even number of objects. Write an equation to express an even number as a sum of two equal addends.
2.NR.3.2 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 a sum of equal addends.

2.PAR

2.PAR.4.1 Identify, describe, and create a numerical pattern resulting from repeating an operation such as addition and subtraction.
2.PAR.4.2 Identify, describe, and create growing patterns and shrinking patterns involving addition and subtraction up to 20.

PATTERNING & ALGEBRAIC REASONING – PATTERNS UP TO 20 AND ADDITION AND SUBTRACTION WITHIN 1,000

2.PARa.4 Identify, describe, extend, and create repeating patterns, growing patterns, and shrinking patterns.

PATTERNING & ALGEBRAIC REASONING – PATTERNS UP TO 20 AND ADDITION AND SUBTRACTION WITHIN 1,001

2.PARb.4 Identify, describe, extend, and create repeating patterns, growing patterns, and shrinking patterns.