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.

Mississippi: S-IC Math Standards

0 standards · 6 domains

UNDERSTAND STATISTICS AS A PROCESS FOR MAKING INFERENCES ABOUT POPULATION PARAMETERS BASED ON A RANDOM SAMPLE FROM THAT POPULATION.

DECIDE IF A SPECIFIED MODEL IS CONSISTENT WITH RESULTS FROM A GIVEN DATA-GENERATING PROCESS, E.G., USING SIMULATION. FOR EXAMPLE, A MODEL SAYS A SPINNING COIN FALLS HEADS UP WITH PROBABILITY 0.5. WOULD A RESULT OF 5 TAILS IN A ROW CAUSE YOU TO QUESTION THE MODEL?

RECOGNIZE THE PURPOSES OF AND DIFFERENCES AMONG SAMPLE SURVEYS, EXPERIMENTS, AND OBSERVATIONAL STUDIES; EXPLAIN HOW RANDOMIZATION RELATES TO EACH.

USE DATA FROM A SAMPLE SURVEY TO ESTIMATE A POPULATION MEAN OR PROPORTION; DEVELOP A MARGIN OF ERROR THROUGH THE USE OF SIMULATION MODELS FOR RANDOM SAMPLING.

Mississippi: S-IC Math Standards

UNDERSTAND STATISTICS AS A PROCESS FOR MAKING INFERENCES ABOUT POPULATION PARAMETERS BASED ON A RANDOM SAMPLE FROM THAT POPULATION.

DECIDE IF A SPECIFIED MODEL IS CONSISTENT WITH RESULTS FROM A GIVEN DATA-GENERATING PROCESS, E.G., USING SIMULATION. FOR EXAMPLE, A MODEL SAYS A SPINNING COIN FALLS HEADS UP WITH PROBABILITY 0.5. WOULD A RESULT OF 5 TAILS IN A ROW CAUSE YOU TO QUESTION THE MODEL?

RECOGNIZE THE PURPOSES OF AND DIFFERENCES AMONG SAMPLE SURVEYS, EXPERIMENTS, AND OBSERVATIONAL STUDIES; EXPLAIN HOW RANDOMIZATION RELATES TO EACH.

USE DATA FROM A SAMPLE SURVEY TO ESTIMATE A POPULATION MEAN OR PROPORTION; DEVELOP A MARGIN OF ERROR THROUGH THE USE OF SIMULATION MODELS FOR RANDOM SAMPLING.

USE DATA FROM A RANDOMIZED EXPERIMENT TO COMPARE TWO TREATMENTS; USE SIMULATIONS TO DECIDE IF DIFFERENCES BETWEEN PARAMETERS ARE SIGNIFICANT.

EVALUATE REPORTS BASED ON DATA.