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.

A.ST.1

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 representing bivariate data in scatterplots and determining the curve of best fit using linear and quadratic functions.

A.ST.1.aFormulate investigative questions that require the collection or acquisition of bivariate data.A.ST.1.bDetermine what variables could be used to explain a given contextual problem or situation or answer investigative questions.A.ST.1.cDetermine an appropriate method to collect a representative sample, which could include a simple random sample, to answer an investigative question.A.ST.1.dGiven a table of ordered pairs or a scatterplot representing no more than 30 data points, use available technology to determine whether a linear or quadratic function would represent the relationship, and if so, determine the equation of the curve of best fit.A.ST.1.eUse linear and quadratic regression methods available through technology to write a linear or quadratic function that represents the data where appropriate and describe the strengths and weaknesses of the model.A.ST.1.fUse a linear model to predict outcomes and evaluate the strength and validity of these predictions, including through the use of technology.A.ST.1.gInvestigate and explain the meaning of the rate of change (slope) and 𝑦-intercept (constant term) of a linear model in context.A.ST.1.hAnalyze relationships between two quantitative variables revealed in a scatterplot.A.ST.1.iMake conclusions based on the analysis of a set of bivariate data and communicate the results.

1-on-1 AI tutoring aligned to A.ST.1. 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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