Free CAT4 Level X–Y Sample Questions (Year 2–3)

The CAT4 (Cognitive Abilities Test Fourth Edition), developed by GL Assessment, is used by schools to understand how children think, reason, and solve problems.

Unlike school exams in English or Maths, CAT4 does not test memorised knowledge. Instead, it measures how a child learns using puzzles and patterns.

Level X is designed for Year 2 (ages 6–7)
Level Y is designed for Year 3 (ages 7–8)

These early levels focus on building a clear picture of a child’s reasoning strengths across four key areas.

The CAT4 Level X–Y test is divided into four reasoning batteries:

Verbal Reasoning (Words)

Quantitative Reasoning (Numbers)

Non-Verbal Reasoning (Figures)

Spatial Ability (Shapes)

Each section measures a different type of thinking skill. Because Levels X and Y are specifically tailored for younger learners, the questions below reflect this exact age-appropriate style.

This section measures how well a child understands word meaning, categories, and relationships.

CAT4 Level X-Y Verbal Classification Sample Question

Which word belongs with the group?

Ball · Bicycle · Toy · Car

A. Book

B. Doll

C. Chair

D. Hat

E. Table

View Explanation

The correct answer is B

Let's break this down step by step.

Start by looking carefully at the three words given in the group: Ball, Bicycle, and Toy Car. Before jumping to conclusions, think about what each word means on its own. A ball is something you throw, catch, or kick during play. A bicycle, in this context, is a small ride-on toy that young children use. A toy car is a miniature vehicle made for children to play with. Each of these items has its own shape and purpose, but they all share something very important in common.

Now ask yourself: what do all three words have in common? This is the most important step. A ball, a bicycle, and a toy car are all toys. They are all objects made specifically for children to use during play and recreation. This shared category, toys, is the key that will help us find the correct answer. We are not looking for something that is round, or something that moves, we are looking for another toy.

Now look at each answer choice and ask: is this a toy? Go through them one by one. A book is used for reading and learning, not play in the same way. A chair is a piece of furniture used for sitting. A hat is a clothing accessory worn on the head. A table is another piece of furniture. None of these belong to the category of toys. Once you eliminate everything that is not a toy, only one option remains.

A doll is a toy. Children play with dolls in the same way they play with balls, bicycles, and toy cars. It fits perfectly into the group because it belongs to the same category: toys made for children's play. Doll is the correct answer.

Answer B) Doll is correct because, just like a ball, bicycle, and toy car, a doll is a toy used for play and recreation by children. It belongs to the same category as all three words in the group.

Why the other options are incorrect:

Answer A) Book is incorrect because a book is used for reading and learning. Although children use books, a book is not classified as a toy in the same way that a ball, bicycle, or toy car is.

Answer C) Chair is incorrect because a chair is a piece of furniture used for sitting. It has no connection to play or toys and belongs to an entirely different category.

Answer D) Hat is incorrect because a hat is a clothing accessory. It is worn on the head and belongs to the category of clothing, not toys.

Answer E) Table is incorrect because a table is a piece of furniture, just like a chair. It belongs to the home furnishings category and has nothing to do with toys or play.

This section measures early number sense, sequencing, and pattern recognition.

CAT4 Level X-Y Number Series Sample Question

What comes next?

5 · 10 · 15 · 20 · 25 · ?

A. 28

B. 30

C. 32

D. 35

E. 40

View Explanation

The correct answer is B

Let's break this down step by step.

The first thing to do is read all the numbers in the sequence without rushing. The numbers given are: 5, 10, 15, 20, 25. Before trying to find the answer, just observe. Look at the numbers as a group and ask: are they getting bigger or smaller? In this case, the numbers are clearly getting bigger each time. That tells us we are looking at a sequence that is increasing, and there is likely a number being added each time.

Now it is time to work out exactly what is happening between each number. The best way to do this is to subtract the first number from the second number, and then check if the same difference appears throughout the sequence.
10 - 5 = 5
15 - 10 = 5
20 - 15 = 5
25 - 20 = 5
Each time, the difference is exactly 5. This means the rule is: add 5 each time. In maths, we call this a constant difference, because the gap between each number stays the same all the way through.

Before moving on, it is always a good idea to check the rule works from the very beginning of the sequence. Starting at 5 and adding 5 each time:
5 + 5 = 10, and 10 is the second number. Correct.
10 + 5 = 15, and 15 is the third number. Correct.
15 + 5 = 20, and 20 is the fourth number. Correct.
20 + 5 = 25, and 25 is the fifth number. Correct.
The pattern holds all the way through, so we can be confident the rule is right.
Apply the rule to find the missing number.
Now that we know the rule is to add 5 each time, we simply apply it to the last number in the sequence. The last number given is 25, so:
25 + 5 = 30
The next number in the sequence is 30.

Look at the answer choices and find 30. That is option B. This is our answer.

Answer B) 30 is correct because it follows the rule of the sequence perfectly. Each number in the series increases by 5, and 25 + 5 = 30, making it the logical and mathematically accurate next number in the pattern.

Why the other options are incorrect:
Answer A) 28 is incorrect because adding 5 to 25 does not give 28. The number 28 does not follow the pattern of counting in fives, and it would break the constant rule that runs through the entire sequence.
Answer C) 32 is incorrect because 25 + 5 = 30, not 32. The number 32 is 7 more than 25, and there is no rule in this sequence that adds 7. It does not fit the pattern.
Answer D) 35 is incorrect because 35 would be the number after 30 in this sequence, not the next number. A child might choose this if they accidentally skip a step and add 5 twice instead of once.
Answer E) 40 is incorrect because 40 is too far ahead in the sequence. It would be the number that comes two full steps after 30. It is a common distractor for children who may lose track of where they are in the pattern.

This section measures how well children identify patterns using shapes instead of words.

CAT4 Level X-Y Figure Classification Sample Question

Look at the three shapes. They share a rule.

Choose the answer that follows the same rule.

View Explanation

The correct answer is C.

Let's break this down step by step.

Before looking at the answer options, spend time studying the three shapes given at the top of the question. There is a large star with a smaller star inside it, a large triangle with a smaller triangle inside it, and a large square with a smaller square inside it. Take note of what you see: in every single case, there are two shapes, one sitting inside the other, and both shapes are the same type.

The most obvious thing all three figures share is that each one contains a smaller version of itself on the inside. A star inside a star, a triangle inside a triangle, a square inside a square. This is sometimes called a nested shape pattern. The answer we are looking for must also show one shape sitting inside another shape of the same kind.

Now look even more carefully at how the shapes are drawn. Every single shape in the group is made entirely of straight lines. Stars have pointed, straight edges. Triangles are made of three straight sides. Squares are made of four straight sides. There are no curves, no rounded edges, and no soft corners anywhere in the group. This is the second and very important rule: all shapes must be drawn with straight lines.

Now look at each answer option and apply both rules at the same time. You need a shape that contains a smaller version of itself inside, and both shapes must be made of straight lines. Go through each option and ask: does it have a shape inside a shape? And are both shapes made of straight lines? If either rule is broken, that option is wrong.Now look at each answer option and apply both rules at the same time. You need a shape that contains a smaller version of itself inside, and both shapes must be made of straight lines. Go through each option and ask: does it have a shape inside a shape? And are both shapes made of straight lines? If either rule is broken, that option is wrong.

Option C shows an upward-pointing arrow with a smaller arrow shape inside it. Both the outer and inner shapes are made entirely of straight lines, and one is nested inside the other, just like in the group. This is the only option that follows both rules perfectly.

Answer C) is correct because it is the only option that shows a straight-lined shape containing a smaller version of itself inside. It follows both rules of the group: the nested shape pattern and the use of straight lines only.

This section measures how well children can mentally rotate and visualize shapes.

CAT4 Level X-Y Figure Recognition Sample Question

Find the shape that matches the target design.

Choose the design which contains the target shape in the exact same size, orientation (direction and size) and accurate lengths, including each side in full.

View Explanation

The correct answer is B.

Let's break this down step by step.

At the top of the question, there is a single shape shown on its own. This is the target shape, and the job is to find it hiding inside one of the five answer options. Before looking at the answers, spend time really looking at the target shape.

Notice the exact proportions: where the step sits, how wide it is, and how long the vertical part is. Every detail matters.

This type of question has very strict rules. The target shape must appear in the answer option in exactly the same size, the same orientation, meaning it must face the same direction and not be rotated or flipped, and with all sides at the exact same length. It cannot be shrunk, stretched, turned, or mirrored. Think of it like looking for a puzzle piece: it has to fit perfectly, not almost perfectly.

Now look at the five answer options. Each one shows a square design made up of various lines and shapes. The target shape is hiding somewhere inside one of these designs, drawn using the existing lines. Your task is to trace the outline of the target shape within the larger design without adding any new lines.

Look at option B. Inside the square design, focus on the left and upper portion of the figure. You will notice a shape formed by the lines that matches the target exactly: a tall vertical portion running down the left side, with a rectangular step extending to the right near the top. The size matches, the direction matches, and all the line lengths are consistent with the original target shape. The explanation image highlights this shape in red to show exactly where it sits within the design, confirming that the target shape is present in full, with no modifications.
Confirm your answer.
Once you have found the target shape inside option B, check it one more time against the original. Is it the same size? Yes. Is it facing the same direction? Yes. Are all the sides complete and accurate in length? Yes. This confirms that B is the correct answer.

View X-Y PrepPack Features

Keep practice sessions short (10–15 minutes)
Focus on patterns, not memorisation
Encourage guessing if unsure (no penalty)
Teach children to identify the rule before looking at answers
Practice calm, focused thinking rather than speed alone

When reading with your child, pause and ask: "What group does this word belong to?" For example, after seeing the word "dolphin," ask whether it belongs with pets, sea animals, or farm animals. This builds the habit of sorting words by meaning, which is exactly what this question type requires.

Many parents are surprised to learn that CAT4 doesn't test what a child has learned in school. Instead, it measures how they think and reason.

Schools use CAT4 results to gain insight into a student's learning potential, problem-solving ability, and preferred learning style. The results can help schools:

Identify students with high academic potential
Spot children who may benefit from additional support
Inform placement and admissions decisions
Build a clearer picture of how a child learns

Because CAT4 focuses on reasoning skills rather than curriculum knowledge, many children encounter question types they have never seen before. This is one reason why practicing with realistic CAT4 questions can make a significant difference in confidence and performance.

CAT4 results include several scores that help schools understand a child's reasoning abilities and learning potential.

The main measures are:

Standard Age Score (SAS)
National Percentile Rank (NPR)
Stanines (ST)

For a full explanation of CAT4 scores and what they mean for your child, see our dedicated CAT4 Scores guide.

CAT4 Level X & Y assessments are typically taken by younger primary-age students. Schools use these results to understand how students are likely to approach more advanced learning and academic challenges.

For example:

Strong verbal thinkers often excel in subjects that require reading, comprehension, and written communication.
Strong quantitative thinkers may perform well in mathematics, science, and logical problem-solving tasks.
Strong non-verbal thinkers frequently demonstrate excellent pattern-recognition and abstract reasoning skills.
Strong spatial thinkers often benefit from diagrams, visual models, design-based activities, and STEM subjects.

These insights help teachers tailor learning support, identify academic strengths, and ensure students are appropriately challenged as they progress through school.

Understanding these strengths allows schools to provide more targeted support and opportunities.

Although CAT4 is not a test that can be "studied for" in the traditional sense, children who are familiar with the question styles often feel more confident and less anxious on test day.

Practice helps students:

Understand unfamiliar CAT4 question formats
Develop reasoning strategies
Improve timing and concentration
Build confidence before the assessment
Reduce test-day stress

Looking for More CAT4 Level X–Y Practice?

Our CAT4 Level X–Y Prep Pack includes:

Hundreds of realistic CAT4-style questions
Practice across all four CAT4 batteries
Detailed answer explanations
Step-by-step solving strategies
Timed practice tests
Instant online access

Get Your CAT4 Level X-Y Prep Pack Today

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 X–Y is part of the Cognitive Abilities Test Fourth Edition (CAT4). It is designed for older students and measures reasoning abilities across four areas: Verbal Reasoning, Quantitative Reasoning, Non-Verbal Reasoning, and Spatial Ability. The assessment helps schools understand a student's learning potential and preferred learning style.

Yes. While CAT4 does not assess school knowledge or curriculum content, students can become familiar with the question formats and reasoning skills used in the assessment. CAT4 Level X–Y practice questions help children develop confidence, improve timing, and reduce test-day anxiety.

The free CAT4 Level X–Y sample questions on this page are designed to reflect the style and reasoning skills commonly found in CAT4 assessments. However, the actual test contains a much wider range of question types and difficulty levels, which is why many families choose a comprehensive CAT4 Prep Pack for additional practice.

The average Standard Age Score (SAS) on CAT4 is 100. Scores above 100 indicate above-average performance compared to students of the same age, while scores below 100 indicate below-average performance. Schools also use National Percentile Ranks (NPRs) and Stanines to interpret results.

The exact number of questions can vary, but CAT4 Level X–Y includes multiple short sections across the four reasoning batteries. Students are required to answer questions under timed conditions, making familiarity with CAT4-style questions and pacing strategies particularly helpful.

A quality CAT4 Level X–Y Prep Pack typically includes realistic CAT4 practice questions, full-length practice tests, answer explanations, reasoning strategies, and targeted exercises for Verbal, Quantitative, Non-Verbal, and Spatial Reasoning. These resources help students gain experience with the question types they are likely to encounter on test day.

Taking a CAT4 practice test can help students understand the test format, become familiar with timed questions, and build confidence before the assessment. Many parents use free CAT4 sample questions first and then progress to a full CAT4 Prep Pack for more comprehensive preparation.

Free CAT4 Level X & Y Sample Questions and Answers

What are CAT4 Level X and Y

Free CAT4 Sample Questions (Ages 6–8: Levels X & Y)

CAT4 Verbal Reasoning Battery (Words)

CAT4 Level X-Y Verbal Classification Sample Question

CAT4 Quantitative Reasoning Battery (Numbers)

CAT4 Level X-Y Number Series Sample Question

CAT4 Non-Verbal Reasoning Battery (Figures)

CAT4 Level X-Y Figure Classification Sample Question

CAT4 Spatial Ability Battery (Shapes)

CAT4 Level X-Y Figure Recognition Sample Question

CAT4Level X-Y Tips From Liron

What Do CAT4 Level X–Y Results Actually Tell You?

Understanding CAT4 Scores

How Schools Use CAT4 Level X & Y Results

Why Practice Before CAT4 Level X–Y?

Looking for More CAT4 Level X–Y Practice?

Ask Liron

CAT4 Level X–Y FAQs

Free CAT4 Level X & Y Sample Questions and Answers

What are CAT4 Level X and Y

Free CAT4 Sample Questions (Ages 6–8: Levels X & Y)

CAT4 Verbal Reasoning Battery (Words)

CAT4 Level X-Y Verbal Classification Sample Question

Step 1: Identify the meaning of the words.

Step 2: Find the shared connection.

Step 3: Eliminate unrelated answers.

Step 4: Choose the best match.

CAT4 Quantitative Reasoning Battery (Numbers)

CAT4 Level X-Y Number Series Sample Question

Step 1: Look carefully at the numbers given.

Step 2: Identify the rule.

Step 3: Confirm the pattern.

Step 4: Choose the correct answer.

CAT4 Non-Verbal Reasoning Battery (Figures)

CAT4 Level X-Y Figure Classification Sample Question

Step 1: Look carefully at the three figures in the group.

Step 2: Identify the first rule, the shape within a shape.

Step 3: Identify the second rule, straight lines only.

Step 4: Use both rules together to eliminate wrong answers.

Step 5: Choose the correct answer.

CAT4 Spatial Ability Battery (Shapes)

CAT4 Level X-Y Figure Recognition Sample Question

Step 1: Study the target shape carefully.

Step 2: Understand the rules of the task.

Step 3: Look at each answer option one at a time.

Step 4: Find the correct answer

CAT4Level X-Y Tips From Liron

What Do CAT4 Level X–Y Results Actually Tell You?

Understanding CAT4 Scores

How Schools Use CAT4 Level X & Y Results

Why Practice Before CAT4 Level X–Y?

Looking for More CAT4 Level X–Y Practice?

Ask Liron

CAT4 Level X–Y FAQs

What is CAT4 Level X–Y?

Can my child prepare for the CAT4 Level X–Y test?

Are these CAT4 Level X–Y sample questions similar to the real test?

What is a good CAT4 score for Level X–Y?

How many questions are on the CAT4 Level X–Y assessment?

What is included in a CAT4 Level X–Y Prep Pack?

Should my child take a CAT4 practice test before the real assessment?

All CAT4 PrepPacks