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.

New York: AII-F Math Standards

23 standards · 4 domains

FUNCTIONS - BUILDING FUNCTIONS

AII-F.BF.1.a Determine a function from context. Determine an explicit expression, a recursive process, or steps for calculation from a context. (Shared standard with Algebra I)
AII-F.BF.1.b Combine standard function types using arithmetic operations.
AII-F.BF.2 Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.
AII-F.BF.3b Using f(x) + k, k f(x), f(kx), and f(x + k): i) identify the effect on the graph when replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); ii) find the value of k given the graphs; iii) write a new function using the value of k; and iv) use technology to experiment with cases and explore the effects on the graph. Include recognizing even and odd functions from their graphs. (Shared standard with Algebra I)
AII-F.BF.4a Find the inverse of a one-to-one function both algebraically and graphically.
AII-F.BF.5a Understand inverse relationships between exponents and logarithms algebraically and graphically.
AII-F.BF.6 Represent and evaluate the sum of a finite arithmetic or finite geometric series, using summation (sigma) notation.
AII-F.BF.7 Explore the derivation of the formulas for finite arithmetic and finite geometric series. Use the formulas to solve problems.

FUNCTIONS - INTERPRETING FUNCTIONS

AII-F.IF.3 Recognize that a sequence is a function whose domain is a subset of the integers. (Shared standard with Algebra I)
AII-F.IF.4 For a function that models a relationship between two quantities: i) interpret key features of graphs and tables in terms of the quantities; and ii) sketch graphs showing key features given a verbal description of the relationship. (Shared standard with Algebra I)
AII-F.IF.6 Calculate and interpret the average rate of change of a function over a specified interval. (Shared standard with Algebra I)
AII-F.IF.7.c Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.
AII-F.IF.7.e Graph cube root, exponential and logarithmic functions, showing intercepts and end behavior; and trigonometric functions, showing period, midline, and amplitude.
AII-F.IF.8.b Use the properties of exponents to interpret exponential functions, and classify them as representing exponential growth or decay.
AII-F.IF.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). (Shared standard with Algebra I)

FUNCTIONS - LINEAR, QUADRATIC, AND EXPONENTIAL MODELS

AII-F.LE.2 Construct a linear or exponential function symbolically given: i) a graph; ii) a description of the relationship; and iii) two input-output pairs (include reading these from a table). (Shared standard with Algebra I)
AII-F.LE.4 Use logarithms to solve exponential equations, such as abct = d (where a, b, c, and d are real numbers and b > 0) and evaluate the logarithm using technology.
AII-F.LE.5 Interpret the parameters in a linear or exponential function in terms of a context. (Shared standard with Algebra I)

FUNCTIONS - TRIGONOMETRIC FUNCTIONS

AII-F.TF.1 Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.
AII-F.TF.2 Apply concepts of the unit circle in the coordinate plane to calculate the values of the six trigonometric functions given angles in radian measure.
AII-F.TF.4 Use the unit circle to explain symmetry (odd and even) and periodicity of trigonometric functions.
AII-F.TF.5 Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, horizontal shift, and midline.
AII-F.TF.8 Prove the Pythagorean identity sin2(θ) + cos2(θ) = 1. Find the value of any of the six trigonometric functions given any other trigonometric function value and when necessary find the quadrant of the angle.