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.

NC.M2.S-CP

NC.M2.S-CP.1Describe events as subsets of the outcomes in a sample space using characteristics of the outcomes or as unions, intersections and complements of other events.NC.M2.S-CP.3Develop and understand independence and conditional probability.NC.M2.S-CP.3aUse a 2-way table to develop understanding of the conditional probability of A given B (written P(A|B)) as the likelihood that A will occur given that B has occurred. That is, P(A|B) is the fraction of event B’s outcomes that also belong to event A.NC.M2.S-CP.3bUnderstand that event A is independent from event B if the probability of event A does not change in response to the occurrence of event B. That is P(A|B)=P(A).NC.M2.S-CP.4Represent data on two categorical variables by constructing a two-way frequency table of data. Interpret the two-way table as a sample space to calculate conditional, joint and marginal probabilities. Use the table to decide if events are independent.NC.M2.S-CP.5Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations.NC.M2.S-CP.6Find the conditional probability of A given B as the fraction of B’s outcomes that also belong to A, and interpret the answer in context.NC.M2.S-CP.7Apply the Addition Rule, P(A or B) = P(A) + P(B) – P(A and B), and interpret the answer in context.NC.M2.S-CP.8Apply the general Multiplication Rule P(A and B) = P(A)P(B|A) = P(B)P(A|B), and interpret the answer in context. Include the case where A and B are independent: P(A and B) = P(A) P(B).

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