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.

Alaska: Conditional Probability and the Rules of Probability Math Standards

0 standards · 9 domains

DESCRIBE EVENTS AS SUBSETS OF A SAMPLE SPACE (THE SET OF OUTCOMES) USING CHARACTERISTICS (OR CATEGORIES) OF THE OUTCOMES, OR AS UNIONS, INTERSECTIONS, OR COMPLEMENTS OF OTHER EVENTS (“OR,” “AND,” “NOT”).

UNDERSTAND THAT TWO EVENTS A AND B ARE INDEPENDENT IF THE PROBABILITY OF A AND B OCCURRING TOGETHER IS THE PRODUCT OF THEIR PROBABILITIES, AND USE THIS CHARACTERIZATION TO DETERMINE IF THEY ARE INDEPENDENT.

UNDERSTAND THE CONDITIONAL PROBABILITY OF A GIVEN B AS P(A AND B)/P(B), AND INTERPRET INDEPENDENCE OF A AND B AS SAYING THAT THE CONDITIONAL PROBABILITY OF A GIVEN B IS THE SAME AS THE PROBABILITY OF A, AND THE CONDITIONAL PROBABILITY OF B GIVEN A IS THE SAME AS THE PROBABILITY OF B.

CONSTRUCT AND INTERPRET TWO-WAY FREQUENCY TABLES OF DATA WHEN TWO CATEGORIES ARE ASSOCIATED WITH EACH OBJECT BEING CLASSIFIED. USE THE TWO-WAY TABLE AS A SAMPLE SPACE TO DECIDE IF EVENTS ARE INDEPENDENT AND TO APPROXIMATE CONDITIONAL PROBABILITIES. FOR EXAMPLE, COLLECT DATA FROM A RANDOM SAMPLE OF STUDENTS IN YOUR SCHOOL ON THEIR FAVORITE SUBJECT AMONG MATH, SCIENCE, AND ENGLISH. ESTIMATE THE PROBABILITY THAT A RANDOMLY SELECTED STUDENT FROM YOUR SCHOOL WILL FAVOR SCIENCE GIVEN THAT THE STUDENT IS IN 10TH GRADE. DO THE SAME FOR OTHER SUBJECTS AND COMPARE THE RESULTS.

RECOGNIZE AND EXPLAIN THE CONCEPTS OF CONDITIONAL PROBABILITY AND INDEPENDENCE IN EVERYDAY LANGUAGE AND EVERYDAY SITUATIONS. FOR EXAMPLE, COMPARE THE CHANCE OF HAVING LUNG CANCER IF YOU ARE A SMOKER WITH THE CHANCE OF BEING A SMOKER IF YOU HAVE LUNG CANCER.

FIND THE CONDITIONAL PROBABILITY OF A GIVEN B AS THE FRACTION OF B’S OUTCOMES THAT ALSO BELONG TO A, AND INTERPRET THE ANSWER IN TERMS OF THE MODEL.

APPLY THE ADDITION RULE, P(A OR B) = P(A) + P(B) – P(A AND B), AND INTERPRET THE ANSWER IN TERMS OF THE MODEL.

(+) APPLY THE GENERAL MULTIPLICATION RULE IN A UNIFORM PROBABILITY MODEL, P(A AND B) = P(A)P(B|A) = P(B)P(A|B), AND INTERPRET THE ANSWER IN TERMS OF THE MODEL.