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?

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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.

North Carolina: Grade 2 Math Standards

40 standards · 4 domains

GEOMETRY

NC.2.G.1 Recognize and draw triangles, quadrilaterals, pentagons, and hexagons, having specified attributes; recognize and describe attributes of rectangular prisms and cubes.
NC.2.G.3.a Describe the shares using the words halves, thirds, half of, a third of, fourths, fourth of, quarter of.
NC.2.G.3.b Describe the whole as two halves, three thirds, four fourths.
NC.2.G.3.c Explain that equal shares of identical wholes need not have the same shape.

MEASUREMENT AND DATA

NC.2.MD.1 Measure the length of an object in standard units by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
NC.2.MD.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
NC.2.MD.3 Estimate lengths in using standard units of inches, feet, yards, centimeters, and meters.
NC.2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
NC.2.MD.5 Use addition and subtraction, within 100, to solve word problems involving lengths that are given in the same units, using equations with a symbol for the unknown number to represent the problem.
NC.2.MD.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points and represent whole-number sums and differences, within 100, on a number line.
NC.2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
NC.2.MD.8.a Quarters, dimes, nickels, and pennies within 99, using symbols appropriately.
NC.2.MD.8.b Whole dollar amounts, using the $ symbol appropriately.
NC.2.MD.10.a Draw a picture graph and a bar graph with a single-unit scale to represent a data set.
NC.2.MD.10.b Solve simple put-together, take-apart, and compare problems using information presented in a picture and a bar graph.

NUMBER AND OPERATIONS IN BASE TEN

NC.2.NBT.1.a Unitize by making a hundred from a collection of ten tens.
NC.2.NBT.1.b Demonstrate that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds, with 0 tens and 0 ones.
NC.2.NBT.1.c Compose and decompose numbers using various groupings of hundreds, tens, and ones.
NC.2.NBT.2 Count within 1,000; skip-count by 5s, 10s, and 100s.
NC.2.NBT.3 Read and write numbers, within 1,000, using base-ten numerals, number names, and expanded form.
NC.2.NBT.4 Compare two three-digit numbers based on the value of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
NC.2.NBT.5.a Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
NC.2.NBT.5.b Comparing addition and subtraction strategies, and explaining why they work.
NC.2.NBT.5.c Selecting an appropriate strategy in order to efficiently compute sums and differences.
NC.2.NBT.6 Add up to three two-digit numbers using strategies based on place value and properties of operations.
NC.2.NBT.7.a Concrete models or drawings
NC.2.NBT.7.b Strategies based on place value
NC.2.NBT.7.c Properties of operations
NC.2.NBT.7.d Relationship between addition and subtraction
NC.2.NBT.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

OPERATIONS AND ALGEBRAIC THINKING

NC.2.OA.1.a.1 Add to/Take from-Start Unknown
NC.2.OA.1.a.2 Compare-Bigger Unknown
NC.2.OA.1.a.3 Compare-Smaller Unknown
NC.2.OA.1.b.1 Add to/Take from- Change Unknown
NC.2.OA.1.b.2 Add to/Take From- Result Unknown
NC.2.OA.2 Demonstrate fluency with addition and subtraction, within 20, using mental strategies.
NC.2.OA.3.a Pairing objects, then counting them by 2s.
NC.2.OA.3.b Determining whether objects can be placed into two equal groups.
NC.2.OA.3.c Writing an equation to express an even number as a sum of two equal addends.
NC.2.OA.4 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.