CAT4 Level E Test Practice - Prepare with Confidence



Hi, I’m Liron Katz, a certified teacher with a Master’s in Education and over 13 years of classroom experience. This page is focused specifically on the CAT4 Level E test, designed for Year 8 students (ages 11–12). At TestPrep Online, I design test prep that makes thinking skills click for students of all levels. My goal? To help your child face the CAT4 with clarity, confidence, and real cognitive tools. If you're looking for a different CAT4 level, you can view all available levels here.

What Is the CAT4?

The Cognitive Abilities Test, Fourth Edition (CAT4) assesses how students think, not what they’ve memorized. It measures four reasoning areas:

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Why High-Achieving Students Struggle

Even top students can stumble on the CAT4. Here’s why:

  • Fast Timing: Sub-tests allow only 8–10 minutes each—no second chances
  • Cognitive Switching: Tasks jump from verbal analogies to spatial puzzles
  • Unfamiliar Formats: Students must interpret odd layouts and visuals
  • No Memorization: The CAT4 rewards flexible, strategic thinking

How Our CAT4 Level E Prep Helps

We turn test-day stress into readiness. Our prep pack includes:

  • Full-Length Practice Tests
  • Timed Sub-Tests
  • Step-by-Step Explanations
  • Targeted Reasoning Drills
  • Strategy Tips
  • Progress Tracking

What CAT4 Scores Really Mean

The CAT4 provides:

  • Standard Age Score (SAS): Average is 100. Above 120 = well above average
  • National Percentile Rank (NPR): E.g., 80 = top 20% nationally
  • Stanine: 1–9 scale to quickly assess ability levels
  • Group Rank: Local performance compared to peers

Sample CAT4 Practice Questions

In this section, you’ll find one sample question for each reasoning skill in all four CAT4 batteries. Each question comes with a detailed explanation, so you can learn how to approach it and why the correct answer works. 

Verbal Battery

Verbal Analogies Sample Question:

In Verbal Analogies questions, you are given a pair of words that share a specific relationship or connection, followed by a single word which is the beginning of a second pair, and asked to choose the word that best completes the second pair using the same kind of relationship as the first. 

Each question presents five answer options, but only one is correct. Sounds tricky? Don’t worry—we’ll break it down together.

Lets take a look of the following analogy: 

echo → sound : mirage →  

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View Explanation

Before anything else, we need to figure out how the words in the first pair are related. This is the key to unlocking the entire analogy. 

An echo is a type of sound, specifically a reflected sound that we hear again after the original sound. So in this pair, "sound" is the category, and "echo" is one kind of sound within that category. 

That means that both terms, "echo" and "mirage," should be specific examples within broader categories. 


Once we've figured out the type of relationship, the next step is to form a simple sentence that expresses the relationship between the two words. 

Here's what that looks like in action. Let's take the pair "echo” and “sound" and turn it into a simple sentence:  

"An echo is a specific type of sound."  

We can now use that sentence to guide us through the second part of the analogy and say that just like an echo is a specific type of sound— 

"A mirage is a specific type of…( something).


We already said that an echo is a specific type of sound—so now we must use that same relationship to figure out what kind of thing a mirage is. 

A mirage is a trick that our brains can play on us in which we see something that isn’t really there.

Let's use our modeling sentence and check to see which of the answers fits with this. 

The first option is "heat." Is a mirage a specific type of heat?  No. Heat can cause a mirage, but it's not the type of thing a mirage is. We're looking for a category, not a cause. Therefore, this option can be ruled out. 

Let's move on to the next option, "image." Is a mirage a specific type of image?  No. A mirage might look like the image of something, but it isn't a a specific type of image. It’s when you see any kind of image that isn’t there. Therefore, this option is incorrect.

What about "vision"? Is a mirage a specific type of vision?  No, because "vision" is the sense we use to experience a mirage, but it's not the category a mirage belongs to—just like "hearing" isn't the category for "echo." One can also have a vision of something, like a prophecy or something you imagine in your mind, but this is not correct either because a mirage is not an example of that.


Moving on to "Illusion." Is a mirage a specific type of illusion?  Yes. A mirage is a naturally occurring optical phenomenon. It gives the false impression of something that isn't really there—like water in the distance on a hot road. So we can say that a mirage is a specific type of illusion, but we won't select this answer until we've reviewed all the available options. 


Let's check the last answer, "reflection." Is a mirage a specific type of reflection?  No, because a reflection shows something real, like in a mirror, but a mirage shows something that's not actually there. So that's not the right category either. 


"Illusion" is correct. It is the only option that fits the same kind of relationship; a specific example within a broader category. 

In this pair, "illusion" is the category, and "mirage" is one kind of illusion within that category:  

echo → sound : mirage → illusion 

That means both terms, "echo" and "mirage," are specific examples within broader categories, and this analogy is based on a category relationship. 


Verbal Classification Sample Question

In Verbal Classification questions, you are given a group of three words that share a common trait, category, or function. Your task is to figure out what these words have in common—and then choose the one answer option that belongs in the same group.  Each question presents five answer options, but only one truly fits. 

It might seem puzzling at first, but once you know what to look for, it gets much easier. 

Let’s take a look at the following classification question

thesis    abstract    bibliography

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View Explanation

Begin by making sure you understand what each of the first three words refers to.  Let’s define them briefly: 

  • A thesis is the main idea or argument a writer is trying to prove.  
  • An abstract is a short summary that explains what the paper is about.  
  • A bibliography is a list of sources the writer used for research.  

Now that we understand each word, we need to ask:  What do these three words have in common? 

At first, they seem quite different. One is an idea, one is a summary, and one is a list. But they all share an important trait: They are all essential components of formal academic writing. 

They help structure a research paper and guide the reader’s understanding of the writer’s work. Each plays a specific role in presenting or supporting ideas in a formal document. 


Let’s go through each option and ask:  Does this item play a similar role in the structure of academic writing as the original three? 

Option A: "title" 

Does a title play a similar role in the structure of academic writing as "thesis," "abstract" and "bibliography"? 

No, because a title is the name of the work, not a full section that adds important information to the paper like the original three words.   

Option B: "caption" 

Does a caption play a similar role in the structure of academic writing as "thesis," "abstract" and "bibliography"? 

No, because a caption is a short explanation placed under an image or figure. It is a minor element and not a major section of a research paper like the stem items.   


Option C: "footnote" 

Does a footnote play a similar role in the structure of academic writing as "thesis," "abstract" and "bibliography"? 

No, because a footnote provides additional information or source references at the bottom of a page. While useful, it is not a primary structural component of academic writing like the stem items.    

Option D: "heading" 

Does a heading play a similar role in the structure of academic writing as "thesis," "abstract" and "bibliography"? 

No, because a heading is a label used to organize smaller sections within a paper. It helps with structure but is not a defined section like the stem items.  

Option E: "appendix" 

Does appendix play a similar role in the structure of academic writing as "thesis," "abstract" and "bibliography"? 

It might be a fit. An appendix is a formal part of a paper, often used to include supporting information. Let’s take a closer look in the next step.


After eliminating options A, B, C, and D, we are left with option (E) "appendix." It fits the same classification as the stem items: all are formal sections in academic writing that serve a specific purpose in organizing or supporting the paper’s content. An appendix contains extra information, such as data or charts, that supports the paper but doesn’t go in the main body.  



Quantitative Reasoning Battery 

Number Analogies 

In Number Analogies questions, you are given two pairs of numbers. Each pair follows a specific mathematical relationship, and your task is to apply that same relationship to complete a third pair.  Each question includes five answer options, but only one fits the pattern.  To solve these, look for operations such as addition, subtraction, multiplication, division, or a combination of them. 


Let’s try one together: 

[8 → 34] [12 → 51] [20 → ?]  

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View Explanation

When solving a number analogy, it's always a good idea to begin with the basics. So let’s ask: is there a simple addition or multiplication pattern here? 

Let’s look at the first pair:  8 → 34  If we try 8 × 4, we get 32… pretty close to 34. That’s a good sign! 

Let’s try the same thing with the second pair:  12 × 4 = 48 — also close to 51. But not quite. 

So just multiplying by 4 isn’t enough. Maybe there’s a small adjustment happening after the multiplication. Let’s look closer.


Go back to the first pair:  8 × 4 = 32, and we need to get to 34.  So we added 2. 

Now try the second one:  12 × 4 = 48, but we need to get to 51.  So we added 3. 

The first one added 2, and the second added 3, so this is not the same relationship. But perhaps there is another rule that determines what number is added? 

Let’s check what 2 is compared to 8, and what 3 is compared to 12. 

2 ÷ 8 = 0.25 

3 ÷ 12 = 0.25 

Interesting! We’re adding a quarter of the original number each time. 


So the full rule is:  Multiply the number by 4, then add one-fourth of the original number.  In math terms: n × 4 + ¼n or n × 4.25 


Let’s test it on both examples again, just to be sure. 

8 × 4 = 32, and ¼ of 8 is 2 → 32 + 2 = 34 ✔ 

12 × 4 = 48, and ¼ of 12 is 3 → 48 + 3 = 51 ✔ 

It works for both. We’ve found the pattern! 


Now let’s apply the rule to the number we’re given: 20. 

First, multiply 20 by 4 → 20 × 4 = 80 

Then add one-fourth of 20 → 20 ÷ 4 = 5 

Now add them together → 80 + 5 = 85 

Therefore, the number that completes the analogy is 85 (option E). 


Number Series

In Number Series questions, you're given a list of numbers that follow a pattern. Your job is to figure out the rule behind the pattern and use it to find the next number in the sequence. 

Each number in the series is connected to the one before it in some way. The pattern might involve: 

  • Addition or subtraction (e.g., going up by 3 each time) 
  • Multiplication or division (e.g., cutting the number in half each time) 
  • A combination of operations 
  • Or even alternating or progressing patterns, where the rule switches back and forth or changes at a fixed rate


Let’s try one together:  

100, 50, 25, 12.5, ?

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View Explanation

First, take a moment to notice how the numbers are changing.  They’re going down each time—100 to 50, then to 25, then 12.5.  That’s a pretty big drop at first, then the drops seem to get smaller each time. 

So this doesn’t look like simple subtraction. Let’s try something else. 


Whenever numbers are shrinking at a steady rate, it’s a good idea to check if there’s a multiplication or division pattern. Let’s look at how each number changes: 

100 → 50 → that's half 

50 → 25 → also half 

25 → 12.5 → again, half 

Looks like we’re multiplying by 0.5 (or dividing by 2) each time. 

Let’s double-check: 

50 ÷ 100 = 0.5 

25 ÷ 50 = 0.5 

12.5 ÷ 25 = 0.5 

Yes. We have same result every time. That means this is a geometric sequence; a sequence where we multiply by the same number at each step. 


Now that we’ve noticed the pattern, it’s time to clearly say what it is. 

Each number in the series is half of the one before it. In other words, we’re multiplying by 0.5 every time or dividing by 2. 

So the rule is: 

Multiply by 0.5 (or divide by 2) to get to the next number.


Let’s go back and test the rule between each pair to make sure it’s consistent.   100 × 0.5 = 50 ✓   50 × 0.5 = 25 ✓   25 × 0.5 = 12.5 ✓  

Perfect! The pattern works at every step. That tells us we’ve found the right rule.


Now we just apply the rule to the last number in the series: 

12.5 × 0.5 = 6.25  

So the number that comes next in the series is 6.25 (option C)



Non-Verbal Reasoning Battery 

Figure Matrices

Figure Matrix questions are either 2×2 or 3×3 grids made up of different pictures (figures). In each row
and/or column, the pictures change in the same way or follow the same rule. One picture is always
missing, and your job is to figure out what should go in the empty box. 
Each row and/or column follows a specific rule or pattern. That pattern could involve: 

  • Shape changes (e.g., from square to triangle), 
  • Color changes (e.g., black becomes white), 
  • Rotation (e.g., each shape turns a bit more in each step), 
  • Or adding/removing parts. 
  • Sometimes there can be more than one rule 

The key is to look across rows and down columns to see how the figures are changing. Once you figure
out the rule, you apply it to the missing box and choose the option that fits best. 

Let’s try one together: 

Follow the pattern

figure matrices

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View Explanation

In this figure, you’re given a pair of related shapes: 

  • The outer shape is a white hexagon (6 sides). 
  • The inner shape is a black rhombus (4 sides). 

In the second image: 

  • The outer shape becomes a black pentagon (5 sides). 
  • The inner shape becomes a white triangle (3 sides). 

So what changed? 

  • Each shape lost one side. 
  • The colors switched: white became black, and black became white. 

Now let’s look at the shapes in the second row. We’re going to apply the same two changes we saw above:

1. Subtract one side from each shape

2. Switch the colors (black becomes white, white becomes black)

In this second row:

  • The outer shape is a white square (4 sides). If we remove one side, it becomes a triangle (3 sides). Since it was white, it should now become black.
  • The inner shape is a black pentagon (5 sides). If we remove one side, it becomes a quadrilateral (4 sides). Since it was black, it should now become white.

So, we are looking for an answer choice that has:

  • A black triangle on the outside
  • With a white quadrilateral on the inside.

Now let’s go through the answer choices and see which one matches this transformation.

Options A and E:

These figures do not show a reduction in size, such as a triangle replacing a square as the outer shape. Therefore, they can be ruled out.


Option B:

This option correctly reflects the patterns we saw in the first row:

1. Side reduction: The outer shape in the second row is a square (4 sides), and here it has changed into a triangle (3 sides.

2. Color switch: The original square was white, and now it has become black. The inner shape was a black pentagon (5 sides), and it has now become a white quadrilateral (4 sides), showing the correct reversal of color.


Option C:

This figure has a white triangle on the outside, but the outer shape was supposed to switch from white to black, which it doesn’t.

Option D:

This figure has a white triangle as the outer shape, but the outer shape was originally white and should have switched to black.

The inner shape is a black square, but the inner shape was originally black and should have switched to white. Since neither shape follows the color-switching rule, this option is incorrect.


Figure Classification 

Figure Classification questions present you with three shapes or images that share something in common. Your task is to identify what connects them, which will be some visual rule or pattern, and then choose the one picture (out of five options) that belongs in the same group. 

The pictures might go together because of: 

  • the number of shapes or sides 
  • the direction the shapes are facing 
  • a repeated pattern or rotation 
  • shading or color (if shown) 

If more than one answer choice fits the rule, look for a different or more specific rule that only applies to one of the options. Remember that there can be more than one rule. 


Let’s try one together:  

What goes next?

figure classification

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View Explanation

Start by looking carefully at the three figures on the left side. Ask yourself:

What do they all have in common?

What features repeat across all three?

If we study them closely, we can see that all three figures include:

  • A square outer shape in which the bottom half is textured and the top is not
  • An inner shape divided by a curving or pointing line, in which the top part is textured and the bottom is not

These features appear in each of the examples, so we’ll use them as our rules.


Now go through the options on the right side one by one. For each one, ask yourself:

  • Is the outer shape a square?
  • Is the bottom part of the square textured and not the top?
  • Is there an inner shape divided by a curved or pointed line?
  • Is the top part of the inner shape textured and not the top?

Let’s check them one by one:

Option A:

This option has a square outer shape, which is good. But the inner shape has texture on the bottom, not the top. Also, the square has texture on the top, not the bottom. So it breaks two of our rules and doesn't belong in the group.

Option B:

In this option, the inner shape does have texture at the top, and the background has texture at the bottom—both of those match. But the outer shape is not a square—it’s something else. So even though the textures are in the right places, the outer shape is wrong, and that’s enough to eliminate this one.

Option C:

This option checks all the boxes. The outer shape is a square that has texture only on the bottom. The inner shape is divided by a curved line and has texture only on the top. The background .

Since it matches all the rules, this one fits perfectly.

Option D:

In this option, the outer shape is a square, which is good, but it is not textured. Also, the inner shape is completely textured—not just the top part. So this one breaks two important rules and doesn’t belong.


Option E:

This option is a bit tricky. The outer shape is a square, so that part works. But the inner shape looks fully textured—not just the top—so that breaks one rule. Also, the bottom of the square has two different textures, which doesn’t match the examples. So this one doesn’t fit either.


Only Option C has:

  • A square outer shape that is only textured on the bottom
  • An inner shape divided by a curved line with texture only at the top

That makes option C the correct answer.



Spatial Ability Reasoning Battery  

Figure Analysis 

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

Let’s try one together:  

Follow the folding pattern

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View Explanation

Look at the steps on the left. You’re shown a square, then two corners are folded inward along diagonal lines. This creates two folds, one on the upper-right and one on the lower-left.

Now notice what happens in the next step: a hole is punched through the folded paper.


Here’s the key idea: when you fold paper and punch a hole, the hole goes through all the layers in that spot.

  • The hole punched in the center of the square goes through only one layer because it’s not under any folds.
  • But there are four other holes, each punched where the paper is folded—so those go through two layers each.

Let’s do the math:

  • One hole through a single layer = 1 hole
  • Four holes punched through folded areas = 4 × 2 = 8 holes
  • Total holes when unfolded = 1 + 8 = 9 holes

That’s what we’re looking for—an answer that shows exactly nine holes.


Let’s go through the answer choices by counting how many holes appear once the paper is unfolded:

Options A and B:

These options have too few holes. Each shows fewer than nine, so they can’t be correct.

Option C:

This option looks close, but it actually has more than nine holes.

If you count carefully, the hole that was in the center seems to have been duplicated, which shouldn’t happen. Therefore, we can eliminate it.


Option D:

This option shows exactly nine holes, which matches what we expect.

There is one hole in the center, which comes from the part of the square that was not folded.

The other eight holes come from the four folded corners, where the hole punch went through two layers of paper in each spot.

The square is also fully unfolded, just as it should be.

Therefore, this option fits all the rules and is the correct answer.


Option E:

This option has fewer than nine holes, and you can also tell that the square hasn’t been fully unfolded. That’s a problem. Therefore, we can eliminate it.


We’ve checked all the options, and only one of them includes:

  • One hole through a single layer
  • Four holes through two layers each (making eight)
  • A fully unfolded square

That gives us exactly nine holes—just what we expected.

So Option D is the correct answer.


Figure Recognition 

In Figure Recognition questions you are shown a shape alongside five answer choices containing complex designs. You must choose the design which contains the target shape in the exact same size, including each side in full.

Let’s try one together:  

Choose the right design

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View Explanation

Before jumping into the answer options, take a moment to look closely at the shape provided at the top.

Notice a few important details:

  • There’s a vertical line in the center.
  • There are two sharp corners or vertices—one pointing to the left and one pointing to the right.
  • The shape also includes four horizontal lines, which run parallel to each other.

These features are the clues we’ll use to find the matching shape in one of the answer choices.


Now let’s go through the options one by one to see which one contains the full shape we’re looking for.

Option A:

This option contains two clear vertices, one pointing to the left and one to the right, just like in the given shape.

When you follow the lines connecting these corners, you can see that they form the same structure as the original shape, including the vertical line and the horizontal lines in the right places. This is a perfect match. This is the correct answer.


Option B:

At first glance, this one also shows vertices pointing in both directions, which seems promising. But if you look closely, the corners are too close together, and the connecting lines don’t stretch out enough to form the full shape we’re trying to find.

So even though it starts off looking similar, it doesn’t actually contain the full given shape and this option is incorrect.


Option C:

The only straight lines this answer option includes are the boundaries of the picture, so they cannot form the angles that appear in the original shape. Therefore, we can confidently say this one does not contain the shape.


Option D:

This option has vertices pointing left and right, which is a good start.

However, they are too far apart, which means they don’t connect in the right way to recreate the full original shape. Even though it shares some directionality, it doesn’t match the full structure.


Option E:

This option lacks one of the most important features: it does not contain a vertex pointing to the right. Without that, it’s impossible for this figure to match the one at the top.



Why Schools Use CAT4 (And What Parents Aren’t Told)

CAT4 scores help:

  • Predict academic growth
  • Determine placement and gifted program eligibility
  • Level the playing field in diverse classrooms

But beware: Scores reflect one moment. Cultural bias, test anxiety, and unfamiliar formats all impact results.

"Scores can guide you. But they don’t define your child. You do."

Get Started with Confidence

Whether your child is nervous, unfamiliar with the format, or aiming for top scores, our prep pack builds real skills, not shortcuts. Let’s make their thinking shine.

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Explore Other CAT4 Levels

Explore Other CAT4 Levels Looking for a different test level? Choose the right CAT4 prep for your child’s grade:

CAT4 Level E FAQs

The CAT4 level E focuses on four main areas.

  • Verbal Reasoning: analogies and word relationships
  • Non-verbal Reasoning: figure classification and matrices
  • Quantitative Reasoning: number analogies and series
  • Spatial Ability: figure recognition and analysis

No — none of the CAT4 tests are adaptive. All students taking the test at the same time receive the same questions and the difficulty does not change or adapt to the answers.


CAT4 Level E is usually used in Year 8 (or Grade 7 internationally) for students who are 11 to 13 years old. The test is frequently given by schools between September and January to evaluate students' cognitive skills outside of the classroom. Teachers can use it to predict future academic performance, including potential on national exams, identify learning strengths and support needs, and make well-informed decisions about group placements. Additionally, some schools use it for mid-year transfers or admissions.