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: Kindergarten Math Standards

34 standards · 5 domains

COUNTING AND CARDINALITY

NC.K.CC.1.a Counting to 100 by ones.
NC.K.CC.1.b Counting to 100 by tens.
NC.K.CC.2 Count forward beginning from a given number within the known sequence, instead of having to begin at 1.
NC.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.
NC.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 (one-to-one correspondence).
NC.K.CC.4.b Recognize that the last number named tells the number of objects counted regardless of their arrangement (cardinality).
NC.K.CC.4.c State the number of objects in a group, of up to 5 objects, without counting the objects (perceptual subitizing).
NC.K.CC.5.a Given a number from 1–20, count out that many objects.
NC.K.CC.5.b Given up to 20 objects, name the next successive number when an object is added, recognizing the quantity is one more/greater.
NC.K.CC.5.c Given 20 objects arranged in a line, a rectangular array, and a circle, identify how many.
NC.K.CC.5.d Given 10 objects in a scattered arrangement, identify how many.
NC.K.CC.6 Identify whether the number of objects, within 10, in one group is greater than, less than, or equal to the number of objects in another group, by using matching and counting strategies.
NC.K.CC.7 Compare two numbers, within 10, presented as written numerals.

GEOMETRY

NC.K.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of objects using positional terms.
NC.K.G.2 Correctly name squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres regardless of their orientations or overall size.
NC.K.G.3 Identify squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres as two-dimensional or three-dimensional.
NC.K.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, attributes and other properties.
NC.K.G.5.a Building and drawing triangles, rectangles, squares, hexagons, circles.
NC.K.G.5.b Building cubes, cones, spheres, and cylinders.
NC.K.G.6 Compose larger shapes from simple shapes.

MEASUREMENT AND DATA

NC.K.MD.1 Describe measurable attributes of objects; and describe several different measurable attributes of a single object.
NC.K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference.
NC.K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

NUMBER AND OPERATIONS IN BASE TEN

NC.K.NBT.1.a Using objects or drawings.
NC.K.NBT.1.b Recording each composition or decomposition by a drawing or expression.
NC.K.NBT.1.c Understanding that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

OPERATIONS AND ALGEBRAIC THINKING

NC.K.OA.1.a Use a variety of representations such as objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, or expressions.
NC.K.OA.1.b Demonstrate understanding of addition and subtraction by making connections among representations.
NC.K.OA.2.a Add to/Take From-Result Unknown
NC.K.OA.2.b Put Together/ Take Apart (Total Unknown and Two Addends Unknown)
NC.K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way using objects or drawings, and record each decomposition by a drawing or expression.
NC.K.OA.4 For any number from 0 to 10, find the number that makes 10 when added to the given number using objects or drawings, and record the answer with a drawing or expression.
NC.K.OA.5 Demonstrate fluency with addition and subtraction within 5.
NC.K.OA.6 Recognize and combine groups with totals up to 5 (conceptual subitizing).