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.

Massachusetts: Statistics and Probability - Interpreting Categorical and Quantitative Data Math Standards

11 standards · 3 domains

SUMMARIZE, REPRESENT, AND INTERPRET DATA ON A SINGLE COUNT OR MEASUREMENT VARIABLE. USE CALCULATORS, SPREADSHEETS, AND OTHER TECHNOLOGY AS APPROPRIATE.

S-ID.A.1 Represent data with plots on the real number line (dot plots, histograms, and box plots).
S-ID.A.2 Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.
S-ID.A.3 Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
S-ID.A.4 Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.

SUMMARIZE, REPRESENT, AND INTERPRET DATA ON TWO CATEGORICAL AND QUANTITATIVE VARIABLES.

S-ID.B.5 Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.
S-ID.B.6.a Fit a linear function to the data and use the fitted function to solve problems in the context of the data. Use functions fitted to data or choose a function suggested by the context. Emphasize linear and exponential models.
S-ID.B.6.b Informally assess the fit of a function by plotting and analyzing residuals.
S-ID.B.6.c Fit a linear function for a scatter plot that suggests a linear association.

INTERPRET LINEAR MODELS.

S-ID.C.7 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
S-ID.C.8 Compute (using technology) and interpret the correlation coefficient of a linear fit.
S-ID.C.9 Distinguish between correlation and causation.