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.

New York: AII-S Math Standards

11 standards · 3 domains

STATISTICS AND PROBABILITY - CONDITIONAL PROBABILITY AND THE RULES OF PROBABILITY

AII-S.CP.1 Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events (“or,” “and,” “not”).
AII-S.CP.4 Interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and calculate conditional probabilities.
AII-S.CP.7 Apply the Addition Rule, P(A or B) = P(A) + P(B) - P(A and B), and interpret the answer in terms of the model.

STATISTICS AND PROBABILITY - MAKING INFERENCES AND JUSTIFYING CONCLUSIONS

AII-S.IC.2 Determine if a value for a sample proportion or sample mean is likely to occur based on a given simulation.
AII-S.IC.3 Recognize the purposes of and differences among surveys, experiments, and observational studies. Explain how randomization relates to each.
AII-S.IC.4 Given a simulation model based on a sample proportion or mean, construct the 95% interval centered on the statistic (+/- two standard deviations) and determine if a suggested parameter is plausible.
AII-S.IC.6a Use the tools of statistics to draw conclusions from numerical summaries.
AII-S.IC.6b Use the language of statistics to critique claims from informational texts. For example, causation vs correlation, bias, measures of center and spread.

STATISTICS AND PROBABILITY - INTERPRETING CATEGORICAL AND QUANTITATIVE DATA

AII-S.ID.4a Recognize whether or not a normal curve is appropriate for a given data set.
AII-S.ID.4b If appropriate, determine population percentages using a graphing calculator for an appropriate normal curve.
AII-S.ID.6.a Fit a function to real-world data; use functions fitted to data to solve problems in the context of the data. (Shared standard with Algebra I)