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.

Texas: Discrete Mathematics for Problem Solving Math Standards

58 standards · 6 domains

GRAPH THEORY. THE STUDENT APPLIES THE CONCEPT OF GRAPHS TO DETERMINE POSSIBLE SOLUTIONS TO REAL-WORLD PROBLEMS.

DM.2.A Explain the concept of graphs.
DM.2.B Use graph models for simple problems in management science.
DM.2.C Determine the valences of the vertices of a graph.
DM.2.D Identify Euler circuits in a graph.
DM.2.E Solve route inspection problems by Eulerizing a graph.
DM.2.F Determine solutions modeled by edge traversal in a graph.
DM.2.G Compare the results of solving the traveling salesman problem (TSP) using the nearest neighbor algorithm and using a greedy algorithm.
DM.2.H Distinguish between real-world problems modeled by Euler circuits and those modeled by Hamiltonian circuits.
DM.2.I Distinguish between algorithms that yield optimal solutions and those that give nearly optimal solutions.
DM.2.J Find minimum-cost spanning trees using Kruskal's algorithm.
DM.2.K Use the critical path method to determine the earliest possible completion time for a collection of tasks.
DM.2.L Explain the difference between a graph and a directed graph.

PLANNING AND SCHEDULING. THE STUDENT USES HEURISTIC ALGORITHMS TO SOLVE REAL-WORLD PROBLEMS.

DM.3.A Use the list processing algorithm to schedule tasks on identical processors.
DM.3.B Recognize situations appropriate for modeling or scheduling problems.
DM.3.C Determine whether a schedule is optimal using the critical path method together with the list processing algorithm.
DM.3.D Identify situations appropriate for modeling by bin packing.
DM.3.E Use any of six heuristic algorithms to solve bin packing problems.
DM.3.F Solve independent task scheduling problems using the list processing algorithm.
DM.3.G Explain the relationship between scheduling problems and bin packing problems.

GROUP DECISION MAKING. THE STUDENT USES MATHEMATICAL PROCESSES TO APPLY DECISION-MAKING SCHEMES. THE STUDENT ANALYZES THE EFFECTS OF MULTIPLE TYPES OF WEIGHTED VOTING AND APPLIES MULTIPLE VOTING CONCEPTS TO REAL-WORLD SITUATIONS.

DM.4.A Describe the concept of a preference schedule and how to use it.
DM.4.B Explain how particular decision-making schemes work.
DM.4.C Determine the outcome for various voting methods, given the voters' preferences.
DM.4.D Explain how different voting schemes or the order of voting can lead to different results.
DM.4.E Describe the impact of various strategies on the results of the decision-making process.
DM.4.F Explain the impact of Arrow's Impossibility Theorem.
DM.4.G Relate the meaning of approval voting.
DM.4.H Explain the need for weighted voting and how it works.
DM.4.I Identify voting concepts such as Borda count, Condorcet winner, dummy voter, and coalition.
DM.4.J Compute the Banzhaf power index and explain its significance.

FAIR DIVISION. THE STUDENT APPLIES THE ADJUSTED WINNER PROCEDURE AND KNASTER INHERITANCE PROCEDURE TO REAL-WORLD SITUATIONS.

DM.5.A Use the adjusted winner procedure to determine a fair allocation of property.
DM.5.B Use the adjusted winner procedure to resolve a dispute.
DM.5.C Explain how to reach a fair division using the Knaster inheritance procedure.
DM.5.D Solve fair division problems with three or more players using the Knaster inheritance procedure.
DM.5.E Explain the conditions under which the trimming procedure can be applied to indivisible goods.
DM.5.F Identify situations appropriate for the techniques of fair division.
DM.5.G Compare the advantages of the divider and the chooser in the divider-chooser method.
DM.5.H Discuss the rules and strategies of the divider-chooser method.
DM.5.I Resolve cake-division problems for three players using the last-diminished method.
DM.5.J Analyze the relative importance of the three desirable properties of fair division: equitability, envy-freeness, and Pareto optimality.
DM.5.K Identify fair division procedures that exhibit envy-freeness.

GAME (OR COMPETITION) THEORY. THE STUDENT USES KNOWLEDGE OF BASIC GAME THEORY CONCEPTS TO CALCULATE OPTIMAL STRATEGIES. THE STUDENT ANALYZES SITUATIONS AND IDENTIFIES THE USE OF GAMING STRATEGIES.

DM.6.A Recognize competitive game situations.
DM.6.B Represent a game with a matrix.
DM.6.C Identify basic game theory concepts and vocabulary.
DM.6.D Determine the optimal pure strategies and value of a game with a saddle point by means of the minimax technique.
DM.6.E Explain the concept of and need for a mixed strategy.
DM.6.F Compute the optimal mixed strategy and the expected value for a player in a game who has only two pure strategies.
DM.6.G Model simple two-by-two, bimatrix games of partial conflict.
DM.6.H Identify the nature and implications of the game called "Prisoners' Dilemma".
DM.6.I Explain the game known as "chicken".
DM.6.J Identify examples that illustrate the prevalence of Prisoners' Dilemma and chicken in our society.
DM.6.K Determine when a pair of strategies for two players is in equilibrium.

THEORY OF MOVES. THE STUDENT ANALYZES THE THEORY OF MOVES (TOM). THE STUDENT USES THE TOM AND GAME THEORY TO ANALYZE CONFLICTS.

DM.7.A Compare and contrast TOM and game theory.
DM.7.B Explain the rules of TOM.
DM.7.C Describe what is meant by a cyclic game.
DM.7.D Use a game tree to analyze a two-person game.
DM.7.E Determine the effect of approaching Prisoners' Dilemma and chicken from the standpoint of TOM and contrast that to the effect of approaching them from the standpoint of game theory.
DM.7.F Describe the use of TOM in a larger, more complicated game.
DM.7.G Model a conflict from literature or from a real-life situation as a two-by-two strict ordinal game and compare the results predicted by game theory and by TOM.