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.

What grade level is S-IC taught?

This standard is part of the S-IC curriculum in New Jersey Student Learning Standards - Mathematics.

S-IC: Making Inferences and Justifying Conclusions

Making Inferences and Justifying Conclusions

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Making Inferences and Justifying Conclusions addresses the logic of statistical reasoning: understanding that sample statistics estimate population parameters and that simulation can model random variation. The second cluster covers the design of surveys, experiments, and observational studies and how margin of error and p-values quantify uncertainty.

S-IC.AUnderstand and evaluate random processes underlying statistical experiments S-IC.BMake inferences and justify conclusions from sample surveys, experiments, and observational studies

Example Problems

A restaurant states that no more than 10% of its takeout orders are prepared incorrectly. A food blogger thinks the true error rate is higher. They sample recent orders to investigate.

Let

p

represent the proportion of incorrect takeout orders.

State the null hypothesis,

H_0

, for this test.

A smartphone manufacturer claims an average battery life of 10 hours on a standard test. A reviewer tests a random sample of 49 phones and finds a sample mean battery life of 9.3 hours with a sample standard deviation of 1.4 hours.

The reviewer wants to use these sample data to conduct a t test on the mean. Assume that all conditions for inference have been met.

Calculate the test statistic for their test.

What is the critical value

t^{*}

for constructing a 90% confidence interval for a mean with 18 degrees of freedom?

What is the critical value

t^{*}

for constructing a 95% confidence interval for a mean from a sample size of

n = 61

observations?

The parks department will repaint 5 of 50 trail markers. They number the markers

01-50

and use the random digit table printed below to choose a simple random sample.

Which markers are in the sample?

76054, 41328, 37961, 20584, 43310

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