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.

AA.DSR.2

Communicate descriptive and inferential statistics by collecting, critiquing, analyzing, and interpreting real-world data.

AA.DSR.2.1Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each. Distinguish between primary and secondary data and how it affects the types of conclusions that can be drawn.AA.DSR.2.2When collecting and considering data, critically evaluate ethics, privacy, potential bias, and confounding variables along with their implications for interpretation in answering a statistical investigative question. Implement strategies for organizing and preparing big data sets.AA.DSR.2.3Distinguish between population distributions, sample data distributions, and sampling distributions. Use sample statistics to make inferences about population parameters based on a random sample from that population and to communicate conclusions using appropriate statistical language.AA.DSR.2.4Calculate and interpret z-scores as a measure of relative standing and as a method of standardizing units.AA.DSR.2.5Given a normally distributed population, estimate percentages using the Empirical Rule, z-scores, and technology.AA.DSR.2.6Model sample-to-sample variability in sampling distributions of a statistic using simulations taken from a given population.AA.DSR.2.7Given a margin of error, develop and compare confidence intervals of different models to make conclusions about reliability.AA.DSR.2.8Summarize and evaluate reports based on data for appropriateness of study design, analysis methods, and statistical measures used.

1-on-1 AI tutoring aligned to AA.DSR.2. 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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