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 the three figures share. At Level E there is more than one, and one rule on its own will never leave a single answer standing.
What to notice first
Every figure has three countable parts: the dots on top, the lines inside the shape, and the short lines underneath it. Count all three on each stem figure and two rules appear. Rule 1: the lines inside equal the short lines underneath — 3 and 3, then 2 and 2, then 1 and 1. Rule 2: the number of dots equals the number of sides — 4 dots on a 4-sided figure, 5 on a 5-sided figure, 3 on a triangle. The answer must obey both at once.
Check 1
Count inside and underneath
Stem 1: 3 inside, 3 underneath. Stem 2: 2 and 2. Stem 3: 1 and 1. Rule 1 confirmed.
Check 2
Count dots and sides
4 dots on 4 sides, 5 dots on 5 sides, 3 dots on 3 sides. Rule 2 confirmed.
Check 3
Apply both, not one
Rule 1 alone leaves three options standing. Only both rules together leave one.
Two counting traps
The shape's own bottom edge is not a short line underneath — in options A and D it is almost exactly the same length as one. And a thick vertical edge is part of the shape, not a line inside it: in stem 2 the left edge is vertical and looks like a third inside line, but there are only two.
Count every part — the three stem figures
| Stem | Shape | Sides | Dots | Inside | Underneath | Rule 1 | Rule 2 |
|---|---|---|---|---|---|---|---|
| 1 | Trapezoid | 4 | 4 | 3 | 3 | ✓ | ✓ |
| 2 | Five-sided figure | 5 | 5 | 2 | 2 | ✓ | ✓ |
| 3 | Triangle | 3 | 3 | 1 | 1 | ✓ | ✓ |
Now the five options
Rule 1 removes A and B. Three options survive it, which is the proof that one rule is not enough. Rule 2 then removes C and D.
| Option | Sides | Dots | Inside | Underneath | Rule 1 | Rule 2 | Verdict |
|---|---|---|---|---|---|---|---|
| A | 8 | 2 | 3 | 2 | ✗ | ✗ | Out |
| B | 4 | 4 | 3 | 2 | ✗ | ✓ | Out |
| C | 3 | 1 | 1 | 1 | ✓ | ✗ | Out |
| D | 7 | 5 | 2 | 2 | ✓ | ✗ | Out |
| E | 6 | 6 | 4 | 4 | ✓ | ✓ | ✓ |
Option check
Eliminate
Fails both rules. It has 3 lines inside but only 2 underneath, and 2 dots on an 8-sided shape. Counting the shape's own bottom edge as a third short line is what makes A look like it passes rule 1 — it does not.
Eliminate
Rule 2 holds — a parallelogram has 4 sides and 4 dots. But 3 lines inside against 2 underneath breaks rule 1. This is the trap: B is the answer for a student who found the dots rule and stopped.
Eliminate
Rule 1 holds — 1 line inside, 1 underneath. But the triangle has 3 sides and only 1 dot, so rule 2 fails.
Eliminate
Rule 1 holds — 2 inside, 2 underneath. But the figure has 7 sides and only 5 dots, so rule 2 fails.
Correct
A hexagon: 6 sides and 6 dots ✓. Four lines inside and four short lines underneath ✓. E is the only option that obeys both rules at the same time.
Use this checklist on every Figure Classification question
- Count every part of each stem figure — dots, sides, lines inside, lines underneath — before looking at the options.
- If one rule still leaves more than one option standing, there is another rule. Keep looking.
- Do not count the shape's own edges. A bottom edge is not a line underneath; a thick side is not a line inside.
Reflection
Rule 1 on its own removes only A and B, leaving C, D and E. That is the moment the question is really testing: a student who stops there has to guess between three. Finding the second rule is what turns a one-in-three guess into an answer.
Bridge forward
At Level E, look for rules in count, shape, line style, shading, size and position. Check them against all three stem figures — a rule that fits two of the three is not a rule.
Conclusion
The answer is E. Two rules run at once: the lines inside equal the short lines underneath, and the number of dots equals the number of sides. E is a hexagon with 6 dots for 6 sides, and 4 lines inside matched by 4 underneath. It is the only option that satisfies both.
Non-Verbal Reasoning · Figure Matrices
Figure Matrices · CAT4 Level E
Read each row from left to right. Work out both steps, build the answer in your head, and only then look at the options.
What to notice first
Two things happen across each row. Box 1 to box 2: a small shape is added on top of the big shape, and everything stays outlined. Box 2 to box 3: the combined figure is turned a quarter turn clockwise and filled solid black. The step that decides this question is the turn: a quarter turn clockwise moves whatever is on top round to the right.
Rule 1
Box 1 → box 2
A small shape is added on top. Rectangle gains a rectangle, triangle gains a circle, diamond gains a trapezoid.
Rule 2
Box 2 → box 3
A quarter turn clockwise, and filled solid black. Both changes happen together.
Apply
Row 3
Diamond with a trapezoid on top → the trapezoid moves to the right → fill it all black.
Core rule
Check the turn on a row you can already see. In row 1 the small rectangle is on top in box 2 and on the right in box 3. In row 2 the circle is on top, then on the right. The rule holds twice, so it can be trusted on row 3.
Check both steps on every row
| Row | Box 1 | Box 2 — small shape added on top | Box 3 — quarter turn clockwise + black |
|---|---|---|---|
| 1 | Rectangle, outlined | Rectangle with a small rectangle on top | Small rectangle now on the right, all black ✓ |
| 2 | Triangle, outlined | Triangle with a circle on top | Circle now on the right, all black ✓ |
| 3 | Diamond, outlined | Diamond with a trapezoid on top | Trapezoid on the right, touching, all black = C |
The small shape always touches
In every figure in the grid the small shape is joined to the big one. Turning a figure does not pull it apart, so the answer's small shape must touch the diamond as well. That single check removes option D.
Option check
Eliminate
The turn is right and the trapezoid is in exactly the right place — but nothing is filled in. A does the first half of rule 2 and stops. It is the closest wrong answer on shape, and still wrong.
Eliminate
Filled black ✓, but the trapezoid is on the left. That is a quarter turn the wrong way. Clockwise takes the top round to the right, not the left.
Correct
Filled black ✓ · trapezoid on the right ✓ · the same trapezoid as in box 2, still touching the diamond ✓. Both halves of rule 2 are applied.
Eliminate
Black, and on the right — so at a glance it looks like C. But its small shape is a different shape from the trapezoid in the grid, and it does not touch the diamond. D is the only figure in the whole question that comes apart into two separate pieces.
Eliminate
The trapezoid is still on top and nothing is filled in. This is simply box 2 of row 3 copied out — neither the turn nor the fill has happened.
Use this checklist on every Figure Matrices question
- Read across the row, not down the column. Name what changes from box 1 to box 2, then from box 2 to box 3.
- Check both steps on a row that is already complete before applying them to the missing cell.
- Build the answer in your head first, then find it. Do not pick the option that looks closest.
- When a turn is involved, say where the top goes: a quarter turn clockwise sends it to the right.
Reflection
C and D are both black with a small shape on the right, and at a glance they look the same — that is where the marks are lost. They are separated by two checkable things: the shape of the small piece, and whether it touches. Neither needs any judgement about size.
Bridge forward
In harder matrices two or three changes may run at once — turn, fill, size and position. List each one before looking at the options, then check the options against the list. Missing one change is what every distractor is built from.
Conclusion
The answer is C. Across each row a small shape is added on top, then the whole figure is turned a quarter turn clockwise and filled solid black. For row 3 that gives a solid black diamond with the same trapezoid touching it on the right. A misses the fill, B turns the wrong way, D has a different small shape that does not touch, and E has not been turned or filled at all.
Spatial Ability Sample Questions
Spatial Ability · Figure Analysis
Figure Analysis · CAT4 Level E
Every crease is a mirror. Open the folds in reverse order — last fold first — and mirror each hole across the crease you are opening. The direction of that crease decides which way the triangle ends up pointing.
What to notice first
There are three folds before the holes are punched. Fold 1 is slanted, from the top-left corner to the bottom-right corner: the upper-right half lies down on the lower-left half, making a right triangle. Fold 2 is flat: the top part folds down. Fold 3 is upright: the right part folds left. What is left is a small square, one quarter of the original, four layers thick. Two holes are punched through it — a triangle pointing up in the upper-left half, and a circle in the lower-right half. That detail decides everything: the two holes sit in different halves, so they open along different creases and end up on different sides of the finished square.
Check 1
Open in reverse order
Undo the last fold first, then the one before it. Never try to picture all three at once.
Check 2
Mirror only what moves
When a crease opens, only the holes on the part that swings across get copied to the far side. A hole outside that part stays where it is.
Check 3
Read the crease direction
An upright crease turns left into right. A flat crease turns up into down. A slanted crease swaps the two: up becomes left, down becomes right.
Core rule
A mirror is not a turn. Reflecting a shape across a slanted crease swaps the two directions — an upward-pointing triangle comes out pointing left, and a downward-pointing one comes out pointing right. Getting that one step right is what separates option A from options B and D.
Track the fold sequence
Fold 1 doubles the whole sheet. Folds 2 and 3 each double only their own half of what is left, so the finished quarter is four layers thick — not eight.
| Step | Action | Paper shape | Layers |
|---|---|---|---|
| Start | Full blue square | Square | 1 |
| Fold 1 | Slanted crease, top-left to bottom-right — upper-right half folds over the lower-left half | Right triangle | 2 |
| Fold 2 | Flat crease — the top part folds down onto the upper-left half of the quarter | Trapezium | 4 there, 2 elsewhere |
| Fold 3 | Upright crease — the right part folds left onto the lower-right half of the quarter | Small square (one quarter) | 4 throughout |
| Punch | Triangle punched in the upper-left half, circle in the lower-right half | Small square | 4 × 2 = 8 holes |
Now open it again, last fold first
| Open | What mirrors | Result | Holes |
|---|---|---|---|
| Upright crease | The circle only — it is the hole in the lower-right half. Left becomes right. | Two circles side by side along the bottom | 3 |
| Flat crease | The triangle only — it is the hole in the upper-left half. Up becomes down. | Two triangles down the left: one pointing down, one pointing up | 4 |
| Slanted crease | All four holes. Up becomes left, down becomes right. | Triangles along the top facing each other; circles down the right edge | 8 ✓ |
Why the two holes end up in different places
The triangle was punched in the half of the quarter that came from the flat fold, and the circle in the half that came from the upright fold. Each hole can only copy itself within its own half, so the four triangles finish along the top and left edges and the four circles along the bottom and right edges. No hole reaches all four sides.
Option check
Correct
The two triangles along the top face each other — left one pointing right, right one pointing left — which is exactly what the slanted crease produces from the up-and-down pair on the left. Triangles on the top and left, circles on the bottom and right.
Eliminate
The top pair still points down and up. That is the result of mirroring in a flat crease, but the last crease opened is slanted, and a slanted crease swaps the directions to sideways. Trap: right method, wrong crease direction.
Eliminate
Both top triangles point right and both left-hand triangles point up. Nothing has been mirrored at all — the copies were slid across instead of reflected. Trap: copying instead of mirroring.
Eliminate
The same error as B with the two directions swapped over: up on the left of the top pair and down on the right. Still a flat-crease mirror where a slanted one is needed.
Eliminate
Each of the four sides carries one triangle and one circle. The triangle was punched in one half of the folded quarter and the circle in the other, so neither can reach all four sides. Trap: mixing the two holes together.
Use this checklist on every Figure Analysis question
- Open the folds in reverse order — undo the last fold first, one crease at a time.
- Mirror only the holes sitting on the part that swings across; a hole off that part stays put.
- Read the crease direction: upright turns left into right, flat turns up into down, slanted swaps them.
- Note which half of the folded shape each hole sits in — that tells you which edges it will finish on.
Reflection
All five options show eight holes, so counting will not eliminate anything. Four of them (A to D) even place the circles identically. The whole question turns on the two triangles along the top: only a mirror in the slanted crease turns an up-and-down pair into a sideways pair facing each other.
Bridge forward
Picture the triangle hole as an arrowhead and the crease as a mirror line. Hold the arrowhead up to a slanted mirror and it comes back pointing sideways. That single image answers most Level E paper-folding questions without any drawing.
Conclusion
The answer is A. The folded quarter is four layers thick, so two punches give eight holes. Opening the upright crease doubles the circle, opening the flat crease doubles the triangle, and opening the slanted crease doubles everything while swapping up with left and down with right. The finished square carries four triangles along the top and left edges — pointing right, left, down and up — and four circles along the bottom and right edges.
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
Every question type on the CAT4 Level E test for Year 8, worked through step by step across all four batteries — Spatial Ability, Non-Verbal Reasoning, Verbal Reasoning and Quantitative Reasoning. Each question starts with the method you can reuse on a question you have never seen, then applies it, then shows why each wrong answer is there.
CAT4 Level E (Year 8) Practice Test Walkthrough · 19:40 · 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.