Free Printable WorksheetScienceGrade 6Science CurriculumENG.6.103

6.103 Define Problems with Criteria and Constraints Worksheet

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Worksheet Overview & Skills Covered

Core academic competencies and curriculum alignment

This Grade 6 Science worksheet provides structured practice on 6.103 Define Problems with Criteria and Constraints. Students are guided through targeted exercises that build foundational understanding, computational accuracy, and critical thinking skills.

Define Problems with Criteria and Constraints - Which statement best describes define problems with criteria and constraints? (NGSS MS‑ETS1‑1; ISTE 1.4)

Whether you are an educator preparing classroom handouts, a tutor reinforcing weekly topics, or a parent supporting homeschool learning, this printable resource gives students the deliberate practice required to achieve subject fluency and master state standards.

Grade

Grade 6

Subject

Science

Domain

Science Curriculum

Formats

PDF & DOCX

Sample Practice Problems

Preview the types of problems and questions covered in this worksheet

Below are sample questions representative of the exercises included on this worksheet and related 6.103 Define Problems with Criteria and Constraints skill assessments:

Problem 1Difficulty: Mastery

During a design review, four teammates describe “defining the problem.” Which statement best describes defining problems with criteria and constraints?

APick the most exciting idea and then decide what it should do.

BFocus only on brainstorming and avoid limits until the end.

CTranslate needs into measurable success metrics (criteria) and non-negotiable limits (constraints) so designs can be tested and compared.

DBuild a prototype first and write requirements after.

Solution & Explanation:Defining the problem means clarifying what success looks like (criteria) and what boundaries must be respected (constraints). This guides design choices and supports fair evaluation.

Problem 2Difficulty: Mastery

A team defines a new bike lock problem with the criterion: “hard to break.” They want to improve the definition so it can be tested. Which rewrite best turns “hard to break” into a measurable criterion?

AUse thicker metal.

BBe hard to break in general.

CWithstand a specified cutting force or tool test for a minimum time in a standardized security test.

DBe heavier than other locks.

Solution & Explanation:A good criterion includes a test and a target. Specifying a tool/force and a minimum time makes lock strength measurable and comparable across designs.

Problem 3Difficulty: Mastery

A team is designing sound-absorbing panels for a music room. The fire marshal requires panels to meet a specific fire rating, and the principal wants noise reduced in nearby classrooms. Which is the best way to represent these needs?

AConstraint: make panels thick; Criterion: use foam.

BConstraint: meet the required fire rating; Criterion: achieve a targeted reduction in sound level (dB) measured outside the room during a standard test.

CConstraint: reduce sound; Criterion: meet fire rating.

DConstraint: use the cheapest fabric; Criterion: be popular with students.

Solution & Explanation:Safety/compliance requirements like fire rating are constraints. Noise reduction should be measurable (dB change) so it becomes a criterion for comparing solutions that meet the fire constraint.

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Frequently Asked Questions

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QWhat grade level and standards does this worksheet align with?

This worksheet is designed specifically for Grade 6 Science students. It aligns with educational standard ENG.6.103 (Grade 6 science practice and review on define problems with criteria and constraints.).