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.

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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.

Texas: Statistics Math Standards

37 standards · 6 domains

STATISTICAL PROCESS SAMPLING AND EXPERIMENTATION. THE STUDENT APPLIES MATHEMATICAL PROCESSES TO APPLY UNDERSTANDINGS ABOUT STATISTICAL STUDIES, SURVEYS, AND EXPERIMENTS TO DESIGN AND CONDUCT A STUDY AND USE GRAPHICAL, NUMERICAL, AND ANALYTICAL TECHNIQUES TO COMMUNICATE THE RESULTS OF THE STUDY.

S.2.A Compare and contrast the benefits of different sampling techniques, including random sampling and convenience sampling methods.
S.2.B Distinguish among observational studies, surveys, and experiments.
S.2.C Analyze generalizations made from observational studies, surveys, and experiments.
S.2.D Distinguish between sample statistics and population parameters.
S.2.E Formulate a meaningful question, determine the data needed to answer the question, gather the appropriate data, analyze the data, and draw reasonable conclusions.
S.2.F Communicate methods used, analyses conducted, and conclusions drawn for a data-analysis project through the use of one or more of the following: a written report, a visual display, an oral report, or a multi-media presentation.
S.2.G Critically analyze published findings for appropriateness of study design implemented, sampling methods used, or the statistics applied.

VARIABILITY. THE STUDENT APPLIES THE MATHEMATICAL PROCESS STANDARDS WHEN DESCRIBING AND MODELING VARIABILITY.

S.3.A Distinguish between mathematical models and statistical models.
S.3.B Construct a statistical model to describe variability around the structure of a mathematical model for a given situation.
S.3.C Distinguish among different sources of variability, including measurement, natural, induced, and sampling variability.
S.3.D Describe and model variability using population and sampling distributions.

CATEGORICAL AND QUANTITATIVE DATA. THE STUDENT APPLIES THE MATHEMATICAL PROCESS STANDARDS TO REPRESENT AND ANALYZE BOTH CATEGORICAL AND QUANTITATIVE DATA.

S.4.A Distinguish between categorical and quantitative data.
S.4.B Represent and summarize data and justify the representation.
S.4.C Analyze the distribution characteristics of quantitative data, including determining the possible existence and impact of outliers.
S.4.D Compare and contrast different graphical or visual representations given the same data set.
S.4.E Compare and contrast meaningful information derived from summary statistics given a data set.
S.4.F Analyze categorical data, including determining marginal and conditional distributions, using two-way tables.

PROBABILITY AND RANDOM VARIABLES. THE STUDENT APPLIES THE MATHEMATICAL PROCESS STANDARDS TO CONNECT PROBABILITY AND STATISTICS.

S.5.A Determine probabilities, including the use of a two-way table.
S.5.B Describe the relationship between theoretical and empirical probabilities using the Law of Large Numbers.
S.5.C Construct a distribution based on a technology-generated simulation or collected samples for a discrete random variable.
S.5.D Compare statistical measures such as sample mean and standard deviation from a technology-simulated sampling distribution to the theoretical sampling distribution.

INFERENCE. THE STUDENT APPLIES THE MATHEMATICAL PROCESS STANDARDS TO MAKE INFERENCES AND JUSTIFY CONCLUSIONS FROM STATISTICAL STUDIES.

S.6.A Explain how a sample statistic and a confidence level are used in the construction of a confidence interval.
S.6.B Explain how changes in the sample size, confidence level, and standard deviation affect the margin of error of a confidence interval.
S.6.C Calculate a confidence interval for the mean of a normally distributed population with a known standard deviation.
S.6.D Calculate a confidence interval for a population proportion.
S.6.E Interpret confidence intervals for a population parameter, including confidence intervals from media or statistical reports.
S.6.F Explain how a sample statistic provides evidence against a claim about a population parameter when using a hypothesis test.
S.6.G Construct null and alternative hypothesis statements about a population parameter.
S.6.H Explain the meaning of the p-value in relation to the significance level in providing evidence to reject or fail to reject the null hypothesis in the context of the situation.
S.6.I Interpret the results of a hypothesis test using technology-generated results such as large sample tests for proportion, mean, difference between two proportions, and difference between two independent means.
S.6.J Describe the potential impact of Type I and Type II Errors.

BIVARIATE DATA. THE STUDENT APPLIES THE MATHEMATICAL PROCESS STANDARDS TO ANALYZE RELATIONSHIPS AMONG BIVARIATE QUANTITATIVE DATA.

S.7.A Analyze scatterplots for patterns, linearity, outliers, and influential points.
S.7.B Transform a linear parent function to determine a line of best fit.
S.7.C Compare different linear models for the same set of data to determine best fit, including discussions about error.
S.7.D Compare different methods for determining best fit, including median-median and absolute value.
S.7.E Describe the relationship between influential points and lines of best fit using dynamic graphing technology.
S.7.F Identify and interpret the reasonableness of attributes of lines of best fit within the context, including slope and y-intercept.