Free OLSAT Level D Sample Test (3rd Grade)

The OLSAT Level D,, usually given in 3rd grade, measures reasoning, pattern recognition, and problem solving linked to gifted readiness. I’m Ariav Schlesinger, certified educator with a Master’s in Education and 10+ years in test prep. My hope is to help families understand the OLSAT and support confident, independent learners.

This page offers:

Free OLSAT Level D sample questions
Clear explanations that break down each reasoning step
A simple overview of the verbal and nonverbal thinking skills tested at this level
Practical study tips and helpful FAQs

Full OLSAT D PrepPack

OLSAT D Free Sample Questions

The OLSAT measures how students analyze information and identify relationships, the exam focuses on reasoning patterns that reveal how a child approaches problem solving.

At Level D, students work independently and read the questions themselves. The tasks are more complex than earlier levels and require careful attention to relationships between words, ideas, and visual patterns. In addition to verbal and non-verbal questions, there are also quantitative reasoning questions.

The verbal section evaluates how well students understand relationships between words and ideas. These questions may involve analogies, classification, inference, and identifying logical connections.Strong verbal reasoning helps students interpret instructions, follow complex explanations, and think through language-based problems in school.

Sentence Completion

Choose the word that best completes the sentence.

The consequences of his crime were very _____ .

A. crafty

B. desirable

C. severe

D. noble

View Explanation

The correct answer is C.

Let’s break this down step by step:

The sentence is: "The consequences of his crime were very _____."
Before we look at the answer choices, we want to understand what the sentence is telling us. The key words here are "consequences" and "crime." A consequence is a result or outcome of an action. A crime is something illegal and wrong. So the sentence is telling us that something bad happened, and we need to describe the outcome of that bad thing.

Ask yourself: Is this sentence positive or negative? Because we are talking about a crime, the sentence has a negative tone. We would expect the consequences to be something unpleasant or serious. This is our most important clue. We are looking for a word that fits a negative, serious context.

Let's try placing each word into the sentence and ask, "Does this make sense?"

"The consequences of his crime were very crafty." Crafty means clever or sneaky. Consequences are not usually described as crafty. This does not fit.
"The consequences of his crime were very desirable." Desirable means wanted or pleasant. Would anyone want harsh consequences from a crime? That does not match the negative tone of the sentence.
"The consequences of his crime were very severe." Severe means strict, harsh, or serious. This fits perfectly. If someone commits a crime, we would expect the consequences to be serious and harsh.
"The consequences of his crime were very noble." Noble means honorable or admirable. This is a positive word and does not fit the negative context of a crime.

Confirm your answer.
We identified that the sentence has a negative tone because it involves a crime. We need a word that describes serious or harsh consequences. The word severe matches that perfectly. It is the only word that makes logical sense in this sentence.

The nonverbal portion measures visual reasoning and pattern recognition. Students analyze shapes, sequences, and relationships between figures to determine what comes next or what completes a pattern.

These questions they reveal how well a child can identify visual rules and apply logical thinking.

Figural Series

Look at the pictures in the boxes at the beginning of the row. They go together in a certain way. Something belongs in the empty box. Choose the image that completes the pattern.

View Explanation

The correct answer is B.

Let’s break this down step by step:

Let's go through the row one box at a time:

Box 1: A large circle on the outside, with a small solid oval on the inside
Box 2: A large circle on the outside, with a small solid square on the inside
Box 3: A large square on the outside, with a small solid square on the inside
Box 4: A large triangle on the outside, with a small solid triangle on the inside
Box 5: This is the missing box with a question mark

Every single box follows the same basic structure: there is always a larger outer shape and a smaller inner shape. That is our first important observation.

Now let's look at the outer shapes across the row:

Box 1: Circle
Box 2: Circle
Box 3: Square
Box 4: Square

Let's now look at the inner shapes to find another layer of the pattern.

Now look at the black shape inside each frame.

First box: circle

Second box: square

Third box: square

Fourth box: triangle

Again, notice the pattern:

Circle → square, square → triangle, triangle

The shapes start appearing two times in a row starting with square.

Now combine what we discovered. Since box D already has a triangle, box E should also have a triangle inside.

The outer shape should be a triangle.

So the missing image must show a triangle frame with a triangle inside.

Look for the option that shows a triangle containing a triangle.

Answer B matches this pattern exactly.

Answer B is correct.

The quantitative section of the OLSAT Level D measures how well students recognize relationships between numbers and apply logical thinking to numerical patterns. These questions are not traditional math problems that require long calculations. Instead, they focus on reasoning with numbers. Students may be asked to identify number sequences, compare quantities, recognize numerical patterns, or determine the rule connecting two values.

Number Series

What number comes next in the series?

39 35 31 27 23 19 ?

A. 17

B. 13

C. 15

D. 12

View Explanation

The correct answer is C.

Let’s break this down step by step:

The series given to us is:
39, 35, 31, 27, 23, 19, ?
Before we do anything else, we simply want to look at the numbers and ask ourselves: are the numbers getting bigger or smaller as we move from left to right? Looking at the series, we can clearly see that the numbers are getting smaller. That tells us right away that we are going to be subtracting something each time.

Now we want to figure out exactly how much is being subtracted each time. Let's check each step one by one:

39 to 35: 39 - 35 = 4
35 to 31: 35 - 31 = 4
31 to 27: 31 - 27 = 4
27 to 23: 27 - 23 = 4
23 to 19: 23 - 19 = 4

Every single time, the difference is exactly 4. This means the rule for this series is: subtract 4 each time. We call this a constant difference, because the amount being subtracted never changes. It stays the same all the way through.
Think of it like going down a staircase where every single step is exactly the same height. Each time you take one step down, you go down by exactly 4.

Now that we know the rule, we can use it to find the next number. The last number we are given is 19. We simply subtract 4 from 19:
19 - 4 = 15
So the next number in the series is 15.
Check your answer by looking at the pattern one more time.
Let's write out the full series with our answer included and check that it still makes sense:
39, 35, 31, 27, 23, 19, 15
Each number is exactly 4 less than the one before it. The pattern holds all the way through. We can feel confident that 15 is correct!

OLSAT scores provide more than a single number. They give insight into how a child processes information and approaches problem solving.

When reviewing your child’s report, it helps to look at several different indicators.

School Ability Index (SAI)
The SAI represents your child’s overall reasoning ability compared with students of the same age. It is the primary score used by many schools when identifying candidates for gifted and talented programs.
Percentiles and Stanines
Percentiles show how your child performed relative to other students nationwide. Stanines group those results into nine broad performance bands, which schools often use for quick interpretation.
Verbal and Nonverbal Subscores
These subscores reveal how your child approaches reasoning tasks. Some children excel with words and language based patterns, while others perform best when analyzing visual relationships.

How to use this information

Understanding these patterns helps turn a score report into something practical.
Students with stronger verbal reasoning often enjoy discussion, reading, and explaining ideas aloud. These learners may thrive in activities that involve storytelling, debates, or language rich projects.
Students with stronger nonverbal reasoning tend to excel with diagrams, puzzles, and visual problem solving. They often grasp patterns quickly and enjoy tasks involving design, spatial thinking, or logical puzzles.
Recognizing these strengths allows parents and teachers to build confidence while gently supporting weaker areas. Instead of seeing the score as a label, you can use it as a guide for encouraging balanced intellectual growth.

Preparation can transform a stressful test into a familiar challenge. When students practice reasoning problems ahead of time, they approach the real exam with curiosity instead of anxiety.

Here is the most effective way to use preparation materials with a 3rd grader.

Practice with Skill Focused Quizzes

Rather than completing long sessions, focus on one skill at a time. Ten to fifteen minutes of targeted practice helps students build confidence while keeping the experience positive and manageable.

Encourage Independent Practice

By 3rd grade, students can work through most questions on their own. Allow them to attempt the puzzle first, then review explanations together so they can understand the reasoning process.

Use Full Simulations Later

Save the full length test simulations for the final weeks before the exam. These help students build stamina and become comfortable with the pacing of the real test without creating early pressure.

Preparation does not have to feel like formal studying. Many everyday activities can strengthen the reasoning skills measured on the OLSAT Level D.

Short, playful exercises often have the biggest impact.

Word Analogy Games

Turn everyday moments into reasoning puzzles. Ask questions such as, “Hot is to cold as night is to what?” These simple games strengthen the verbal relationship skills used in analogy questions.

Sorting and Classification

During chores or playtime, ask your child to group items and explain the rule. For example, sorting toys by type or clothes by category encourages logical classification.

What If Discussions

Ask open ended reasoning questions such as, “What would happen if animals could talk?” or “What might happen if there were no traffic lights?” These conversations build inference and flexible thinking.

Pattern Spotting

Look for patterns in numbers, designs, or objects around the house. Encourage your child to predict the next step in a sequence. This mirrors the visual reasoning used in figural series questions.

Keeping these activities short helps maintain enthusiasm. Ten to fifteen minutes is often enough to strengthen thinking skills while keeping the experience enjoyable.

The OLSAT Level D evaluates reasoning ability rather than classroom knowledge. It measures how students identify relationships between words, analyze patterns, follow logical sequences, and solve unfamiliar problems.

Many students struggle simply because the question formats are unfamiliar. Practice introduces those reasoning styles in a relaxed setting, which allows children to approach the test with confidence rather than confusion.

Verbal sections often include analogies, classification questions, and logical inference tasks. Nonverbal sections involve pattern matrices, figural series, and visual analogy problems that require recognizing relationships between shapes.

The preparation pack contains hundreds of practice questions designed specifically for 3rd grade reasoning levels. It also includes full test simulations, skill focused quizzes, and detailed explanations to guide both parents and students.

Yes. The materials are designed for the typical reasoning abilities of 8 and 9 year olds. The questions gradually increase in complexity so students can develop their skills step by step.

Keep practice sessions short and focused. 15 to 20 minutes of reasoning puzzles is usually enough to build progress while maintaining motivation. Mixing quizzes with games or discussions keeps the experience balanced.

If your child enjoys solving puzzles, spotting patterns, or discussing “why” questions, they are likely ready for Level D reasoning challenges. The gradual difficulty of the practice materials helps students grow without frustration.

Unlike the earlier levels designed for younger children, Level D is taken independently. Students read the questions themselves and solve more complex reasoning problems involving both language and visual patterns.

A certified teacher with a Master’s in Education and a test preparation specialist with over a decade of experience developing test-specific questions that match the real test’s rigor. Ariav creates materials with clear, detailed explanations that build understanding, boost reasoning skills, and help every child perform their best on the assessment they are facing.

Free OLSAT Level D Sample Test (3rd Grade)

OLSAT D Free Sample Questions