Free CAT4 Level D (Year 7) Practice Questions and Guidance `

Free CAT4 Level D (Year 7) Practice Questions and Guidance `

The CAT4 Level D is designed for students typically in Year 7 in England or the final year of primary school in Ireland. This assessment provides schools with a clear baseline of how students think, learn, and approach problem-solving as they begin their secondary education.

I’m Liron Katz, and I’m here to help you approach CAT4 with clarity and give your child the tools to practise confidently with structured, free sample questions.

This page offers:

  • Free Level D sample questions across all four CAT4 batteries
  • Clear, step-by-step explanations for every answer
  • A breakdown of Verbal, Quantitative, Non Verbal, and Spatial reasoning skills
  • Focused study tips to improve accuracy, pacing, and confidence on test day

Use the links below to explore CAT4 Level D practice, guidance, and resources: 

Free Practice Questions | CAT4 Level D Tips | Why Level D Matters | Understanding the Report | Learning Recommendations | Achievement Indicators | Prep Pack |  FAQs

Access the Full PrepPack

Free CAT4 Level D Sample Questions

This section introduces one sample question for each reasoning skill across all four CAT4 Level D batteries. These questions are designed to show your child what the questions look like and how to approach them confidently. Each sample question comes with a clear explanation of the thinking process as well as the correct answer.

Verbal Reasoning Battery

This battery contains two question types: Verbal Analogies and Verbal Classification  

In Verbal Analogies, students identify the relationship between a pair of words and apply that same relationship to a new pair. A helpful strategy is to form a sentence that explains how the words are connected.

Lets take a look of the following analogy: 

Sample Verbal Analogy Question

Galaxy → Solar System: Sentence →

Wrong

Correct!

Wrong

Wrong

Wrong

View Explanation

The correct answer is B.

Let's Break This Down Step by Step

First, we need to figure out how galaxy and solar system are connected. Think about what a galaxy is made of. A galaxy is a huge collection of many solar systems grouped together. So the relationship here is that a galaxy contains many solar systems as its building blocks.

Now we need to find what completes the second pair in the same way. We have sentence as our starting word. What is a sentence made up of? Just like a galaxy is made up of solar systems, a sentence is made up of words. Many words come together to form a complete sentence.

Let's look at each choice to see which one fits best.

Option A is Letter. While letters are important in writing, a sentence is not directly made up of letters. Letters must first combine to create words, and then those words form sentences. So letter doesn't match our relationship.

Option B is Word. This fits perfectly! A sentence is made up of multiple words, just like a galaxy is made up of multiple solar systems. This maintains the same whole-to-part relationship.

Option C is Punctuation. Punctuation marks help organize and clarify sentences, but they don't make up the main structure of a sentence. You can't build a sentence out of punctuation marks alone.

Option D is Stars. This option might seem tempting because stars are related to galaxies and solar systems. However, this doesn't complete the analogy correctly. We need something that relates to sentence in the same way solar system relates to galaxy, not something from the first pair.

Option E is Comma. Like punctuation, a comma is used within sentences but doesn't form the building blocks of sentences. Sentences are constructed from words, not commas.

Word is the perfect match because it completes the analogy beautifully. Galaxy contains solar systems, and sentence contains words. Both show the same pattern of a larger whole being made up of smaller, essential parts.

In Verbal Classification, students identify the word that shares a common category or defining feature with a group of related words.

Let’s try one together:  

Verbal Classification question

halt    conclude    cease 

Wrong

Wrong

Wrong

Wrong

Correct!

View Explanation

The correct answer is E.

Let's Break This Down Step by Step

Let's look carefully at the three words we're given: halt, conclude, and cease. What do all of these words mean? They all describe the action of stopping or coming to an end. When something halts, it stops. When something concludes, it comes to a complete end. When something ceases, it stops happening. So our category is words that mean to stop completely.

Now we need to find which answer choice also means to stop. Let's think about what each option means and whether it matches our category of stopping words.

Option A is Walk. Walking is a type of movement or motion. It describes going forward, not stopping. This doesn't fit our category of stopping words.

Option B is Slowdown. When something slows down, it decreases in speed, but it's still moving. Slowing down is not the same as stopping. This describes a reduction in speed rather than a complete stop, so it doesn't match our pattern.

Option C is Decelerate. This is very similar to slowdown. Decelerate means to reduce speed or slow down gradually. Even though something is getting slower, it hasn't stopped yet. This doesn't fit our category either.

Option D is Go. Go means to move or proceed forward. This is actually the opposite of stopping! Go describes action and movement, not stopping, so it definitely doesn't belong with our group.

Option E is Pause. When you pause, you stop temporarily. Even though a pause might not be permanent, it still means to stop for a period of time. This matches perfectly with halt, conclude, and cease because they all describe stopping.

Confirm the Correct Answer

Pause is the perfect match for our category! It joins halt, conclude, and cease as words that all describe the action of stopping. While pause might be temporary and the others might be more permanent, they all share the common meaning of coming to a stop, which makes pause the right answer to complete this classification group.

Quantitative Reasoning Battery

This battery includes two question types: Number Series and Number Analogies

The following example is a Number Series question. Number Series questions provide a series of numbers with a certain pattern or rule. You need to determine the pattern and use the rule to determine which number will come next in the series.

 Let’s try one together:  

Number Series Question

12        21        29        38        46        55        63        72        ?

Wrong

Correct!

Wrong

Wrong

Wrong

View Explanation

The correct answer is B.

Let's Break This Down Step by Step

In a number series question, our goal is to find the rule that connects each number to the next. Let's start by finding the difference between each pair of numbers in the sequence. We'll subtract each number from the one that comes after it.

21 - 12 = 9 29 - 21 = 8 38 - 29 = 9 46 - 38 = 8 55 - 46 = 9 63 - 55 = 8 72 - 63 = 9

Great! Now we can see a clear pattern emerging. The differences alternate between 9 and 8. Let's write this out to make it even clearer:

First difference: +9 Second difference: +8 Third difference: +9 Fourth difference: +8 Fifth difference: +9 Sixth difference: +8 Seventh difference: +9

The pattern repeats consistently: +9, +8, +9, +8, +9, +8, +9, and so on.

Now that we know the pattern alternates between adding 9 and adding 8, we need to figure out what comes next. The last step we calculated was from 63 to 72, which was +9. Following our alternating pattern, the next step should be +8.

So we take our last number, 72, and add 8: 72 + 8 = 80

Option A is 79. This would mean we added 7, which doesn't fit our pattern.

Option B is 80. This matches perfectly with our calculation of 72 + 8!

Option C is 81. This would mean we added 9, but we already added 9 in the previous step.

Option D is 82. This would mean we added 10, which doesn't fit our pattern.

Option E is 83. This would mean we added 11, which doesn't fit our pattern either.

Confirm the Correct Answer

The answer is 80 because it perfectly follows the alternating pattern of adding 9, then 8, then 9, then 8, and so on. Since the previous step added 9 to get from 63 to 72, the next logical step is to add 8 to get from 72 to 80. This maintains the beautiful alternating sequence that runs throughout the entire series!

In Number Analogies, students identify the relationship between pairs of numbers and apply that same relationship to complete a new pair. Let’s try one together:  

Number analogy question

[15 → 50] [10 → 35] [7 → ?]

Wrong

Wrong

Wrong

Correct!

Wrong

View Explanation

The correct answer is D.

Let's Break This Down Step by Step

In a number analogy question, we need to discover the rule or formula that transforms the first number into the second number in each pair. Once we find this rule, we can apply it to the third pair to find the missing number.

Let's start with the first pair: 15 → 50. We need to figure out how to turn 15 into 50. Let's try the simplest operation first, which is addition.

If we add 35 to 15, we get 50: 15 + 35 = 50

This works! But we need to check if the same rule applies to the second pair.

Now let's test our rule of adding 35 on the second pair: 10 → 35.

10 + 35 = 45

This gives us 45, not 35. So adding 35 doesn't work for the second pair. This means we need to find a different formula that works for both pairs.

Since simple addition doesn't work, let's try combining operations. We need something that turns 15 into 50 and also turns 10 into 35. Let's think about using multiplication and addition together.

For the first pair (15 → 50), let's try multiplying 15 by 3: 15 × 3 = 45

This gets us close to 50! Now we just need to add 5: 15 × 3 + 5 = 45 + 5 = 50

Perfect! Our formula might be: multiply by 3, then add 5.

Let's check if this formula of multiplying by 3 and then adding 5 works for the second pair: 10 → 35.

10 × 3 = 30 30 + 5 = 35

Excellent! This formula works perfectly for both pairs. Now we can confidently use it on the third pair.

Now let's use our formula on the third pair: 7 → ?

7 × 3 = 21 21 + 5 = 26

So the missing number is 26.

Let's look at our options:

Option A is 21. This is what we get after just multiplying 7 by 3, but we still need to add 5. Option B is 22. This doesn't match our formula. Option C is 25. This is close, but not quite right. Option D is 26. This matches our calculation perfectly! Option E is 32. This is too large and doesn't fit our pattern.

Confirm the Correct Answer

The answer is 26 because it follows the consistent pattern we discovered: multiply the first number by 3, then add 5. This formula works beautifully for all three pairs, giving us 15 → 50, 10 → 35, and 7 → 26!

Non-Verbal Reasoning Battery

This battery consists of two question types: Figure Matrices and Figure Classification 

The following example is a Figure Matrix question.

In Figure Matrices, students complete a 2x2 or 3x3 grid by finding the image that follows the same visual rule across rows and columns.

Let’s try one together: 

Figure Matrix Question

Free CAT 4 Sample D FM

Correct!

Wrong

Wrong

Wrong

Wrong

View Explanation

The correct answer is A.

Let's Break This Down Step by Step

In Figure Matrix questions, we need to find the pattern that connects the pictures in each row and each column. The same rule applies across every row, and another rule applies down every column. Our job is to figure out both rules and find the answer that fits perfectly in the missing box.

Let's look at what happens as we move from left to right in each row:

Row 1 (circles): The first box has 5 circles arranged with 3 on top and 2 below. The middle box has 4 circles with 2 on top and 2 below. The last box has 2 circles side by side.

Row 2 (squares): The first box has 5 squares arranged with 3 on top and 2 below, plus one more square at the bottom. The middle box has 4 squares with 2 on top and 2 below, plus one more at the bottom. The last box has 2 squares on top and 1 square at the bottom.

Now we can see the horizontal pattern! From the first box to the second box, one shape is removed from the upper-right corner. Then from the second box to the third box, two shapes are removed from the top row. The shapes that remain stay in exactly the same positions.

Let's see what changes as we move down each column:

Column 1: We go from circles (5 total) to squares (6 total) to triangles (7 total). The number of shapes increases by one each time, and the type of shape changes.

Column 2: We go from circles (4 total) to squares (5 total) to triangles (6 total). Again, one extra shape is added and the shape type changes.

So the vertical pattern is: as we move down, the shape type changes, and one additional shape is added to the arrangement.

The missing box is in the bottom-right corner (Row 3, Column 3).

Using the horizontal rule: Looking at Row 3, the first box has 7 triangles, the second box has 6 triangles. Following the pattern, we should remove two triangles from the top of the second box to get our answer. The second box has 2 triangles on top and 4 below, so removing the top 2 leaves us with just the bottom arrangement.

Using the vertical rule: Looking at Column 3, we have 2 circles, then 3 squares. The next box should have triangles (the shape changes) and should have one more shape than the box above it. So we need 4 triangles total.

Both rules point to the same answer: 4 triangles arranged in the bottom portion of the box.

Answer choice B has 5 triangles (4 on top, 1 below). This is too many shapes and doesn't follow our horizontal pattern of removing shapes from the top.

Answer choice C has only 3 triangles. This doesn't match either pattern, as we need 4 triangles total.

Answer choice D has only 2 triangles at the bottom. This is too few shapes to follow our vertical pattern.

Answer choice E has 4 triangles, but they're arranged with 2 on top and 2 on bottom. This doesn't work because our horizontal rule says we should remove the top two shapes, not the bottom ones.

Confirm the Correct Answer

Answer choice A shows 4 triangles arranged in two rows at the bottom of the box (2 triangles in each row), with the top portion empty. This perfectly matches both our horizontal pattern (the top two shapes have been removed from the previous box) and our vertical pattern (we have triangles instead of squares, and we have 4 shapes instead of 3). Answer choice A is absolutely the right solution!

In Figure Classification, students identify the image that shares a common feature or relationship with a given set of images. Let’s try one together:  

Figure Classification Question

Wrong

Wrong

Wrong

Correct!

Wrong

View Explanation

The correct answer is D.

Let's Break This Down Step by Step

In Figure Classification questions, we're given three figures at the top that all share something in common. Our job is to look carefully at these three figures, identify what characteristic or pattern they all have in common, and then find the answer choice that has that same characteristic. It's like being a detective looking for the one thing that connects all the figures together!

Let's look at what we have at the top:

Figure 1: A blue arrow pointing upward with a black outline around it.

Figure 2: A white arrow pointing downward with a black outline around it.

Figure 3: A green arrow pointing to the right with a black outline around it.

Now, let's think about what these three arrows have in common. They're pointing in different directions (up, down, and right), so direction isn't the connecting feature. They're different colors (blue, white, and green), so color isn't what links them together either.

Here's the key observation: all three arrows have black borders or black outlines around them! That's the pattern we're looking for. No matter what color the arrow is or which direction it's pointing, every single one has a black border. This is the characteristic that our correct answer must also have.

Now let's look at each option and see which one has a black border:

Answer choice A: This is a blue arrow pointing to the left. Looking closely at the outline, we can see it has a blue border, not a black one. This doesn't match our pattern.

Answer choice B: This is a green arrow (with some yellow/orange) pointing to the right. The outline around this arrow is orange, not black. This doesn't match our pattern either.

Answer choice C: This is a blue arrow pointing downward. The outline around this arrow is red, not black. This one doesn't work.

Answer choice D: This is a white arrow pointing to the right. Looking at the outline, we can see it has a black border! This matches our pattern perfectly.

Answer choice E: This is a red arrow pointing to the left. The outline around this arrow is blue, not black. This doesn't match what we're looking for.

Confirm the Correct Answer

Answer choice D is the only arrow that has a black border, just like all three of the given figures at the top. It doesn't matter that it's pointing in a different direction or that it's white instead of blue or green. The important characteristic is the black outline, and answer choice D has exactly that! This makes D the perfect match and the correct answer to this question.

Spatial Ability Reasoning Battery

This battery includes two question types: Figure Analysis and Figure Recognition

The following example is a Figure Analysis question. Figure Analysis questions show a paper folded several times and then punched with holes. The answer choices contain unfolded papers with punched-in holes. Students need to determine which of the answer choices is the final product of the unfolded punched-in paper.

Figure Analysis Question

Cat 4 free sample d

Wrong

Wrong

Wrong

Wrong

Correct!

View Explanation

The correct answer is E.

Let's Break This Down Step by Step

First, let's carefully examine how the paper was folded. Looking at the sequence from left to right, we can see that the paper starts as a flat blue square. Then, the two left corners are folded inward toward the center of the square. This creates a folded paper with multiple layers on the left side and a single layer on the right side.

After the paper was folded, four holes were punched into it. Now here's the important part: we need to figure out which holes go through multiple layers and which holes only go through a single layer. Looking at the final folded version with the holes, we can see that two of the holes are positioned where the paper is folded (meaning they go through two layers), and two holes are positioned on the unfolded part (meaning they go through just one layer).

This is a crucial step! When you punch a hole through multiple layers, you create multiple holes when you unfold the paper. Let's do the math: two holes were punched through two layers of paper, which means those two holes will become four holes total when unfolded (2 holes x 2 layers = 4 holes). Then, two holes were punched through a single layer, so those stay as two holes (2 holes x 1 layer = 2 holes). Adding these together: 4 holes + 2 holes = 6 holes total. So the correct answer must show exactly six holes.

Now let's use what we know to narrow down our options! Answer A shows only four holes total, which is too few. Answer B shows eight holes, which is too many. Since we calculated that there should be exactly six holes, we can confidently eliminate both A and B.

We're down to C, D, and E, and they all have six holes. Great! But now we need to check if the holes are in the correct positions. Remember that the two holes punched through two layers will create mirror images across the fold line. Answer C has a problem: the two central holes appear on the right half of the square, but the original holes were punched on the left side before unfolding. This doesn't match the folding pattern, so C is incorrect. Answer D has the holes positioned incorrectly as well. The holes on the left side are too close together and don't properly reflect where the punches would actually appear after unfolding.

Confirm the Correct Answer

Answer E is perfect! It contains all four original holes exactly where they should be, plus two additional holes that appear as mirror images across the crease line. These mirror holes correspond to the two holes that were punched through two layers of paper. The spacing is correct, the positioning matches the folding pattern, and the total count is exactly six holes. Everything checks out beautifully, making E the correct answer!

In Figure Recognition, students identify the option that contains the given shape in the same size and orientation. Let’s try one together:  

 

 

Figure Recognition Question

The shape you need to identify is shown at the top of the image. Your task is to find the answer choice (A, B, C, D, or E) that contains the exact same shape, maintaining its size and orientation.

Correct!

Wrong

Wrong

Wrong

Wrong

View Explanation

The correct answer is A.

Let's Break This Down Step by Step

First, let's take a close look at the shape we need to find. At the top of the image, we see a pie chart shape that looks like a circle with about one quarter (1/4) of it missing, creating what looks like a "Pac-Man" mouth opening to the right. This is our target shape, and we need to find the answer choice that contains this exact same shape with the same size and orientation.

This is a Figure Recognition question, which means we need to locate the target shape hidden somewhere within the answer choices. The key word here is "exact" - the shape must maintain its size and orientation perfectly. It can't be rotated, flipped, resized, or changed in any way. Think of it like finding a specific puzzle piece that fits perfectly without any modifications.

Answer Choice A

Looking at answer choice A, we can see a circular shape with internal line divisions creating a pattern. Most importantly, when we look carefully at this figure, we can identify our target pie chart shape within it! The shape appears in the correct size and orientation, with the "mouth" opening to the right, just like our target shape. The circular outline and the quarter segment missing match perfectly.

Answer Choice B

Answer choice B shows a square shape divided into triangular sections by diagonal and perpendicular lines. Since our target shape is circular (a pie chart), and this answer choice is based on a square, we can confidently eliminate B. The fundamental shape is different, so our circular pie chart cannot be found here.

Answer Choice C

Answer choice C contains a circular shape, which is promising! However, when we look more carefully, the internal structure and orientation don't match our target. While it has a circular base, the way the segments are arranged and the direction of any "mouth" or opening doesn't align with our target shape's orientation. Close, but not quite right!

Answer Choice D

Answer choice D shows a shape that's more rectangular or square-based with diagonal lines and what appears to be a triangular cutout or segment. Our target shape has a circular base with a rounded "mouth" opening, not a triangular one. The overall geometry is different, so we can eliminate D as well.

Answer Choice E

Answer choice E displays a full circle with internal divisions creating a symmetrical pattern. While it is circular like our target shape, it's missing the key feature we need - that quarter segment cutout that creates the "mouth" opening. It's a complete circle, whereas our target is missing approximately one quarter of the circle. This doesn't match, so E is not correct.

Confirm the Correct Answer

Going back to answer choice A, we can now confidently confirm that it's the right answer! It's the only choice that contains our exact target shape - a circular pie chart with about three quarters of the circle present and one quarter missing, creating that distinctive "mouth" opening to the right. The size matches, the orientation matches, and all the details line up perfectly. Answer A contains our shape exactly as required, making it the correct answer!

Master the CAT4 Level D. Practice. Perform. Succeed.

Full CAT4 Level D Practice Tests

CAT4 Level D Tips from Liron

Here are smart, student-friendly strategies for each CAT4 Level D question type.

Group words by meaning or function. Say out loud what connects the matching words and what makes the odd one different.

Compare shapes carefully and identify the one that does not follow the shared pattern. Focus on color, orientation, and shape features.

The Special Role of CAT4 Level D: Tracking the Start of Secondary School Progress

CAT4 Level D acts as a vital bridge between primary and secondary education. Because students often move to larger schools with new teachers at this stage, the assessment provides an objective starting point. It is used to:

  • Set a New Baseline: Establish a clear picture of a student’s reasoning abilities before they begin the secondary curriculum.
  • Track Growth: Compare current scores with earlier CAT4 levels to see how cognitive skills are developing.
  • Spot Hidden Potential: Identify gifted students or those with learning needs that might not be visible through standard classroom work.
  • Guide Academic Placement: Help schools decide on initial "sets" or "streams" for subjects like Math and English.

What Is on Your Child’s CAT4 Level D Report

The CAT4 score report breaks down a child’s cognitive "toolkit" into four distinct areas, known as batteries. Understanding these helps parents see the "why" behind their child’s grades.

  • Verbal Reasoning: The ability to understand ideas through words. This is essential for subjects like English, History, and Drama.
  • Non-Verbal Reasoning: Solving problems using visual patterns and shapes. This indicates a child’s ability to think logically without needing language.
  • Quantitative Reasoning: The ability to play with numbers and identify numerical relationships—the backbone of Mathematics and Economics.
  • Spatial Ability: Visualizing 3D objects and rotating them in the mind. This is a massive indicator of success in STEM, Architecture, and Design & Technology.
  • The Learning Profile: The report combines these scores to determine if a child has a "Verbal Bias," a "Spatial Bias," or a "Balanced Profile."

Personalized Learning Recommendations from the Report

One of the biggest advantages of the Level D report is the Personalized Learning Recommendations. By knowing how a child’s brain is wired, both teachers and parents can adapt their style:

  • The Visual/Spatial Learner: These students often struggle with long lectures. They thrive when using mind maps, diagrams, and color-coded notes.
  • The Verbal Learner: These students learn best through discussion, reading aloud, and written explanations. They often benefit from "teaching back" what they’ve learned.
  • The Quantitative Learner: They prefer structure and logic. Breaking a complex task into a step-by-step sequence works best for them.

Achievement Indicators: What Level D Scores Suggest for Future Success

The Level D report includes Indicators of Achievement, which provide a statistical glimpse into the future. These are based on how thousands of previous students with the same cognitive profile performed in national exams like GCSEs or the Leaving Certificate.

  • The "Most Likely" Grade: The result achieved by the majority of students with this profile.
  • The "If Challenged" Grade: A higher target that represents what is possible if the student is highly motivated and well-supported.

These are guidelines, not destinies. A child’s final exam results are heavily influenced by their effort, the quality of teaching, their emotional well-being, and their study habits. The CAT4 tells you the capacity of the engine; the student still has to drive the car.

Preparing Your Child for CAT4 Level D Success with Our Test Prep Pack

Helping your child feel ready for CAT4 Level D does not have to be stressful. While the test measures reasoning ability, becoming familiar with the question formats builds confidence and improves performance.

The TestPrep Online Level D Preparation Pack gives you everything you need to support your child at home:

  • 530+ practice questions across quizzes and full-length tests
  • One CAT4 Study Guide explaining how to approach each question type
  • One Score Guide to help you track progress clearly
  • Unlimited retakes with six months of access

Give Your Child the Tools to Walk Into School Assessments Feeling Calm, Confident, and Ready to Succeed.

Access Full CAT4 Level D PrepPack

Ask Liron

A language and linguistics expert with an MA in Language Teaching and over a decade of experience developing assessment-aligned practice across multiple subjects that mirrors the rigor of real edtech tests. Liron creates prep packs with clear, structured exercises that enhance learning, adapt to digital tools, and empower every student to perform their best on a wide range of assessments

CAT4 Level D FAQs

Yes. While CAT4 measures reasoning ability, familiarity with question formats reduces anxiety and helps students demonstrate their true thinking skills. 

According to GL Assessment, Level D is for students aged 10 years 6 months to 12 years 11 months, typically in Year 7, S1, or equivalent.

The pack includes 500+ questions, full tests, study and score guides, unlimited retakes, and 6 months of access.

Absolutely. Practice builds confidence, improves pacing, and helps students feel in control on test day.

Most families see strong results with 15–25 minutes a day over 2–3 months, making it easy to fit into busy school schedules.

Yes. Strong students benefit by learning how to approach unfamiliar question types efficiently and accurately.

The free questions provide a taste. The Prep Pack offers full coverage, deeper explanations, complete tests, and structured progression.

Practice does not change reasoning ability, but it improves performance by reducing errors, increasing speed, and boosting confidence.



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