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: Grade 4 Math Standards

39 standards · 5 domains

GEOMETRY

NY-4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
NY-4.G.2a Identify and name triangles based on angle size (right, obtuse, acute).
NY-4.G.2b Identify and name all quadrilaterals with 2 pairs of parallel sides as parallelograms.
NY-4.G.2c Identify and name all quadrilaterals with four right angles as rectangles.
NY-4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

MEASUREMENT AND DATA

NY-4.MD.1 Know relative sizes of measurement units: ft., in.; km, m, cm. Know the conversion factor and use it to convert measurements in a larger unit in terms of a smaller unit: ft., in.; km, m, cm; hr., min., sec. Given the conversion factor, convert all other measurements within a single system of measurement from a larger unit to a smaller unit. Record measurement equivalents in a two-column table.
NY-4.MD.2.a Solve problems involving fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit.
NY-4.MD.2.b Represent measurement quantities using diagrams that feature a measurement scale, such as number lines.
NY-4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems.
NY-4.MD.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots.
NY-4.MD.5.a Recognize an angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles.
NY-4.MD.5.b Recognize an angle that turns through n one-degree angles is said to have an angle measure of n degrees.
NY-4.MD.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
NY-4.MD.7 Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems.

NUMBER AND OPERATIONS IN BASE TEN

NY-4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.
NY-4.NBT.2a Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form.
NY-4.NBT.2b Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
NY-4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place.
NY-4.NBT.4 Fluently add and subtract multi-digit whole numbers using a standard algorithm.
NY-4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
NY-4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

NUMBER AND OPERATIONS—FRACTIONS

NY-4.NF.1 Explain why a fraction a/b is equivalent to a fraction (a × n)/(b × n) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
NY-4.NF.2 Compare two fractions with different numerators and different denominators. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions.
NY-4.NF.3.a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
NY-4.NF.3.b Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions.
NY-4.NF.3.c Add and subtract mixed numbers with like denominators.
NY-4.NF.3.d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators.
NY-4.NF.4.a Understand a fraction a/b as a multiple of 1/b.
NY-4.NF.4.b Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a whole number by a fraction.
NY-4.NF.4.c Solve word problems involving multiplication of a whole number by a fraction.
NY-4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.
NY-4.NF.6 Use decimal notation for fractions with denominators 10 or 100.
NY-4.NF.7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions.

OPERATIONS AND ALGEBRAIC THINKING

NY-4.OA.1 Interpret a multiplication equation as a comparison. Represent verbal statements of multiplicative comparisons as multiplication equations.
NY-4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison, distinguishing multiplicative comparison from additive comparison. Use drawings and equations with a symbol for the unknown number to represent the problem.
NY-4.OA.3.a Represent these problems using equations or expressions with a letter standing for the unknown quantity.
NY-4.OA.3.b Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
NY-4.OA.4 Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.
NY-4.OA.5 Generate a number or shape pattern that follows a given rule. Identify and informally explain apparent features of the pattern that were not explicit in the rule itself.