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.

Nebraska: Kindergarten Math Standards

27 standards · 4 domains

ALGEBRA: STUDENTS WILL SOLVE PROBLEMS AND REASON WITH ALGEBRA USING MULTIPLE REPRESENTATIONS, MAKE CONNECTIONS WITHIN MATH AND ACROSS DISCIPLINES, AND COMMUNICATE THEIR IDEAS.

K.A.1 SEE NUMBER AND ALGEBRAIC RELATIONSHIPS IN NUMBER (K.N.4)

DATA: STUDENTS WILL SOLVE PROBLEMS AND REASON WITH DATA/PROBABILITY USING MULTIPLE REPRESENTATIONS, MAKE CONNECTIONS WITHIN MATH AND ACROSS DISCIPLINES, AND COMMUNICATE THEIR IDEAS.

K.D.1.a Identify, sort, and classify objects by size, shape, color, and other attributes.
K.D.1.b Identify objects that do not belong to a particular group and explain the reasoning used.

GEOMETRY: STUDENTS WILL SOLVE PROBLEMS AND REASON WITH GEOMETRY USING MULTIPLE REPRESENTATIONS, MAKE CONNECTIONS WITHIN MATH AND ACROSS DISCIPLINES, AND COMMUNICATE THEIR IDEAS.

K.G.1.a Identify and name two-dimensional shapes including circles, triangles, squares, and rectangles regardless of orientation or size.
K.G.1.b Identify and name three-dimensional shapes including spheres, cubes, cylinders, and cones regardless of orientation or size.
K.G.1.c Describe the relative positions of shapes in relation to other objects or shapes using terms such as above, below, in front of, behind, and next to.
K.G.1.d Create shapes using given materials and describe one or more of the attributes such as number of sides/corners.
K.G.1.e Combine simple shapes to compose larger shapes.
K.G.2.a Describe measurable attributes of authentic objects including length, capacity, and weight.
K.G.2.b Directly compare two objects with a measurable attribute in common to describe which object is longer/shorter, heavier/lighter, and has more/less-capacity.
K.G.3.a Identify the name and value of pennies, nickels, and dimes.
K.G.3.b Identify the parts of digital and analog clocks. Tell and write time to the hour using digital clocks and analog clocks using only the hour hand.

NUMBER: STUDENTS WILL SOLVE PROBLEMS AND REASON WITH NUMBER CONCEPTS USING MULTIPLE REPRESENTATIONS, MAKE CONNECTIONS WITHIN MATH AND ACROSS DISCIPLINES, AND COMMUNICATE THEIR IDEAS.

K.N.1.a Without counting, recognize and verbally label arrangements for briefly shown collections up to 10 (e.g., “I saw 5.” “How did you know?” “I saw 3 and 2, that is 5.”
K.N.2.a Use one-to-one correspondence when counting objects to show the relationship between numbers and quantities and understand the last number counted is a direct representation of the total objects in a given set.
K.N.2.b Understand that each successive number name refers to a quantity that is one larger.
K.N.2.c Count out the number of objects given a number from 1 to 20.
K.N.2.d Count up to 20 objects arranged in a line, a rectangular array, or a circle, and count up to 10 objects in a scattered configuration.
K.N.2.e Count verbally forward and backward from any given number within 20.
K.N.2.f Count verbally in sequential order by ones and by tens to 100, making accurate decade transitions (e.g., 89 to 90).
K.N.2.g Write and name numbers 0 to 20. Represent a number of objects with a written numeral 0 to 20.
K.N.2.h Compare the number of objects in two groups, up to 20, using the words fewer than, more than, the same as.
K.N.3.a Compose and decompose numbers from 11 to 19 into a group of ten ones and some more ones using a model, drawing, or equation.
K.N.4.a Represent and explain addition and subtraction as part-whole relationships, with addition as putting together and/or adding to and subtraction as taking apart and/or taking from, using objects, drawings, numbers, and equations.
K.N.4.b Compose and decompose numbers less than or equal to 10 into pairs in more than one way using verbal explanations, objects, or drawings.
K.N.4.c For any number from 1 to 9, find the number that makes 10 when added to the given number, sharing the answer with a model, drawing, or equation.
K.N.4.d Efficiently, flexibly, and accurately add and subtract within 5.
K.N.4.e Solve authentic problems that involve addition and subtraction within 10 (e.g., by using objects, drawings, and equations to represent the problem).