CAT4 Level E (Year 8) Practice Test 2026: Free PDF, Sample Questions & Tips
Free CAT4 Level E guide for Year 8 students and families, including sample questions from all four reasoning areas (Verbal, Quantitative, Non-Verbal and Spatial), a downloadable CAT4 Year 8 practice test PDF, and practical preparation tips.
- Free CAT4 Level E practice PDF with Year 8 sample questions and clear guidance
- Understand the CAT4 Level E test format, timing, and all four reasoning batteries
- Learn how to prepare with strategies designed for Year 8 students aged 12–13
- No sign-up needed to access the free guide and downloadable PDF
What to Expect in the CAT4 Level E Test
What Is the CAT4 Year 8 Test (Level E)?
Schools use CAT4 Level E results to update the cognitive profile established when students entered secondary school. With GCSE option choices and set reviews approaching, CAT4 Level E results provide valuable insights into a student’s developing reasoning abilities and learning potential. In many schools, these results help inform academic planning, while some independent and international schools also use the assessment as part of their admissions process.
Pick the Best Prep for CAT4 Level E
CAT4 Level E Test Structure and Timing
- Part 120 min
- Part 226 min
- Part 326 min
Part 1
Non-Verbal battery
- 10:00
Figure Classification
- 10:00
Figure Matrices
Part 2
Verbal + Quantitative
- 8:00
Verbal Classification
- 8:00
Verbal Analogies
- 10:00
Number Analogies
Part 3
Quantitative + Spatial
- 8:00
Number Series
- 9:00
Figure Analysis
- 9:00
Figure Recognition
Free CAT4 Level E Sample Questions
Practice CAT4 Level E questions for Year 8 students and equivalent international year groups, covering the four CAT4 reasoning batteries: Verbal, Quantitative, Non-Verbal, and Spatial Reasoning. Select your answer, then reveal the full step-by-step explanation.
Download our free CAT4 Level E practice test PDF for more Year 8 sample questions.
Verbal Reasoning Sample Questions
Verbal Reasoning · Verbal Analogies
Reluctant : Hesitant :: Fragile : ?
Verbal Analogies · CAT4 Level E
Identify the precise relationship in the first pair, then transfer that exact relationship — not just the topic — to the second pair.
What to notice first
Reluctant and hesitant are near-synonyms — both describe someone unwilling or slow to act. That is the relationship to transfer. Now apply it to fragile: you need a word that means nearly the same as fragile. The answer is delicate — both describe something easily damaged or broken.
Check 1
Read the first pair
Reluctant and hesitant share the same core meaning — unwilling to act. Label this as synonymy.
Check 2
Fix the relationship precisely
The connection is synonymy — same meaning, not just the same topic area or theme.
Check 3
Apply to fragile
You need a near-synonym of fragile — a word that shares its core meaning of being easily damaged.
Core rule
At Level E, the relationship must be named precisely before you look at the options. Synonymy means same meaning — not same topic, not same word family. Test every option against the label, not against vague association.
Model the pattern
Step 1 — Name the relationship
Look at reluctant and hesitant. Both mean unwilling or slow to commit to an action. They are near-synonyms. Write that label down mentally before moving on.
Step 2 — Apply the label to the second pair
The missing word must be a near-synonym of fragile. Fragile describes something easily broken or damaged. Lock that meaning in before reading the options — Level E distractors are designed to catch students who look at the options first.
Step 3 — Test each option against the label
Delicate means easily damaged or broken — it is a near-synonym of fragile in the same way that hesitant is a near-synonym of reluctant. No other option shares that core meaning.
Option check
Correct
Delicate is a near-synonym of fragile — both describe something that breaks or is damaged easily. The synonymy relationship holds exactly across both pairs.
Eliminate
Heavy describes physical weight — an entirely different dimension from fragility. Trap: domain lure. It is not related to fragile in meaning, only loosely in the physical world.
Eliminate
Secure is close to the opposite of fragile — something secure is protected and difficult to damage. Trap: reversed direction. Choosing an antonym is the most common error on synonymy analogies.
Eliminate
Ancient describes age, not physical condition or strength. Trap: domain lure. Something ancient may or may not be fragile — age and fragility are unrelated properties.
Eliminate
Flexible is the Level E trap. Both flexible and fragile describe physical properties — but flexible objects resist breaking by bending, while fragile objects break precisely because they cannot bend. Trap: partial match. Shared property category does not mean shared meaning.
Use this checklist on every Verbal Analogy
- Name the relationship in the first pair using a precise label — synonymy, antonymy, degree — not just "related".
- Apply that exact label to the second word before reading the options.
- At Level E, reject any option that shares a property category with the target word but not its core meaning.
Reflection
The Level E challenge here is not knowing the word delicate — it is resisting option E. Flexible sounds physically similar to fragile, but the relationship runs in the opposite direction. Naming the relationship before reading the options is what separates strong scores from average ones.
Bridge forward
In harder Verbal Analogies, the wrong answer will always share a surface feature with the correct one. The defence is always the same: fix the relationship label first, then test options against the label — not against your instinct.
Conclusion
The answer is A — Delicate. Reluctant and hesitant are near-synonyms; fragile and delicate are near-synonyms. The synonymy relationship transfers exactly across both pairs. Option E (Flexible) is the designed trap — it shares a physical domain with fragile but reverses the meaning.
Verbal Reasoning · Verbal Classification
deteriorate, decline, wane
Verbal Classification · CAT4 Level E
Name the exact shared meaning — not just the general topic, but the precise semantic connection including direction, speed, and degree.
What to notice first
Deteriorate, decline, and wane all share the same core meaning: to gradually become less, weaker, or worse over time. Three qualifiers define the group — the process is gradual, it moves in one downward direction, and it is ongoing, not a single event. The correct answer must satisfy all three.
Check 1
Name the shared meaning
All three stem words mean to gradually become less or weaker. That is the group label.
Check 2
Fix all three qualifiers
Gradual — not sudden. Downward — not neutral or upward. Ongoing — not a single moment of change.
Check 3
Test each option against all three
An option fails if it breaks even one qualifier — wrong speed, wrong direction, or wrong type of change.
Core rule
At Level E, the designed distractor always shares the general theme but fails a qualifier. Name all the qualifiers of the shared meaning — not just the topic — before reading the options.
Model the pattern
Step 1 — Name the shared meaning
Read deteriorate, decline, and wane together. All three describe something gradually becoming less or weaker over time. That shared meaning is your group label.
Step 2 — Fix the qualifiers precisely
The process must be gradual (not sudden), downward (not neutral change or upward movement), and ongoing (not a single event). Lock all three qualifiers before looking at the options.
Step 3 — Test each option against the full label
Diminish means to gradually become less or smaller — gradual ✓, downward ✓, ongoing ✓. It is the only option that satisfies all three qualifiers of the group.
Option check
Eliminate
Collapse means to fail suddenly and completely. It shares the theme of worsening but breaks the gradual qualifier — collapse is abrupt and total, not a slow process. Trap: partial match.
Eliminate
Alter means to change, without specifying direction or speed. Something can alter for better or worse, quickly or slowly. It breaks the downward qualifier. Trap: wrong relation.
Eliminate
Fluctuate means to vary repeatedly up and down. It involves change but has no consistent downward direction. It breaks the downward qualifier. Trap: partial match.
Correct
Diminish means to gradually become less or weaker — the same precise meaning as deteriorate, decline, and wane. Gradual ✓ · Downward ✓ · Ongoing ✓.
Eliminate
Improve moves in the opposite direction — upward, not downward. It breaks the downward qualifier immediately. Trap: reversed direction.
Use this checklist on every Verbal Classification question
- Name the shared meaning of the stem words in one precise phrase.
- Identify all qualifiers — direction, speed, degree — not just the general topic.
- Reject any option that shares the theme but fails even one qualifier.
Reflection
The Level E trap here is collapse. It belongs to the same general idea of things getting worse, but deteriorate, decline, and wane all describe slow, ongoing processes. Collapse is sudden and total — a different mechanism that breaks the gradual qualifier.
Bridge forward
In synonym-group questions at Level E, one distractor will always share the theme but differ in a qualifier — speed, direction, or degree. Naming all qualifiers before reading the options is the skill that prevents this trap every time.
Conclusion
The answer is D — diminish. Deteriorate, decline, wane, and diminish all mean to gradually become less or weaker over time. Collapse breaks the gradual qualifier. Alter and Fluctuate break the downward qualifier. Improve breaks the direction entirely.
Quantitative Reasoning Sample Questions
Quantitative Reasoning · Number Analogies
[8 → 21] [11 → 30] [14 → ?]
Number Analogies · CAT4 Level E
Work out a candidate rule from the first pair, confirm it holds on the second pair, then — and only then — apply it to find the missing number.
What to notice first
Do not jump to the last pair. The first pair alone allows more than one possible rule — the second pair is what eliminates them. From 8 to 21: the difference is +13, so simple addition is not constant. Try ×3: 8×3 = 24, which needs −3 to reach 21. Candidate rule: ×3−3. From 11 to 30: test the candidate — 11×3 = 33, 33−3 = 30. Confirmed. Apply to 14: 14×3 = 42, 42−3 = 39.
Check 1
Build a candidate rule
8 → 21: try ×3 → 24, spot the −3 offset. Candidate rule: ×3−3.
Check 2
Confirm on pair 2
11×3−3 = 30 ✓. The rule holds across both known pairs — it is now reliable.
Check 3
Apply the confirmed rule
14×3 = 42. 42−3 = 39. The missing number is 39.
Core rule
The first pair always allows more than one candidate rule at Level E. The confirmation step on pair 2 is not optional — it is the step that separates the correct rule from the plausible ones.
Model the pattern
Step 1 — Build a candidate rule from pair 1
Start with 8 → 21. The difference is +13 — not a clean constant, so try multiplication. 8×3 = 24. That overshoots by 3. Adjust: 24−3 = 21. Candidate rule: ×3−3. Do not apply it yet.
Step 2 — Verify on pair 2
Test ×3−3 on 11 → 30: 11×3 = 33. 33−3 = 30. ✓ The rule holds. Two matching pairs confirm it is reliable — apply with confidence.
Step 3 — Apply to the missing pair
Use the confirmed rule on 14 → ?: 14×3 = 42. 42−3 = 39. That is Option C.
Option check
Eliminate
33 comes from applying ×2+5, which works for pair 1 (8×2+5 = 21) but fails pair 2 (11×2+5 = 27 ≠ 30). This is the designed Level E trap — it catches students who skip the confirmation step.
Eliminate
36 comes from ×3−6. The multiplier is correct but the offset is wrong — subtracting 6 instead of 3. A calculation error in identifying the offset from pair 1.
Correct
39 is correct. The rule ×3−3 is confirmed across both known pairs: 8×3−3 = 21 and 11×3−3 = 30. Applying it: 14×3−3 = 39.
Eliminate
42 comes from applying ×3 without the −3 offset. The multiplier is found correctly but the second step of the rule is dropped entirely.
Eliminate
45 comes from ×3+3 — adding 3 instead of subtracting it. The multiplier and the constant are both identified but the direction of the offset is reversed.
Use this checklist on every Number Analogies question
- Build a candidate rule from pair 1 — do not apply it yet.
- Test it on pair 2 to confirm it holds — this step is never optional.
- Only apply the confirmed rule to find the missing number.
Reflection
The Level E trap is option A (33). The rule ×2+5 looks convincing after pair 1 — and students who move straight to the missing pair without confirming will choose it. The confirmation step is the entire defence against this trap.
Bridge forward
At Level E, every Number Analogies question will have at least one distractor built from a rule that fits pair 1 but fails pair 2. Treat the second known pair as a filter, not a formality.
Conclusion
The answer is C — 39. The rule ×3−3 is confirmed across both known pairs: 8×3−3 = 21 and 11×3−3 = 30. Applying the same rule: 14×3−3 = 39.
Quantitative Reasoning · Number Series
3 8 18 38 78 ?
Number Series · CAT4 Level E
Check every transition in the sequence before extending it — one unchecked step is where errors hide at Level E.
What to notice first
Check the difference between each pair of terms: 8−3 = 5, 18−8 = 10, 38−18 = 20, 78−38 = 40. The differences 5, 10, 20, 40 double each time. This confirms the rule: each term is the previous term ×2+2. The next difference must be 80, so the missing term is 78+80 = 158. Verify: 78×2+2 = 158 ✓.
Check 1
Check all transitions
Differences: 5, 10, 20, 40 — each doubles. Rule confirmed across all four steps.
Check 2
State the rule precisely
Each term = previous term ×2+2. Both steps must be applied — dropping either one produces a distractor.
Check 3
Extend one step
Next difference = 40×2 = 80. Or: 78×2+2 = 158. Both paths confirm the same answer.
Core rule
With a two-step recursive rule, both steps must be applied every time. The most common Level E error is finding the first step (×2) and dropping the second (+2) — producing a plausible but wrong answer.
Model the pattern
Step 1 — Verify the rule across every transition
3×2+2 = 8 ✓ · 8×2+2 = 18 ✓ · 18×2+2 = 38 ✓ · 38×2+2 = 78 ✓. The rule ×2+2 holds without exception across all four transitions.
Step 2 — State both steps of the rule explicitly
The rule has two parts: multiply by 2, then add 2. Write both down before calculating. Dropping the +2 gives 156 — the most common error on this question.
Step 3 — Apply both steps to the last term
78×2 = 156. Then 156+2 = 158. That is Option D. Check: the next difference would be 40×2 = 80, and 78+80 = 158 ✓ — both paths agree.
Option check
Eliminate
118 comes from adding the last difference again without doubling it: 78+40 = 118. The differences 5, 10, 20, 40 double each time — the next must be 80, not 40.
Eliminate
154 comes from applying ×2−2 instead of ×2+2: 78×2−2 = 154. The direction of the constant is reversed. Check any earlier term to catch this: 3×2−2 = 4 ≠ 8.
Eliminate
156 comes from applying ×2 only and dropping the +2 entirely: 78×2 = 156. This is the Level E trap — the multiplication is correct but the second step is missing.
Correct
158 is correct. 78×2+2 = 158. The rule ×2+2 is confirmed across all four transitions and the extension holds perfectly.
Eliminate
160 comes from doubling the additive constant along with the term: 78×2+4 = 160. The +2 constant does not scale — it stays fixed at +2 across every transition.
Use this checklist on every Number Series question
- Check every transition — do not rely on just the last two terms to identify the rule.
- State both steps of a two-step rule explicitly before calculating.
- Verify your answer against the confirmed rule — both calculation paths should agree.
Reflection
The Level E trap is option C (156). Finding ×2 is quick — but the +2 is easy to drop under time pressure. Verifying the rule on all four transitions makes the +2 visible every time and removes any doubt.
Bridge forward
Whenever a Number Series rule has two steps, write both steps out explicitly before touching the last term. The second step is always where the distractors are built — knowing this in advance removes the trap entirely.
Conclusion
The answer is D — 158. The rule ×2+2 holds across all four transitions without exception: 3→8→18→38→78→158. Applying both steps to the last term: 78×2+2 = 158.
Non-Verbal Reasoning Sample Questions
Non-Verbal Reasoning · Figure Classification
Figure Classification · CAT4 Level E
Find every rule that holds across all three stem figures — at Level E there will be more than one, and the correct answer must satisfy all of them simultaneously.
What to notice first
Two separate rules run through all three stem figures at the same time. Rule 1: the number of short lines below the shape always equals the number of internal lines inside it — 3 and 3 in stem 1, 2 and 2 in stem 2, 1 and 1 in stem 3. Rule 2: the number of dots above the shape always equals the number of sides — 4 dots on a trapezoid, 5 dots on a pentagon, 3 dots on a triangle. The correct answer must satisfy both rules at once.
Check 1
Count bottom lines vs internal lines
Stem 1: 3 internal, 3 bottom. Stem 2: 2 internal, 2 bottom. Stem 3: 1 internal, 1 bottom. Rule 1 confirmed: bottom lines = internal lines.
Check 2
Count dots vs sides
Trapezoid (4 sides) = 4 dots. Pentagon (5 sides) = 5 dots. Triangle (3 sides) = 3 dots. Rule 2 confirmed: dots = sides.
Check 3
Apply both rules to eliminate
Test every option against Rule 1 first, then Rule 2. Any option that fails either rule is eliminated immediately.
Core rule
At Level E, Figure Classification questions carry two independent rules. Finding only one rule and applying it will always leave more than one option standing — both rules are needed to reach a single correct answer.
Verify the rules — stems
Count every attribute across all three stems. The two rules emerge immediately from the numbers.
| Stem | Shape | Sides | Dots | Internal | Bottom | Rule 1 | Rule 2 |
|---|---|---|---|---|---|---|---|
| 1 | Trapezoid | 4 | 4 | 3 | 3 | ✓ | ✓ |
| 2 | Pentagon | 5 | 5 | 2 | 2 | ✓ | ✓ |
| 3 | Triangle | 3 | 3 | 1 | 1 | ✓ | ✓ |
Apply both rules — options
Rule 1 first (eliminates the most). Then Rule 2 on what remains. Only one option survives both.
| Option | Sides | Dots | Internal | Bottom | Rule 1 | Rule 2 | Verdict |
|---|---|---|---|---|---|---|---|
| A | 8 | 2 | 3 | 3 | ✓ | ✗ | Out |
| B | 4 | 4 | 3 | 2 | ✗ | ✓ | Out |
| C | 3 | 1 | 1 | 1 | ✓ | ✗ | Out |
| D | 8 | 5 | 2 | 2 | ✓ | ✗ | Out |
| E | 6 | 6 | 4 | 4 | ✓ | ✓ | ✓ |
Option check
Eliminate
Rule 1 holds (3 internal = 3 bottom ✓) but Rule 2 fails — the octagon has 8 sides, yet only 2 dots appear above it. Both rules must hold simultaneously.
Eliminate
Rule 2 holds (parallelogram = 4 sides, 4 dots ✓) but Rule 1 fails — 3 internal lines do not match 2 bottom lines. Eliminated at the first check.
Eliminate
Rule 1 holds (1 internal = 1 bottom ✓) but Rule 2 fails — the triangle has 3 sides, yet only 1 dot appears above it. Both rules must hold simultaneously.
Eliminate
Rule 2 fails — 5 dots do not match 8 sides. Rule 1 holds (2 internal = 2 bottom ✓) but Rule 2 eliminates it: 5 ≠ 8.
Correct
A hexagon has 6 sides — 6 dots appear above it ✓. It contains 4 internal vertical lines — 4 short lines appear below it ✓. Both rules are satisfied simultaneously. This is the only option that passes both checks.
Use this checklist on every Figure Classification question
- Look for every rule that holds across all three stem figures — at Level E there will be more than one.
- Apply each rule as a separate filter, starting with the one that eliminates the most options.
- The correct answer is the only option that passes every rule at the same time.
Reflection
Options A and C each satisfy Rule 1 but fail Rule 2. Options B and D each satisfy one rule but fail the other. At Level E, distractors are designed to satisfy one rule convincingly — spotting that a second rule exists is the real challenge.
Bridge forward
In harder Figure Classification questions, look for rules in: line style, shading, rotation, size, count, and position. When one rule leaves multiple options standing, a second rule is always present — keep looking until only one option survives all checks.
Conclusion
The answer is E — a hexagon with 6 dots above and 4 internal lines matched by 4 short lines below. It is the only option that satisfies both rules simultaneously: dots equal sides, and internal lines equal bottom lines.
Non-Verbal Reasoning · Figure Matrices
Figure Matrices · CAT4 Level E
Read across the columns, not down the rows. Each column applies a transformation — find both transformations, confirm them across two complete rows, then apply them to the missing cell.
What to notice first
Two transformations operate across the columns. Col 1 → Col 2: a new shape is added on top of the base shape, forming a combined figure — both shapes remain outlined (white). Col 2 → Col 3: the combined figure is rotated 90° clockwise and filled solid black. Both transformations must be applied together to reach the correct answer.
Rule 1
Col 1 → Col 2
A new shape is added on top of the base shape. The combined figure stays outlined — no fill, no rotation yet.
Rule 2
Col 2 → Col 3
The combined figure rotates 90° clockwise AND is filled solid black. Both changes happen at the same time.
Apply
Row 3 missing cell
Diamond + trapezoid on top → rotate 90° CW → trapezoid moves to the right → fill black = Option C.
Core rule
At Level E, Figure Matrices apply two transformations simultaneously. Missing one — here, the rotation direction or the fill — produces a plausible but wrong answer. Both must be verified across rows 1 and 2 before applying to row 3.
Verify the rules across all three rows
Confirm both transformations hold in rows 1 and 2 before applying them to row 3.
| Row | Col 1 — base shape | Col 2 — base + addition on top | Col 3 — rotated 90° CW + black |
|---|---|---|---|
| 1 | Rectangle (outlined) | T-shape — rect + narrower rect on top (outlined) | T-shape rotated 90° CW, filled black ✓ |
| 2 | Triangle (outlined) | Triangle + square on top (outlined) | Combined rotated 90° CW, filled black ✓ |
| 3 | Diamond (outlined) | Diamond + trapezoid on top (outlined) | Rotate 90° CW → trapezoid moves right · fill black = C |
Rotation logic for row 3
In col 2, the trapezoid sits on top of the diamond — a vertical arrangement. Rotating 90° clockwise moves whatever was at the top to the right. So the trapezoid ends up to the right of the diamond — a horizontal arrangement — and both shapes are filled black.
Option check
Eliminate
Both shapes are outlined, not filled. This option applies the rotation correctly (trapezoid on right) but misses the fill transformation entirely. Col 3 must always be solid black.
Eliminate
Filled black ✓ but the trapezoid is on the left — this is a 90° counter-clockwise rotation, not clockwise. The rotation direction is wrong.
Correct
Filled black ✓ · trapezoid on the right ✓ · correct proportions ✓. Both transformations are applied exactly: 90° clockwise rotation moves the trapezoid from top to right, and the combined shape is filled solid black.
Eliminate
Filled black ✓ · trapezoid on the right ✓ — but the trapezoid is oversized, noticeably wider than the diamond. The proportions do not match the combined shape from col 2. The Level E trap: B, C, and D all look similar at a glance.
Eliminate
Both shapes are outlined and the arrangement is still vertical — this is simply col 2 of row 3 with no transformations applied. Neither rotation nor fill has been carried out.
Use this checklist on every Figure Matrices question
- Read across the columns first — identify what changes from col 1 to col 2, then from col 2 to col 3.
- Confirm both transformations hold in every complete row before applying them to the missing cell.
- At Level E, always check rotation direction (clockwise vs counter-clockwise) and fill separately — each is a distinct trap.
Reflection
Options B, C, and D are all solid black with a horizontal arrangement — they look nearly identical at a glance. The Level E difficulty is distinguishing between them: B has the trapezoid on the wrong side, D has the wrong size. Only C matches both the rotation direction and the proportions exactly.
Bridge forward
In harder Figure Matrices, two or three transformations may apply simultaneously. Always list each one before looking at the options — rotation direction, fill, size, and position are all independent checks. Missing even one leads to a plausible distractor.
Conclusion
The answer is C — a solid black diamond with a solid black trapezoid on the right. The col 2 figure (diamond + trapezoid on top) is rotated 90° clockwise, moving the trapezoid from the top to the right, then filled solid black. Both transformations are confirmed across rows 1 and 2 before applying to row 3.
Spatial Ability Sample Questions
Spatial Ability · Figure Analysis
Figure Analysis · CAT4 Level E
Track every fold in order before thinking about the answer. Each fold doubles the number of holes — and the direction of each fold determines the orientation of the triangle holes when the paper is unfolded.
What to notice first
There are three folds before the holes are punched. Fold 1: the square is folded diagonally from top-left to bottom-right — the upper-right triangle folds over the lower-left, creating a right triangle. Fold 2: the top portion of the triangle folds down. Fold 3: the right portion folds left. Two holes are then punched — one triangular, one circular. Three folds create multiple layers, so when the paper is fully unfolded, 8 holes appear in total: 4 triangles and 4 circles. The key question is not how many holes, but which orientation the triangle holes take — that is what separates the correct answer from the distractors.
Rule 1
Count the folds
3 folds = multiple layers. Two holes punched through those layers = 8 holes when fully unfolded (4 triangles + 4 circles).
Rule 2
Track hole orientation
Each fold reflects the hole across that fold line. The triangle hole's pointing direction changes with each reflection — track it through all three unfolds.
Rule 3
Eliminate by orientation
All 5 options show 8 holes in the right positions. The only difference is the triangle direction — use that to eliminate 4 options immediately.
Core rule
At Level E, all options show the correct number of holes — the question tests whether you can track orientation through multiple folds, not just count holes. Answering from hole count alone will not eliminate any option.
Track the fold sequence
Follow each fold step in order. Each step changes the number of layers and the orientation of the triangle hole when reflected.
| Step | Action | Paper shape | Layers |
|---|---|---|---|
| Start | Full blue square | Square | 1 |
| Fold 1 | Diagonal fold TL→BR — upper-right over lower-left | Right triangle | 2 |
| Fold 2 | Top portion folds down | Smaller triangle | 4 |
| Fold 3 | Right portion folds left | Small triangle | 8 |
| Punch | 1 triangle + 1 circle hole punched through all layers | Small triangle | 8 |
| Unfolded | All folds reversed — holes reflected symmetrically | Full square | 4△ + 4○ = 8 ✓ |
Why orientation matters here
The diagonal fold (fold 1) is the critical step. When a triangular hole is reflected across a diagonal line, its pointing direction rotates. The two subsequent folds (top down, right left) then mirror those reflections symmetrically — producing a consistent orientation across all 4 triangle holes. That consistent orientation is what option A shows.
Option check
Correct
4 triangles pointing consistently upward + 4 circles, arranged symmetrically. This matches the orientation produced when a triangle hole is reflected across the diagonal fold (TL→BR) and then mirrored through the two subsequent folds.
Eliminate
Triangles point downward — a vertical flip of option A. This would result from reversing fold 2 (folding the bottom up instead of the top down). The fold direction was top-down, so the reflections produce upward-pointing triangles, not downward.
Eliminate
Triangles alternate up and down. An alternating pattern would require the fold lines to produce inconsistent reflections — which cannot happen when all three folds are applied uniformly to the whole paper.
Eliminate
Triangles point right. A horizontal orientation would result from a vertical fold axis — this fold sequence uses a diagonal first fold, which cannot produce horizontally-pointing triangle holes.
Eliminate
Triangles point left — the horizontal mirror of D. Same reason as D: a horizontal triangle orientation is impossible with a diagonal-first fold sequence.
Use this checklist on every Figure Analysis question
- Count the folds first — each fold doubles the number of holes when unfolded.
- At Level E all options show the correct hole count — eliminate by orientation, not by number.
- Track the diagonal fold carefully — it rotates triangle orientations and is always the hardest reflection to visualise.
Reflection
The Level E challenge here is not counting the holes — all five options show 8. It is tracking how the diagonal fold changes the triangle orientation. Students who only count holes will have five equally plausible options remaining. Orientation is the only filter.
Bridge forward
In any paper-folding question with a diagonal fold, visualise the triangle hole as an arrowhead. Ask yourself: after reflecting across that diagonal line, which direction does the arrowhead now point? That mental image resolves the orientation question without needing to draw it out.
Conclusion
The answer is A. Three folds create 8 layers. Two punched holes (triangle + circle) produce 4 triangles and 4 circles when unfolded — 8 holes total. The diagonal first fold reflects the triangular hole so it points consistently upward across all four positions. Option A is the only choice showing this orientation.
Spatial Ability · Figure Recognition
Figure Recognition · CAT4 Level E
Memorise every part of the test shape's outline before looking at any option — then search for that exact outline hidden inside one of the larger figures, in the same direction, with nothing changed.
What to notice first
The test shape is an irregular closed polygon with angular edges — roughly C-shaped with its opening facing left. It has four distinctive features: a near-horizontal top edge, an angular point at the upper-right, a V-shaped notch cutting back toward the left, and a wider base extending to the lower-right. At Level E, all five options contain complex, busy line patterns designed to camouflage the hidden shape. The only way to find it reliably is to fix every part of that outline in your mind first, then trace it inside each option — ignoring all surrounding lines.
Check 1
Fix the outline precisely
Name every part: top edge, upper-right point, V-notch cutting left, wider lower-right base, opening facing left. Do this before looking at any option.
Check 2
Direction must match exactly
The shape must appear in the same orientation — not flipped, not rotated. A shape that looks similar but points the other way is a different shape.
Check 3
Trace — ignore surrounding lines
In each option, ignore all extra lines. Ask only: can the exact outline be traced cleanly within this figure? In option B, it can.
Core rule
At Level E, the options are deliberately complex. The extra lines are there to prevent you from seeing the hidden shape at a glance. Do not compare whole pictures — trace one specific outline and ignore everything else.
Model the pattern
Step 1 — Break the test shape into parts
Do not think of it as "a C-shape." Name its exact parts: top edge (near-horizontal), upper-right angular point, V-notch (cuts back to the left), lower-right base (wider). You are looking for these four features in the same arrangement.
Step 2 — Ask one strict question per option
Can I trace the top edge, the upper-right point, the V-notch, and the wider base — all in the correct orientation — as a clean connected outline inside this figure? If any part is missing, wrong direction, or distorted, eliminate immediately.
Step 3 — Confirm in option B
Inside the complex pentagon-like figure of option B, the exact angular C-shape can be traced in full — top edge, upper-right point, V-notch, wider base — all in the same left-facing orientation as the test shape. The extra lines surrounding it are distractors only.
Option check
Eliminate
The figure has many intersecting lines going in multiple directions. The angular C-shape cannot be traced as a clean connected outline in the correct orientation — the crossing lines break every attempted trace.
Correct
The exact test shape — top edge, upper-right angular point, V-notch, wider lower-right base, opening facing left — can be traced cleanly within this figure. The surrounding pentagon lines and interior diagonals are distractors. The hidden outline is intact and unchanged.
Eliminate
The dominant structure is a triangular mountain form with rectangular elements. This belongs to a completely different shape family — the angular C-outline and its V-notch cannot be found anywhere within it.
Eliminate
The figure uses diagonal lines within a quadrilateral frame. The specific sequence of features — upper-right point, V-notch cutting left, wider base — does not appear in the correct orientation within this arrangement.
Eliminate
The angular forms present here resemble letter-like structures. While some lines are similar in angle, the complete test shape outline — with its V-notch and left-facing opening — cannot be traced in the correct orientation.
Use this checklist on every Figure Recognition question
- Break the test shape into named parts before scanning any option — top edge, corners, notches, direction of opening.
- The shape must appear in the same orientation — a flipped or rotated version is always wrong.
- In complex options, ignore all surrounding lines and trace the test outline alone — if even one part cannot be found, eliminate that option.
Reflection
At Level E, Figure Recognition options are intentionally dense with lines. The complexity is the distraction — not the difficulty. Once you stop comparing whole pictures and focus on tracing one specific outline, the correct option becomes the only one where every part fits cleanly.
Bridge forward
In all Figure Recognition questions, the more complex the options look, the more important it is to name the test shape's parts before you begin. Students who skip this step compare whole pictures and get confused by the extra lines. Students who name the parts first have a precise checklist — and only one option passes every check.
Conclusion
The answer is B. It is the only option that contains the exact test shape — an irregular angular C-shaped polygon with an upper-right point, a V-notch cutting left, and a wider lower-right base — hidden within a larger complex figure, in exactly the same orientation as the test shape.
Get full access to 1,000+ CAT4 Level E practice questions with expert tips, mock exams, and step-by-step explanations.
Get Full PracticeIs CAT4 Level E used for school admissions?
Yes — most often for late-transfer entry. The main grammar school intake is in Year 7, but many grammar schools admit pupils into Year 8 and Year 9 through in-year (late-transfer) assessments, and some use CAT4 Level E as part of their admissions process. Selective independent schools may also use CAT4 for 13+ entry. As there is no standardised 11+ examination at this stage, CAT4 results can play an important role in the admissions process, although they are usually considered alongside an interview and a report from the child's current school.
CAT4 Level E (Year 8) Practice Test Walkthrough
Step-by-step answers to CAT4 Level E exam-style questions for Year 8 students — covering all four reasoning batteries: Verbal Reasoning, Quantitative Reasoning, Non-Verbal Reasoning, and Spatial Reasoning, including Figure Matrices, Verbal Classification, Verbal Analogies, Number Analogies, Number Series, Figure Classification, Figure Analysis, and Figure Recognition.
CAT4 Level E (Year 8) Practice Test Walkthrough · Step-by-step answers across all 4 batteries · Watch on YouTube →
What Do CAT4 Level E Scores Mean for Year 8?
CAT4 Level E results are reported using three standardised score types used by GL Assessment to measure reasoning ability consistently across pupils of the same age. Each score provides schools and parents with a different perspective on how a Year 8 child's cognitive abilities compare with the national age group. CAT4 Level E results help schools review and update the reasoning profile established at secondary entry. With GCSE option choices and set reviews approaching, these results can provide valuable insights into a student's strengths, learning needs, and academic potential.
Standard Age Score (SAS)
The main score used to measure a child's performance compared with other pupils of the same age. SAS scores are centred around 100, which represents the national average. Scores above 100 indicate performance above the average range, while scores below 100 indicate performance below the average range. On CAT4 Level E, SAS results are age-standardised for Year 8 pupils and provide schools with an updated measure of a student's reasoning ability, helping them review academic planning and support decisions.
National Percentile Rank (NPR)
Shows a child's performance as a position within the national age group. An NPR of 75, for example, means the child performed as well as or better than approximately 75% of pupils of the same age nationally. NPR values range from 1 to 99 and provide an accessible way for parents and schools to understand relative performance. In Year 8, CAT4 Level E NPR results can be useful when discussing a student's academic profile alongside other evidence, such as attainment data and teacher assessments.
Stanine
A nine-point scale that summarises performance by grouping pupils into broad ability bands. Stanines range from 1 (Very Low) to 9 (Very High) and are derived from percentile rankings. They provide a quick overview of a child's relative position without requiring interpretation of detailed numerical scores. In CAT4 Level E reports, stanines help teachers and parents understand patterns of reasoning ability and compare results over time.
Learn more about CAT4 scores and what they mean for Year 8 pupils →
What is a Good CAT4 Score in Year 8?
All CAT4 scores are centred around a national average of 100 and are age-standardised by GL Assessment to allow comparison with pupils of the same age nationally. Understanding which band your child's CAT4 Level E score falls into helps provide a clearer picture of their reasoning profile and learning potential. On CAT4 Level E, many Year 8 pupils achieve scores within the broad average range of 85–115. As GCSE option choices approach, CAT4 results can provide useful insights into a student's strengths and learning needs, although schools usually consider them alongside attainment data, teacher assessments, and other academic information.
Average (90–110)
Scores within this range are considered typical for a child's age. A score of exactly 100 is the national average; scores between 90 and 110 indicate reasoning ability that is broadly in line with same-age peers. For CAT4 Level E, this band represents the majority of the national Year 8 cohort and reflects steady cognitive development through the first two years of secondary school.
Above Average (111–119)
Scores in this range indicate reasoning ability above the national average for the child's age. Children scoring here are performing meaningfully better than most same-age peers, though not yet in the high-ability band. On CAT4 Level E, an above-average score in Year 8 strengthens the case for upper-set placement and positions a child well for the more demanding GCSE subjects ahead.
High Ability (120–129)
Scores in the 120–129 range point to strong reasoning skills and are often seen in children who pick up new concepts quickly or show early academic confidence. On the CAT4 Level E assessment, a score in this band places a Year 8 child in the top 10% nationally — a level that supports top-set placement across core subjects and signals strong readiness for triple science, higher-tier maths and other demanding GCSE pathways.
Gifted and Talented (130+)
A score of 130 or above is typically classified as Gifted and Talented , reflecting exceptional reasoning ability compared with pupils of the same age across the country. On CAT4 Level E, a score of 130 or above in Year 8 places a child in the top 2% nationally — a strong indicator for accelerated GCSE programmes, selective sixth form entry, and early scholarship consideration at independent schools.
Tips for CAT4 Level E
To perform well in CAT4 Level E, it is helpful to understand the test format, practise regularly, and develop effective reasoning strategies. The following tips can help Year 8 students prepare with confidence.
Understand the Test Format
Become familiar with the structure of CAT4 Level E, including the four reasoning batteries: Verbal, Quantitative, Non-Verbal, and Spatial Reasoning. Understanding the format helps students feel more confident and manage their time effectively during the assessment.
Practice with Sample Questions and Mock Tests
Regular practice with CAT4-style questions helps students become familiar with the types of problems they may encounter. Working through timed practice tests can improve speed, accuracy, and confidence.
Identify and Strengthen Weak Areas
Practice helps students recognise which reasoning areas need further development. Focus on improving specific skills, such as vocabulary, numerical patterns, spatial thinking, and problem-solving strategies.
Develop Critical Thinking Skills
Puzzles, brain teasers, and logical reasoning exercises sharpen the same cognitive abilities CAT4 assesses — and build confidence along the way.
Manage Your Time Effectively
Time management is an important part of CAT4 preparation. Practise answering questions under timed conditions so you can work efficiently while maintaining accuracy. Learn when to move on from a difficult question and return to it if time allows.
Review Key Concepts
Refresh your understanding of verbal, non-verbal, quantitative, and spatial reasoning using study materials and online resources.
Seek Guidance and Support
If you find certain question types challenging, teachers, tutors, or educational professionals can provide explanations and strategies to help you improve.
Stay Relaxed and Maintain a Positive Mindset
Approach CAT4 Level E with confidence and a positive attitude. Good preparation, familiarity with the question types, and regular practice can help reduce stress and allow students to perform at their best.
These tips can enhance your performance and help you get the most out of your CAT4 Level E preparation.
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Conclusion
CAT4 Level E (Year 8) assesses how students reason, solve problems, and apply different types of thinking. Understanding the purpose and structure of the assessment can help students approach it with greater confidence.
This guide has provided practical preparation tips, including practising CAT4-style questions, becoming familiar with the test format, and developing effective time-management strategies.
With regular practice and a positive mindset, students can build confidence, reduce test anxiety, and perform to the best of their ability. You can learn more about CAT4 levels and assessment formats here.
Get full access to 1,000+ CAT4 Level E practice questions with expert tips, mock exams, and step-by-step explanations.
Get Full PracticeCAT4 Level E — Frequently Asked Questions
What is CAT4 Level E?
CAT4 Level E is part of the Cognitive Abilities Test (CAT4) and is typically used with Year 8 pupils (ages 12–13) to assess and profile their reasoning abilities across different areas.
Who takes this level and when?
CAT4 Level E is commonly administered to Year 8 pupils, although the timing and pupils assessed depend on each school's assessment programme.
What does this level assess?
CAT4 Level E assesses four areas of reasoning: Verbal, Non-Verbal, Quantitative, and Spatial Reasoning. Together, these provide a broader picture of a pupil's reasoning profile beyond traditional curriculum-based assessments.
How is the test structured?
CAT4 Level E consists of eight timed subtests delivered across three sections, with a total testing time of approximately 72 minutes. Each subtest has its own time limit.
Is it paper or online?
Schools may run it on paper or digitally; your child’s school will confirm the format and provide instructions in advance.
How are scores reported?
Results are reported using Standard Age Scores (SAS), National Percentile Ranks (NPR), and stanines (1–9), allowing performance to be compared with pupils of the same age nationally.
What is a good score at this level?
A SAS of around 100 represents the national average for age. Higher SAS scores and stanines indicate stronger performance relative to age peers, although schools consider the complete reasoning profile rather than a single score.
How do schools use the results in Year 8?
Schools use CAT4 profiles to understand pupils' strengths, identify areas for support or challenge, inform teaching approaches, and contribute to decisions about grouping, targets, and academic planning.
How can my child prepare?
Preparation should focus on becoming familiar with CAT4-style questions and reasoning tasks. Short, regular practice sessions, a positive approach, good rest, and a calm routine on test day can all help students feel more confident.