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.

Georgia: Statistical Reasoning Math Standards

30 standards · 6 domains

SR.DSR

SR.DSR.2.1 Formulate statistical investigative questions about a population using samples taken from the population.
SR.DSR.2.2 Formulate comparative and associative statistical investigative questions for surveys, observational studies, and experiments to compare two or more groups or to investigate the association of two or more variables.
SR.DSR.2.3 Formulate multivariable statistical investigative questions.
SR.DSR.2.4 Formulate inferential statistical investigative questions regarding association and prediction.
SR.DSR.3.1 Apply an appropriate data-collection plan when collecting primary or secondary data for the statistical investigative question of interest.
SR.DSR.3.2 Distinguish between surveys, observational studies, and experiments.
SR.DSR.3.3 Design sample surveys, experiments, and observational studies using accepted practices.
SR.DSR.3.4 Distinguish between random selection and random assignment and identify their impact on conclusions.
SR.DSR.3.5 Describe potential sources and effects of bias and confounding variables
SR.DSR.3.6 Describe and adhere to the ethical use of data (e.g., sensitive information, privacy, and living subjects).
SR.DSR.3.7 Identify when data can be generalized to a target population.
SR.DSR.4.1 Summarize quantitative or categorical data using tables, graphical displays, and numerical summary statistics.
SR.DSR.4.2 Summarize and describe relationships among multiple variables.
SR.DSR.4.3 Use sampling distributions developed through simulation to describe the sample-to-sample variability of sample statistics.
SR.DSR.4.4 Use sampling distributions to compute simulated p-values.
SR.DSR.4.5 Describe the relationship between two quantitative variables by interpreting correlation (r) and a least-square regression line (using technology).
SR.DSR.4.6 Use simulations to investigate associations between two categorical variables and to compare groups.
SR.DSR.5.1 Use statistical evidence from analyses to answer the formulated statistical investigative questions.
SR.DSR.5.2 Interpret the impact of outliers, missing values, or erroneous values on the results.
SR.DSR.5.3 Use and interpret the p-value to determine whether the estimate for a population characteristic is plausible.
SR.DSR.5.4 Interpret a given margin of error associated with an estimate of a population characteristic.
SR.DSR.5.5 Explain the impact of multiple variables on one another.

DATA & STATISTICAL REASONING – FORMULATE STATISTICAL INVESTIGATIVE QUESTIONS

SR.DSRa.2 Formulate statistical investigative questions of interest to students that can be answered with data.

DATA & STATISTICAL REASONING – COLLECT DATA

SR.DSRb.3 Collect data by designing and implementing a plan to address the formulated statistical investigative question.

DATA & STATISTICAL REASONING – ANALYZE DATA

SR.DSRc.4 Analyze data by selecting and using appropriate graphical and numerical methods.

DATA & STATISTICAL REASONING – INTERPRET RESULTS

SR.DSRd.5 Interpret the results of the analysis, making connections to the formulated statistical investigative question.

MATHEMATICAL MODELING

SR.MM.1.1 Explain contextual, mathematical problems using a mathematical model.
SR.MM.1.2 Create mathematical models to explain phenomena that exist in the natural sciences, social sciences, liberal arts, fine and performing arts, and/or the humanities.
SR.MM.1.3 Using abstract and quantitative reasoning, make decisions about information and data from a real-life situation.
SR.MM.1.4 Use various mathematical representations and structures with this information to represent and solve real-life problems.