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.

8.PS.2

The student will apply the data cycle (formulate questions; collect or acquire data; organize and represent data; and analyze data and communicate results) with a focus on boxplots.

8.PS.2.aFormulate questions that require the collection or acquisition of data with a focus on boxplots.8.PS.2.bDetermine the data needed to answer a formulated question and collect the data (or acquire existing data) using various methods (e.g., observations, measurement, surveys, experiments).8.PS.2.cDetermine how statistical bias might affect whether the data collected from the sample is representative of the larger population.8.PS.2.dOrganize and represent a numeric data set of no more than 20 items, using boxplots, with and without the use of technology.8.PS.2.eIdentify and describe the lower extreme (minimum), upper extreme (maximum), median, upper quartile, lower quartile, range, and interquartile range given a data set, represented by a boxplot.8.PS.2.fDescribe how the presence of an extreme data point (outlier) affects the shape and spread of the data distribution of a boxplot.8.PS.2.gAnalyze data represented in a boxplot by making observations and drawing conclusions.8.PS.2.hCompare and analyze two data sets represented in boxplots.8.PS.2.iGiven a contextual situation, justify which graphical representation (e.g., pictographs, bar graphs, line graphs, line plots/dot plots, stem-and-leaf plots, circle graphs, histograms, and boxplots) best represents the data.8.PS.2.jIdentify components of graphical displays that can be misleading.

1-on-1 AI tutoring aligned to 8.PS.2. Instant help for students, real-time insights for teachers.

Used in classrooms by 100,000+ students at Baltimore County, Plano ISD, Deer Valley USD, KIPP, and districts nationwide.

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