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: Kindergarten Math Standards

29 standards · 5 domains

COUNTING AND CARDINALITY

NY-K.CC.1 Count to 100 by ones and by tens.
NY-K.CC.2 Count to 100 by ones beginning from any given number (instead of beginning at 1).
NY-K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
NY-K.CC.4.a When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. (1:1 correspondence)
NY-K.CC.4.b Understand that the last number name said tells the number of objects counted, (cardinality). The number of objects is the same regardless of their arrangement or the order in which they were counted.
NY-K.CC.4.c Understand the concept that each successive number name refers to a quantity that is one larger.
NY-K.CC.4.d Understand the concept of ordinal numbers (first through tenth) to describe the relative position and magnitude of whole numbers.
NY-K.CC.5a Answer counting questions using as many as 20 objects arranged in a line, a rectangular array, and a circle. Answer counting questions using as many as 10 objects in a scattered configuration.
NY-K.CC.5b Given a number from 1–20, count out that many objects.
NY-K.CC.6 Identify whether the number of objects in one group is greater than (more than), less than (fewer than), or equal to (the same as) the number of objects in another group.
NY-K.CC.7 Compare two numbers between 1 and 10 presented as written numerals.

GEOMETRY

NY-K.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
NY-K.G.2 Name shapes regardless of their orientation or overall size.
NY-K.G.3 Understand the difference between two-dimensional (lying in a plane, “flat”) and three-dimensional (“solid”) shapes.
NY-K.G.4 Analyze, compare, and sort two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts, and other attributes.
NY-K.G.5 Model objects in their environment by building and/or drawing shapes.
NY-K.G.6 Compose larger shapes from simple shapes.

MEASUREMENT AND DATA

NY-K.MD.1 Describe measurable attributes of an object(s), such as length or weight, using appropriate vocabulary.
NY-K.MD.2 Directly compare two objects with a common measurable attribute and describe the difference.
NY-K.MD.3 Classify objects into given categories; count the objects in each category and sort the categories by count.
NY-K.MD.4 Explore coins (pennies, nickels, dimes, and quarters) and begin identifying pennies and dimes.

NUMBER AND OPERATIONS IN BASE TEN

NY-K.NBT.1 Compose and decompose the numbers from 11 to 19 into ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

OPERATIONS AND ALGEBRAIC THINKING

NY-K.OA.1 Represent addition and subtraction using objects, fingers, pennies, drawings, sounds, acting out situations, verbal explanations, expressions, equations, or other strategies.
NY-K.OA.2a Add and subtract within 10.
NY-K.OA.2b Solve addition and subtraction word problems within 10.
NY-K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way.
NY-K.OA.4 Find the number that makes 10 when given a number from 1 to 9.
NY-K.OA.5 Fluently add and subtract within 5.
NY-K.OA.6 Duplicate, extend, and create simple patterns using concrete objects.