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Animal Math

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Free Pre-K to 5th grade math worksheets, worksheet makers, quizzes, teaching tools and curricula.

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Status
Healthy
Last Tested
Transport
Streamable HTTP · MCP 2025-11-25
URL
ChatGPT
–
Claude
–

TDQS

A3.9/5.0

Scored across 6 tools

Disambiguation4/5

Most tools have distinct purposes: search_resources finds things, get_curriculum/get_lesson fetch curriculum detail, get_maker_settings describes a maker, and the two link builders assemble outputs. The only mild overlap is build_maker_link vs make_set_link (both 'produce a link'), but the descriptions make clear one configures a single maker and the other bundles multiple items. get_lesson vs get_curriculum(unit) also touch adjacent data, though descriptions differentiate them.

Naming Consistency4/5

Names are consistently snake_case verb_noun: get_*, search_*, build_*, make_*. The minor deviation is using two different verbs (build vs make) for the two link-construction tools, which slightly weakens predictability but remains readable.

Tool Count5/5

Six tools is well within the ideal 3-15 range, and each maps to a clear step in the domain workflow (search, browse curriculum, inspect lesson, inspect maker, build maker link, build set link). No tool feels redundant or padding.

Completeness4/5

The surface covers the full workflow from discovery through link assembly, with curriculum, lessons, makers, and sets all represented. A minor gap is the lack of a direct 'get resource by id' tool (printables/quizzes must be reached via search results), but agents can work around this through search_resources.

Available Tools

6 tools
get_curriculumCurriculum units and lessonsA
Read-onlyIdempotent
Inspect

Animal Math's free full-year math curricula, kindergarten to 5th grade. Without a grade: the list. With a grade: its units and lessons by number (every lesson has a lesson plan, an exit ticket and practice). With a unit too: that unit's lessons in detail and its pre-check, review and test.

NameRequiredDescriptionDefault
unitNoA unit's number.
gradeNoA grade: pk, k, 1, 2, 3, 4 or 5 ("kindergarten" and "3rd grade" work too).

TDQS

A4/5.0
Behavior4/5

Does the description disclose side effects, auth requirements, rate limits, or destructive behavior?

Annotations already declare readOnlyHint, idempotentHint, non-destructive and closed-world, so the safety profile is covered; the description adds genuinely new context about payload contents (every lesson has a lesson plan, exit ticket and practice; a unit adds pre-check, review and test). It says nothing about result volume, pagination, or what happens with an out-of-range grade/unit.

Agents need to know what a tool does to the world before calling it. Descriptions should go beyond structured annotations to explain consequences.

Conciseness4/5

Is the description appropriately sized, front-loaded, and free of redundancy?

Three short, front-loaded sentences that map one-to-one onto the three call shapes, with zero filler. The telegraphic 'Without a grade: the list' phrasing is efficient but slightly clipped, costing a little readability.

Shorter descriptions cost fewer tokens and are easier for agents to parse. Every sentence should earn its place.

Completeness4/5

Given the tool's complexity, does the description cover enough for an agent to succeed on first attempt?

With no output schema, the description carries the burden of describing returns and does so at the right level (what each mode yields, what each lesson/unit contains). Remaining gap is only edge behavior — dependency between unit and grade, and invalid-value handling — which is minor for a read-only lookup.

Complex tools with many parameters or behaviors need more documentation. Simple tools need less. This dimension scales expectations accordingly.

Parameters4/5

Does the description clarify parameter syntax, constraints, interactions, or defaults beyond what the schema provides?

Schema coverage is 100%, so the baseline is 3; the description earns above that by explaining the semantics of the combination — grade alone returns units and lessons by number, adding unit drills into that unit's lessons and assessments. The only gap is whether unit can be supplied without grade, which neither schema nor description resolves.

Input schemas describe structure but not intent. Descriptions should explain non-obvious parameter relationships and valid value ranges.

Purpose4/5

Does the description clearly state what the tool does and how it differs from similar tools?

Names the concrete resource (Animal Math's free full-year math curricula, K-5) and the exact payload for each input combination: grade list, grade's units and lessons, or a single unit's lessons plus pre-check/review/test. It never names its siblings, though, so the boundary with get_lesson (single-lesson detail) and search_resources is left for the agent to infer.

Agents choose between tools based on descriptions. A clear purpose with a specific verb and resource helps agents select the right tool.

Usage Guidelines4/5

Does the description explain when to use this tool, when not to, or what alternatives exist?

Effectively documents three usage modes keyed to parameters ('Without a grade', 'With a grade', 'With a unit too'), which is clear conditional guidance for a no-required-param tool. It stops short of stating when to prefer get_lesson or search_resources instead, so no explicit alternatives or exclusions.

Agents often have multiple tools that could apply. Explicit usage guidance like "use X instead of Y when Z" prevents misuse.

get_lessonOne curriculum lessonA
Read-onlyIdempotent
Inspect

What one curriculum lesson uses: its goal, its lesson plan page, and the worksheets, maker settings, tool, quiz and exit ticket its plan names, each with its link. To give a teacher the whole lesson in one link, pass its set item to make_set_link.

NameRequiredDescriptionDefault
gradeYesA grade: pk, k, 1, 2, 3, 4 or 5 ("kindergarten" and "3rd grade" work too).
lessonYesThe lesson's number as get_curriculum lists it: 4.3.

TDQS

A3.6/5.0
Behavior4/5

Does the description disclose side effects, auth requirements, rate limits, or destructive behavior?

Annotations already declare readOnlyHint, idempotentHint and destructiveHint=false, so the safety profile is covered. The description adds value beyond that by disclosing the aggregate content the call assembles (plan plus named materials plus links), which tells the agent this is a fan-out read rather than a single-record fetch. It does not discuss missing links or partial results, so it is not fully transparent.

Agents need to know what a tool does to the world before calling it. Descriptions should go beyond structured annotations to explain consequences.

Conciseness4/5

Is the description appropriately sized, front-loaded, and free of redundancy?

Two sentences, no filler, with the returned content stated first and the follow-up action second. The first sentence is a dense comma-separated inventory but each item is informative rather than redundant.

Shorter descriptions cost fewer tokens and are easier for agents to parse. Every sentence should earn its place.

Completeness3/5

Given the tool's complexity, does the description cover enough for an agent to succeed on first attempt?

With no output schema, the description carries the burden of describing the return value, and the enumeration does that reasonably well. The gap is that it tells the agent to 'pass its set item' without explaining what a set item is or where it appears in the response, leaving a required handoff underspecified.

Complex tools with many parameters or behaviors need more documentation. Simple tools need less. This dimension scales expectations accordingly.

Parameters3/5

Does the description clarify parameter syntax, constraints, interactions, or defaults beyond what the schema provides?

Schema coverage is 100%, and the schema already explains the grade forms accepted (pk, k, 1-5, 'kindergarten', '3rd grade') and the dotted lesson number format. The description adds no parameter meaning of its own, so the baseline 3 applies.

Input schemas describe structure but not intent. Descriptions should explain non-obvious parameter relationships and valid value ranges.

Purpose4/5

Does the description clearly state what the tool does and how it differs from similar tools?

The description names the resource (one curriculum lesson) and enumerates the payload precisely: goal, lesson plan page, worksheets, maker settings, tool, quiz, exit ticket, each with a link. That is far more specific than a restatement of the name and lets an agent distinguish it from a plain curriculum listing. It stops short of a clean verb+resource opener, but the scope is unmistakable.

Agents choose between tools based on descriptions. A clear purpose with a specific verb and resource helps agents select the right tool.

Usage Guidelines3/5

Does the description explain when to use this tool, when not to, or what alternatives exist?

The second sentence gives one concrete downstream flow — pass the set item to make_set_link to give a teacher the whole lesson in one link — which implicitly frames when this tool is the right entry point. There is no explicit statement of when to use get_lesson versus get_curriculum, nor any exclusion or prerequisite.

Agents often have multiple tools that could apply. Explicit usage guidance like "use X instead of Y when Z" prevents misuse.

get_maker_settingsWorksheet maker settingsA
Read-onlyIdempotent
Inspect

Every setting of one Animal Math worksheet maker, with its values and default, for build_maker_link. A maker draws new worksheets every time (find makers with search_resources, kind maker).

NameRequiredDescriptionDefault
makerYesThe maker's slug, as search_resources gives it (generators/<slug>): telling-time.

TDQS

A4.2/5.0
Behavior4/5

Does the description disclose side effects, auth requirements, rate limits, or destructive behavior?

Annotations already declare readOnly, idempotent, non-destructive, closed-world, so the safety profile is covered. The description adds genuinely non-structured context: that a maker is a generative entity that produces a new worksheet each time, and that the response contains both current values and defaults. It does not mention auth needs, rate limits, or failure modes for a bad slug.

Agents need to know what a tool does to the world before calling it. Descriptions should go beyond structured annotations to explain consequences.

Conciseness5/5

Is the description appropriately sized, front-loaded, and free of redundancy?

Two short sentences, front-loaded with the outcome (every setting, with values and default) and followed by the generative-behavior clarification. No redundant restatement of the name or title.

Shorter descriptions cost fewer tokens and are easier for agents to parse. Every sentence should earn its place.

Completeness4/5

Given the tool's complexity, does the description cover enough for an agent to succeed on first attempt?

For a single-parameter, read-only lookup with full annotation coverage, the definition covers what the tool returns (settings plus defaults) and how it fits the workflow. Slightly more detail on the return shape or on invalid-slug behavior would make it airtight.

Complex tools with many parameters or behaviors need more documentation. Simple tools need less. This dimension scales expectations accordingly.

Parameters3/5

Does the description clarify parameter syntax, constraints, interactions, or defaults beyond what the schema provides?

Schema coverage is 100% and the schema already explains the maker slug format (generators/<slug>) with an example. The description adds little parameter-level meaning beyond confirming the slug comes from search_resources, so the baseline 3 applies.

Input schemas describe structure but not intent. Descriptions should explain non-obvious parameter relationships and valid value ranges.

Purpose5/5

Does the description clearly state what the tool does and how it differs from similar tools?

States a specific verb+resource: it returns every setting of one Animal Math worksheet maker, together with values and defaults. It also names the downstream consumer (build_maker_link) and disambiguates makers from worksheets ('a maker draws new worksheets every time'), so an agent can separate it from sibling resource tools.

Agents choose between tools based on descriptions. A clear purpose with a specific verb and resource helps agents select the right tool.

Usage Guidelines4/5

Does the description explain when to use this tool, when not to, or what alternatives exist?

It routes the agent to the right siblings: use search_resources (kind maker) to find a maker, and build_maker_link to consume these settings. The implicit when-to-use is clear – fetch settings before building a link – though there is no explicit exclusion or 'do not call if' guidance.

Agents often have multiple tools that could apply. Explicit usage guidance like "use X instead of Y when Z" prevents misuse.

search_resourcesFind Animal Math resourcesA
Read-onlyIdempotent
Inspect

Search Animal Math's free printables (worksheet packs, unit tests, exit tickets, lesson plans), worksheet makers, quizzes and teaching tools for Pre-K to 5th grade by topic words, grade, kind or a standard code. Each result has its page link and its set item for make_set_link; quizzes list their levels. Use it before giving any Animal Math link.

NameRequiredDescriptionDefault
kindNoOnly this kind. A printable is a ready-made PDF pack; a maker (worksheet generator) draws new sheets with chosen settings.
gradeNoA grade: pk, k, 1, 2, 3, 4 or 5 ("kindergarten" and "3rd grade" work too).
limitNoHow many results (12 unless given).
queryNoTopic words as a teacher says them: "subtraction with regrouping", "telling time to the half hour", "fractions on a number line".
standardNoA standard's code: 1.OA.C.6 (Common Core), 3.4A (Texas TEKS), MA.2.NSO.2.1 (Florida B.E.S.T.), AC9M2N06 (Australian Curriculum), Y2.M.9 (England, our numbering of its National Curriculum), NZ.Y2.N.3 (New Zealand, our numbering of its curriculum), 3.B1.2 (Ontario); Virginia, Georgia, Indiana, Oklahoma, South Carolina and codes of the other Canadian provinces too.
standard_setNoThe set a code is from, when it could be more than one: common core, texas, florida, virginia, georgia, indiana, oklahoma, south carolina, australia, england, new zealand, or a Canadian province (ontario, british columbia, alberta, ...).

TDQS

A4.1/5.0
Behavior4/5

Does the description disclose side effects, auth requirements, rate limits, or destructive behavior?

Annotations already cover the safety profile (read-only, idempotent, closed-world, non-destructive), so the description's added value is result shape: each hit carries a page link and a set item for make_set_link, and quizzes enumerate their levels. That downstream chaining detail is what an agent cannot get from the annotations, though result ordering and empty-result behavior are unstated.

Agents need to know what a tool does to the world before calling it. Descriptions should go beyond structured annotations to explain consequences.

Conciseness4/5

Is the description appropriately sized, front-loaded, and free of redundancy?

Two sentences, front-loaded with the verb and scope, and the second sentence carries the actionable result/next-step information. The long enumeration of content types is dense but each item is a distinct searchable kind, so little waste remains.

Shorter descriptions cost fewer tokens and are easier for agents to parse. Every sentence should earn its place.

Completeness4/5

Given the tool's complexity, does the description cover enough for an agent to succeed on first attempt?

With six optional parameters, no output schema, and no required arguments, the description does the needed work of sketching what a result looks like and how it feeds make_set_link. It stops short of covering pagination or how the default limit interacts with broad queries, a minor but real gap for a search tool.

Complex tools with many parameters or behaviors need more documentation. Simple tools need less. This dimension scales expectations accordingly.

Parameters3/5

Does the description clarify parameter syntax, constraints, interactions, or defaults beyond what the schema provides?

Schema description coverage is 100% and the schema already defines kind semantics, grade formats, default limit of 12, teacher-style query phrasing, and extensive standard-code examples. The description only restates the same facets (topic words, grade, kind, standard code) without adding new meaning, so baseline 3 applies.

Input schemas describe structure but not intent. Descriptions should explain non-obvious parameter relationships and valid value ranges.

Purpose5/5

Does the description clearly state what the tool does and how it differs from similar tools?

States a specific verb (search) plus the exact resource universe: printables (worksheet packs, unit tests, exit tickets, lesson plans), makers, quizzes and tools for Pre-K to 5th grade, searchable by topic, grade, kind or standard code. It also distinguishes itself from the sibling link-builders by naming make_set_link as the consumer of each result's set item.

Agents choose between tools based on descriptions. A clear purpose with a specific verb and resource helps agents select the right tool.

Usage Guidelines4/5

Does the description explain when to use this tool, when not to, or what alternatives exist?

Explicitly says "Use it before giving any Animal Math link," which tells the agent to run this search before calling build_maker_link or make_set_link. There is no explicit when-not clause (e.g. a direct-ID lookup path), so it falls just short of full routing guidance.

Agents often have multiple tools that could apply. Explicit usage guidance like "use X instead of Y when Z" prevents misuse.

Tool Schema Changelog

Recent tool additions, removals, and schema changes observed during successful MCP inspections.

  1. 6 tool updates
    • First observedbuild_maker_link
    • First observedget_curriculum
    • First observedget_lesson
    • First observedget_maker_settings
    • First observedmake_set_link
    • First observedsearch_resources

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