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.

AII.MDS.1

Distinguish between random and non-random sampling methods, identify possible sources of bias in sampling, describe how such bias can be controlled and reduced, evaluate the characteristics of a good survey and well-designed experiment, design simple experiments or investigations to collect data to answer questions of interest, and make inferences from sample results.

Example Problems

A significance test is going to be performed using a significance level of

\alpha = 0.05

. Suppose that the alternative hypothesis is actually true.

If the significance level was raised to

\alpha = 0.10

, which of the following would be true?
The power of the test would: increase, decrease, or stay the same.

A significance test is going to be performed using a significance level of

\alpha = 0.05

. Suppose that the null hypothesis is actually true.

If the significance level was raised to

\alpha = 0.10

, which of the following would be true?
The probability of a Type I error would: increase, decrease, or stay the same.

A significance test is going to be performed using a significance level of

\alpha = 0.05

. Suppose that the null hypothesis is actually true.

If the significance level was lowered to

\alpha = 0.01

, which of the following would be true?
The probability of a Type I error would: increase, decrease, or stay the same.

Khan Academy Resources

Random sampling vs. random assignment (scope of inference)Techniques for random sampling and avoiding bias Techniques for generating a simple random sample

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