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.

MR.G.GMD.B

Accurately use standard and non-standard units in measurement.

MR.G.GMD.B.10Discuss the various examples and consequences of innumeracy; consider poor estimation, improper experimental design, inappropriate comparisons, and scientific notation comparisons.MR.G.GMD.B.4Use standard units of measure to develop accurately estimated measurements of commonly available non-standard instruments of measurement (for example, establish the length of hand span in inches or centimeters; length of arm span or stride length in feet or yards; the area of a floor tile in square inches or square feet; the volume of a gallon of milk or a water bottle or a soda can in cubic inches or cubic centimeters, etc.).MR.G.GMD.B.5Understand and explain the consequences of relying on non-standard units of measure (for example, explain why paper clip length or pencil length are not standard units of measure and how failing to use mutually agreed-upon units can lead to erroneous assumptions, calculations, or conclusions).MR.G.GMD.B.6Use the established dimensions of common non-standard measuring instruments to estimate other measurements using standard units to a given tolerance (for example, use stride length to estimate the length of a hallway to within 10% of the actual length in feet; use the estimated volume of a finger in cubic centimeters to estimate the amount of liquid in a glass).MR.G.GMD.B.7Estimate the area, surface area, volume, or capacity of an object using the established dimensions of common non-standard measuring instruments to determine measurements in standard units with and without using technology (for example, use the number of floor tiles along a wall to estimate the area of the floor of a room and use the height of a person to estimate the height of the room, then find the volume of the room based on those estimations; use the size of a milk jug to estimate the number of gallons in a tank of water).MR.G.GMD.B.8Estimate the amount of error in a calculation that is based on using established dimensions of common non-standard measuring instruments (for example, if a person's stride length is 30 inches plus/minus 2 inches, and the person uses stride length to measure the length and width of a plot of land, determine the estimated error in calculating the area of the plot of land).MR.G.GMD.B.9Understand and use unit conversions in estimations involving both standard and non-standard units (for example, determine how many boxes of flooring will be needed to cover a floor of given dimensions if 10% waste is assumed; how many gallons of paint will be needed to paint a room of a given size; how many bags of fertilizer will be needed to fertilize a yard of a given size).

1-on-1 AI tutoring aligned to MR.G.GMD.B. Instant help for students, real-time insights for teachers.

Used in classrooms by 100,000+ students at Baltimore County, Plano ISD, Deer Valley USD, KIPP, and districts nationwide.

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