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.

North Dakota: Grade 2 Math Standards

26 standards · 4 domains

GEOMETRY

2.G.1 Identify trapezoids, rhombuses, pentagons, hexagons, octagons, parallelograms, quadrilaterals, cubes, spheres, cylinders, cones, triangular prisms, rectangular prisms. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.
2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number.
2.G.3 Partition circles and rectangles into two, three, or four equal shares. Describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that identical wholes can be equally divided in different ways. Demonstrate understanding that partitioning shapes into more equal shares creates smaller shares.

MEASUREMENT AND DATA

2.MD.1 Select and use appropriate tools to measure the length of an object.
2.MD.2 Measure the length of an object using two different standard units of measurement. Describe how the two measurements relate to the size of the units chosen.
2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters.
2.MD.4 Measure to determine how much longer one object is than another, expressing the difference with a standard unit of measurement.
2.MD.5 No content for this standard code.
2.MD.6 Represent whole numbers on a number line diagram with equally spaced points. Represent whole-number sums and differences within 100 on a number line diagram.
2.MD.7 Tell and write time to the nearest five minutes (including quarter after and quarter to) with a.m. and p.m. using analog and digital clocks.
2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately.
2.MD.9 Generate data by measuring lengths of objects to the nearest whole standard unit. Show the measurements by making a line plot, using a horizontal scale marked off in whole-number units.
2.MD.10 Draw picture graphs and bar graphs with single-unit scales to represent data sets with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

NUMBER AND OPERATIONS IN BASE TEN

2.NBT.1.a 100 can be thought of as a bundle of ten tens called a “hundred”.
2.NBT.1.b Multiples of 100 represent a number of hundreds, 0 tens, and 0 ones.
2.NBT.2 Count forward and backward from any given number within 1000. Skip-count by 5s, 10s, and 100s.
2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, recording the results of comparisons with the symbols >, =, and <.
2.NBT.5 Use strategies based on place value, properties of operations, and/or the relationship between addition and subtraction to fluently add and subtract within 100.
2.NBT.6 Use strategies based on place value and properties of operations to add up to four two-digit numbers.
2.NBT.7 Demonstrate understanding of place value within 1000 when adding and subtracting three-digit numbers. Use concrete models or drawings and strategies based on place value, properties of operation, and/or the relationship between addition and subtraction to add and subtract within 1000. Use a written method to explain the strategy.
2.NBT.8 Mentally add or subtract 10 or 100 to or from a given number between 100 and 900.

OPERATIONS AND ALGEBRAIC THINKING

2.OA.1 Use strategies to add and subtract within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions.
2.OA.2 Use mental strategies to fluently add and subtract within 20.
2.OA.3 Determine whether a given number of objects up to 20 is odd or even. Write an equation to represent an even number using two equal addends or groups of 2.
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.