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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.

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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?

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Can I use my own voice with Goblins?

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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.

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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.

Tennessee: Mathematical Reasoning for Decision Making | MR Math Standards

33 standards · 4 domains

MR.A

MR.A.LP.A.1 Read, interpret, and solve linear programming problems graphically and by computational methods.
MR.A.LP.B.2 Use linear programming to solve optimization problems (for example, optimizing profit for a small business).
MR.A.LP.B.3 Interpret the meaning of the maximum or minimum value in terms of the objective function.

MR.D

MR.D.ID.A.1 Organize, analyze, and interpret data for problem solving (for example, compare data related to costs of living; analyze survey data; provide a circle graph that demonstrates the percentages of income that support various expenses).
MR.D.ID.A.2 Determine whether a set of data supports a given assertion (for example, whether a data set collected on Tennessee residents can be generalized to support an assertion about all Americans; whether a data set supports, or is large enough to support, the validity of a claim).
MR.D.ID.A.3 Develop facility with representations of a data set and explain why some representations are more accurate or relevant than others in a given context.
MR.D.ID.A.4 Interpret and use measures of central tendency and spread to solve problems and make informed decisions.
MR.D.ID.A.5 Calculate expected value in real-world situations (such as lottery return on investment, expected value of each possession in sports, and expected payoff in a game of chance).
MR.D.ID.A.6 Evaluate and compare two investments or strategies where one investment or strategy is safer but has lower expected value. Include large and small investments and situations with serious consequences.
MR.D.ID.A.7 Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding expected values. Evaluate strategies and make decisions based on expected values (for example, whether a team should pursue a higher-scoring option with a smaller probability of success or a lower-scoring option with a higher probability of success; whether a homeowner should file a small insurance claim given the probability that the monthly cost of insurance will rise as a result).
MR.D.ND.A.1 Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.
MR.D.ND.B.2 Understand and interpret confidence levels and confidence intervals (for example, use the weights of randomly sampled boxes of cereal compared to the expected tolerances to determine whether the machinery is operating properly).

MR.G

MR.G.GMD.A.1 Use standard units (metric and non-metric) to accurately measure objects to within 0.1 of the unit used.
MR.G.GMD.A.2 Use precise measurements (within 0.1 of the unit used) to calculate area, surface area, and volume/capacity (emphasize common two-and three-dimensional shapes).
MR.G.GMD.A.3 Understand and explain the effects that an error in measurement will have on a calculation that uses the erroneous measurement (for example, whether an error of 0.1 unit in length affects the calculated vs. actual measurement of the volume of an object, and whether that error is compounded by errors in other measurements used in the calculation).
MR.G.GMD.B.4 Use 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.5 Understand 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.6 Use 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.7 Estimate 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.8 Estimate 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.9 Understand 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).
MR.G.GMD.B.10 Discuss the various examples and consequences of innumeracy; consider poor estimation, improper experimental design, inappropriate comparisons, and scientific notation comparisons.

MR.N

MR.N.NQ.A.1 Define common terms associated with finance (such as interest, compound interest, annuities, retirement funds, amortizations, future value, and present value) and know how each term is related to personal finance.
MR.N.NQ.A.2 Calculate compound interest within the context of personal finance (such as credit card debt, home/car purchase, personal loans, and amortization schedules) and use the results to make decisions (for example, determine which home financing option is best).
MR.N.NQ.A.3 Calculate net pay using gross pay (weekly, biweekly, monthly, or annual) and both fixed and variable deductions (such as withholding tax, Social Security tax, insurance costs, retirement investments and other contributory benefits).
MR.N.NQ.A.4 Access and use published data (such as cost of city or state utilities, housing, city or state taxes, meals, and other costs of living) to estimate and compare monthly living expenses based on location, identified needs, and personal preferences or desired lifestyles.
MR.N.NQ.A.5 Access and use published data (such as average life expectancy based on location and/or health issues, investment data, retirement funds, and annuity data) to calculate and compare retirement investments (such as total savings and monthly payouts) based on projected income.
MR.N.NQ.A.6 Access and use published data to create depreciation schedules and analyze the depreciation of various assets (such as cars, business equipment, and store fixtures).
MR.N.NQ.A.7 Access and use published data to calculate income tax based on projected gross annual income, returns on investments, tax deductions and tax credits, and other factors that affect calculations.
MR.N.NQ.A.8 Develop a personal mid-term (three to five years) financial plan based on anticipated income, projected living expenses, projected retirement or other savings, and other factors that affect personal finances.
MR.N.NQ.B.9 Compare the components of a small business plan to the components of a personal financial plan (i.e., identify components that are common to both plans and components that are unique to a small business plan).
MR.N.NQ.B.10 Define common terms associated with business finance (such as assets, liabilities, revenue, expenses, net profit, net loss, profit margin, and return on investment) and know how each term is related to business finance.
MR.N.NQ.B.11 Access and use published data to develop a three-year financial plan for starting and running a small business (including projected income and projected fixed and variable costs such as licenses, rent and utilities, city and state taxes, cost of goods sold, etc.).