CCAT Grade 4 Test Prep 2026-2027

C. The shared feature is a pair of the same shape, one black and one white.

B. The shared feature is black shading. The shapes are all different, so shape does not matter.

C. The shared feature is the position: the figure sits in the top-left corner of the box.

A. The shared feature is two different shapes that overlap each other.

D. The shared feature is the position of the dot: at the top of the shape.

A. The shared feature is one dot inside the shape. Choices B, C and D have a line, two dots, or nothing inside.

A. The shared feature is one gap in the outline. A figure with no gap, or with two gaps, does not match.

A. The shared feature is a horizontal line across the shape. A vertical or diagonal line is a different direction.

D. The shared feature is the number of dots inside the shape: four.

B. The shared feature is the shaded part: the top half.

C. The shared feature is the amount shaded: one quarter.

A. The shared feature is two lines that cross inside the shape.

A. The shared feature is the shading pattern: left half black, right half white. Only choice A has the same pattern.

C. The shared feature is that every edge is curved, with no straight sides. The cloud is the only curved choice.

B. The shared feature is the dashed outline. The shapes are different, so shape does not matter.

C. The shared feature is grey shading. The shapes are different, so shape does not matter.

A. The shared feature is six straight sides. Stretching or turning a hexagon does not change the number of sides.

A. The shared feature is the heart shape. Size and shading change, so they do not matter.

B. The shared feature is a pair of the same shape in two sizes, one large and one small.

B. The shared feature is the large size. Shape is different across the three figures, so it does not matter.

B. The shared feature is medium size. Shape and shading are different across the three figures.

B. The shared features are small size and black shading. Choice A has the wrong shading, and choice C has the wrong size.

C. The shared feature is the star shape. Size and shading are different across the three figures.

C. The shared feature is a small shape inside a larger, different shape.

D. The shared feature is five straight sides. A house shape (a square with a triangle roof) has five sides.

D. The shared feature is the five-pointed star. Size, tilt and shading are different.

D. The shared feature is small size. Shading and shape are different across the three figures.

C. The shared feature is four straight sides. A triangle has three, a pentagon has five, and a circle has no straight sides.

C. The shared feature is the direction: each figure points down.

B. The shared feature is the direction: each figure points left. The shapes are different, so shape does not matter.

C. The shared feature is the direction: each figure points up. The shapes are different, so shape does not matter.

C. The shared feature is a single shape in each figure. Size and shape change, so they do not matter.

B. The shared feature is the number of shapes: three in each figure.

B. The shared feature is the number of shapes: two in each figure. Shape and shading change, so they do not matter.

D. The shared feature is two shapes of the same kind that touch each other. Overlapping is different from touching.

Set the chosen figure next to the three given figures and say the shared rule out loud. If the rule fits all four figures and no other choice fits it, the answer is right.

Look for a second shared feature you missed. The three figures may share two things, such as size and shading, and only one choice matches both.

Ignore them. If the shapes are all different, shape does not matter. Only the feature that is the same in all three figures decides the answer.

You see three figures that belong together, and you choose the one answer figure that belongs with them. The three figures share one or more features, and only one answer choice has the same feature.

Find what the three figures have in common. Check shape, size, shading, number of shapes, direction, number of sides, and any extra parts such as a dot or a line.

Two white stars. Across, the shading changes from black to white. Down, the number of shapes changes from 1 to 2. The shape (star) stays the same.

Three black squares. Across, the shading changes from grey to black. Down, the number of shapes changes from 1 to 3. The shape (square) stays the same.

A large grey heart. Across, the shading changes from black to grey. Down, the shape changes from pentagon to heart. The size stays large.

A small black triangle. Across, the size changes from large to small. Down, the shape changes from square to triangle. The shading stays black.

A small black square. Across, the size changes from large to small. Down, the shading changes from grey to black. The shape (square) stays the same.

Two large white stars. Across, the number of shapes changes from 1 to 2. Down, the shape changes from square to star. The size and shading stay the same.

A large grey hexagon. Across, the shading changes from white to grey. Down, the shape changes from triangle to hexagon. The size stays large.

A large black square. Across, the size changes from small to large. Down, the shape changes from circle to square. The shading stays black.

A large white circle. Across, the size changes from small to large. Down, the shading changes from black to white. The shape (circle) stays the same.

Two small black triangles. Across, the number of shapes changes from 1 to 2. Down, the shape changes from circle to triangle. The size and shading stay the same.

A small white circle. Across, the shading changes from black to white. Down, the shape changes from square to circle. The size stays small.

A large grey hexagon. Across, the size changes from small to large. Down, the shape changes from diamond to hexagon. The shading stays grey.

A small black diamond. Across, the shading changes from grey to black. Down, the shape changes from star to diamond. The size stays small.

A large white pentagon. Across, the size changes from small to large. Down, the shape changes from heart to pentagon. The shading stays white.

A large grey triangle. Across, the size changes from small to large. Down, the shading changes from white to grey. The shape (triangle) stays the same.

A large white star. Across, the size changes from small to large. Down, the shape changes from triangle to star. The shading stays white.

An arrow pointing down. Across, the figure makes a quarter turn clockwise, from pointing right to pointing down. Down, the shape changes from triangle to arrow.

A triangle pointing left. Across, the figure makes a quarter turn clockwise, from pointing down to pointing left. Down, the shape changes from arrow to triangle.

A triangle pointing right. Across, the figure makes a quarter turn clockwise, from pointing up to pointing right. Down, the shape changes from arrow to triangle.

A large black circle. Across, the number of shapes changes from 2 to 1. Down, the shape changes from hexagon to circle. The size and shading stay the same.

Three small grey hearts. Across, the number of shapes changes from 2 to 3. Down, the shape changes from diamond to heart. The size and shading stay the same.

Three grey circles. Across, the shading changes from white to grey. Down, the number of shapes changes from 2 to 3. The shape (circle) stays the same.

A white triangle. Down, the shape changes in each row. In every row the shadings black, white and grey each appear once, so Row 3 needs white.

A black hexagon. Every row and every column has all three figures once. Row 3 already has the other two, so the missing figure is the one it lacks.

A square. Every row and every column has all three figures once. Row 3 already has the other two, so the missing figure is the one it lacks.

Three triangles. Across, the number of shapes goes up by 1 each time, starting at 1. Down, the shape changes in each row. Row 3 ends with 3.

A black heart. Down, the shape changes in each row. In every row the shadings grey, black and white each appear once, so Row 3 needs black.

A small grey circle. Across, the size goes large, medium, small. Down, the shape changes in each row. The shading stays grey.

A large black triangle. Across, the size goes small, medium, large. Down, the shape changes in each row. The shading stays black.

A large white hexagon. Across, the size goes small, medium, large. Down, the shape changes in each row. The shading stays white.

A star. Every row and every column has all three figures once. Row 3 already has the other two, so the missing figure is the one it lacks.

Seven stars. In each row, the third figure shows the total of the first two, so 3 + 4 = 7.

A grey square. Down, the shape changes in each row. In every row the shadings white, grey and black each appear once, so Row 3 needs grey.

A white star. Every row and every column has all three figures once. Row 3 already has the other two, so the missing figure is the one it lacks.

Four circles. In each row, the third figure shows the first number take away the second, so 7 - 3 = 4.

Three circles. Across, the number of shapes goes down by 1 each time, starting at 5. Down, the shape changes in each row. Row 3 ends with 3.

Six dots. In each row, the third figure shows the total of the first two, so 3 + 3 = 6.

Four hearts. Across, the number of shapes goes up by 1 each time, starting at 2. Down, the shape changes in each row. Row 3 ends with 4.

Rule out answer choices that break any one rule, such as the wrong size or wrong shading. Keep going until one choice matches every rule across and down.

Put the figure in the gap and read the row and the column again. Both must follow the same rules as the completed rows and columns.

Work out the rule for each feature on its own, such as size across and shape down. Then build the missing figure by combining both answers.

Shape, size, shading (black, white, grey), number of shapes, direction or turn, position, and parts added or taken away. Often two features change at once, so track each one separately.

A grid of figures (usually 2 x 2 or 3 x 3) with one figure missing. The figures follow rules across the rows and down the columns, and you pick the figure that completes the pattern.

Every row (and often every column) contains the same three figures in a different order. The missing figure is the one that row does not have yet.

Look at the first row and ask what changes from one figure to the next. Then check the columns. Name each change in words, such as 'the shape gets bigger' or 'the shading flips'.

If the second number is only a little larger, try adding. If it is much larger, try multiplying. If it is smaller, try subtracting or dividing.

If one step does not fit, look at how close the multiplied number is. For 2 to 5 and 3 to 7, doubling gives 4 and 6, and then adding 1 gives 5 and 7. So the rule is double, then add 1.

Add the two numbers in each pair. If every pair adds to the same total, such as 100, then the missing number is the total minus the first number.

30. Rule: add 5.

16. Rule: multiply by 3, then add 1. 1x3+1=4, 3x3+1=10, so 5x3+1=16.

15. Rule: double, then add 3. 1x2+3=5, 4x2+3=11, so 6x2+3=15.

31. Rule: add 6.

16. Rule: halve, then add 1. 10 halved is 5, plus 1 is 6. 16 halved is 8, plus 1 is 9. So 30 halved is 15, plus 1 is 16.

5. Rule: divide by 10.

79. Rule: subtract 12.

12. Rule: add 3. 12+3=15, 7+3=10, so 9+3=12.

34. Rule: subtract 7.

57. Rule: add 7.

22. Rule: subtract 3.

80. Rule: multiply by 10.

25. Rule: multiply the number by itself (square it). 2x2=4, 3x3=9, so 5x5=25.

19. Rule: multiply by 3, then subtract 2. 2x3-2=4, 5x3-2=13, so 7x3-2=19.

9. Rule: double, then add 1. 2x2+1=5, 3x2+1=7, so 4x2+1=9.

15. Rule: multiply by 3.

15. Rule: divide by 2 (half).

22. Rule: subtract 8.

12. Rule: divide by 5.

35. Rule: multiply by 5.

15. Rule: double, then subtract 1.

2. Rule: each pair adds to 10.

7. Rule: divide by 3.

38. Rule: each pair adds to 100. 100-62=38.

103. Rule: add 13.

12. Rule: divide by 4.

49. Rule: square the number. 7x7=49.

19. Rule: double, then subtract 1. 4x2-1=7, 6x2-1=11, so 10x2-1=19.

18. Rule: multiply by 2 (double).

7. Rule: divide by 5.

77. Rule: subtract 6.

26. Rule: double.

24. Rule: add 4.

33. Rule: take half.

85. Rule: subtract 15.

36. Rule: multiply by 4.

54. Rule: multiply by 6.

24. Rule: add 13.

11. Rule: take half.

Two pairs of numbers follow the same rule, and you find the missing number in a third pair. Find the rule in the first pair, check that it works in the second pair, then use it on the third.

Adding or subtracting the same number, multiplying or dividing by the same number, doubling or halving, squaring, and two-step rules such as multiply then add 1. Pairs that add up to 10 or 100 also appear.

More than one rule can fit the first pair. In 4, 8 the rule could be add 4 or multiply by 2. The second pair, 6, 12, shows it is multiply by 2.

Use the opposite operation to find the missing number. If 4 x ? = 36, divide: 36 divided by 4 is 9. If ? + 5 = 15, subtract: 15 minus 5 is 10.

Put your number in place of the question mark and work out both sides. If they are equal, the answer is right. If not, check your arithmetic and try again.

3. The side without the question mark equals 4, so the other side must also equal 4. That makes ? = 3.

27. The side without the question mark equals 63, so the other side must also equal 63. That makes ? = 27.

5. The side without the question mark equals 30, so the other side must also equal 30. That makes ? = 5.

4. The side without the question mark equals 24, so the other side must also equal 24. That makes ? = 4.

1. The side without the question mark equals 21, so the other side must also equal 21. That makes ? = 1.

5. The side without the question mark equals 25, so the other side must also equal 25. That makes ? = 5.

5. The side without the question mark equals 25, so the other side must also equal 25. That makes ? = 5.

13. The side without the question mark equals 9, so the other side must also equal 9. That makes ? = 13.

7. The side without the question mark equals 14, so the other side must also equal 14. That makes ? = 7.

8. The side without the question mark equals 24, so the other side must also equal 24. That makes ? = 8.

7. The side without the question mark equals 18, so the other side must also equal 18. That makes ? = 7.

3. The side without the question mark equals 12, so the other side must also equal 12. That makes ? = 3.

3. The side without the question mark equals 5, so the other side must also equal 5. That makes ? = 3.

4. The side without the question mark equals 8, so the other side must also equal 8. That makes ? = 4.

9. The side without the question mark equals 39, so the other side must also equal 39. That makes ? = 9.

6. The side without the question mark equals 12, so the other side must also equal 12. That makes ? = 6.

6. The side without the question mark equals 24, so the other side must also equal 24. That makes ? = 6.

2. The side without the question mark equals 52, so the other side must also equal 52. That makes ? = 2.

7. The side without the question mark equals 18, so the other side must also equal 18. That makes ? = 7.

5. The side without the question mark equals 6, so the other side must also equal 6. That makes ? = 5.

8. The side without the question mark equals 20, so the other side must also equal 20. That makes ? = 8.

6. The side without the question mark equals 36, so the other side must also equal 36. That makes ? = 6.

20. The side without the question mark equals 55, so the other side must also equal 55. That makes ? = 20.

5. The side without the question mark equals 8, so the other side must also equal 8. That makes ? = 5.

20. The side without the question mark equals 30, so the other side must also equal 30. That makes ? = 20.

8. The side without the question mark equals 5, so the other side must also equal 5. That makes ? = 8.

8. The side without the question mark equals 20, so the other side must also equal 20. That makes ? = 8.

3. The side without the question mark equals 30, so the other side must also equal 30. That makes ? = 3.

6. The side without the question mark equals 36, so the other side must also equal 36. That makes ? = 6.

10. The side without the question mark equals 30, so the other side must also equal 30. That makes ? = 10.

10. The side without the question mark equals 15, so the other side must also equal 15. That makes ? = 10.

9. The side without the question mark equals 36, so the other side must also equal 36. That makes ? = 9.

8. The side without the question mark equals 42, so the other side must also equal 42. That makes ? = 8.

8. The side without the question mark equals 15, so the other side must also equal 15. That makes ? = 8.

14. The side without the question mark equals 56, so the other side must also equal 56. That makes ? = 14.

5. The side without the question mark equals 15, so the other side must also equal 15. That makes ? = 5.

5. The side without the question mark equals 80, so the other side must also equal 80. That makes ? = 5.

2. The side without the question mark equals 22, so the other side must also equal 22. That makes ? = 2.

3. The side without the question mark equals 45, so the other side must also equal 45. That makes ? = 3.

It means 'is the same value as'. It does not mean 'the answer comes next'. Both sides of the equal sign must balance like a scale.

An equation with a missing number, such as 9 + 13 = 20 + ?, where both sides must have the same value. Work out the side you can calculate, then find the number that makes the other side equal to it.

Find the value of the complete side: 9 + 13 = 22. Then ask what must be added to 20 to make 22. The answer is 2.

Multiplication and division come before addition and subtraction. So 2 + 3 x 4 means 3 x 4 = 12 first, then 2 + 12 = 14.

The numbers grow or shrink quickly, and adding or subtracting a fixed number does not fit. Divide each number by the one before it. If the answer is always the same, that is the multiplier.

Put your number in the gap and test the pattern across the whole series, not just the numbers next to the gap. If every step follows the same rule, the answer is right.

Work out the difference between neighbouring numbers. If the differences are all the same, the series adds or subtracts that number. If they change, look for a pattern in the differences, or try multiplying and dividing.

Each number from the third onward equals the sum of the two numbers just before it, as in 1, 1, 2, 3, 5, 8. Test this when the differences themselves look like the earlier numbers in the series.

The pattern between neighbours looks random, but every second number follows its own pattern. Look at the 1st, 3rd and 5th numbers as one series, then the 2nd, 4th and 6th as another.

13. Pattern: each number is the sum of the two numbers before it.

4. Pattern: two series mixed together: 1, 2, 3, 4 (add 1) and 10, 20, 30 (add 10).

16. Pattern: the differences grow: +1, +2, +3, +4, +5.

31. Pattern: the differences grow by 2: +2, +4, +6, +8, +10.

64. Pattern: multiply by 4 each time.

36. Pattern: square numbers (1x1, 2x2, 3x3, 4x4, 5x5, 6x6).

125. Pattern: cube numbers (1x1x1, 2x2x2, 3x3x3, 4x4x4, 5x5x5).

20. Pattern: the differences grow: +1, +2, +3, +4, +5.

17. Pattern: alternately add 3 then subtract 1.

55. Pattern: add 15 each time.

36. Pattern: square numbers going down (10x10, 9x9, 8x8, 7x7, 6x6).

60. Pattern: subtract 10 each time.

1. Pattern: divide by 10 each time.

30. Pattern: add 6 each time.

90. Pattern: subtract 15 each time.

10. Pattern: divide by 2 each time.

1250. Pattern: multiply by 5 each time.

8. Pattern: two series mixed together: 2, 4, 6, 8 (add 2) and 100, 90, 80 (subtract 10).

38. Pattern: add 9 each time.

21. Pattern: each number is the sum of the two numbers before it.

32. Pattern: the differences grow by 2: +2, +4, +6, +8, +10.

42. Pattern: the differences grow by 2: +4, +6, +8, +10, +12.

54. Pattern: multiply by 3 each time.

40. Pattern: alternately add 10 then subtract 5.

9. Pattern: divide by 3 each time.

18. Pattern: the differences grow: +1, +2, +3, +4, +5.

29. Pattern: each number is the sum of the two numbers before it.

48. Pattern: multiply by 2 each time.

31. Pattern: alternately multiply by 2 then add 1.

23. Pattern: add 4 each time.

4000. Pattern: multiply by 10 each time.

36. Pattern: square numbers (2x2, 3x3, 4x4, 5x5, 6x6, 7x7).

15. Pattern: alternately add 5 then subtract 2.

160. Pattern: multiply by 2 each time.

20. Pattern: two series mixed together: 5, 10, 15, 20 (add 5) and 50, 45, 40 (subtract 5).

20. Pattern: the differences grow: +1, +2, +3, +4, +5.

17. Pattern: add 3 each time.

150. Pattern: add 25 each time.

27. Pattern: subtract 6 each time.

64. Pattern: divide by 2 each time.

32. Pattern: subtract 8 each time.

21. Pattern: add 7 each time.

44. Pattern: subtract 11 each time.

63. Pattern: subtract 9 each time.

200. Pattern: subtract 25 each time, so the first number is 25 more than 175.

25. Pattern: add 5 each time, so the first number is 5 less than 30.

Write the differences between neighbouring numbers and look for a pattern in those differences. If they grow by the same amount (+1, +2, +3...), the series has growing differences. If the numbers grow very fast, test multiplying instead.

A list of numbers that follows a pattern, with one missing number. Look at how each number changes to the next, find the pattern, and use it to fill the gap.

Adding or subtracting the same number, multiplying or dividing by the same number, differences that grow by the same amount each step (1, 2, 3...), two operations that alternate, two separate series mixed together, and adding the two previous numbers.

1, 4, 9, 16, 25, 36, 49, 64, 81, 100 and 121, 144 (1x1, 2x2, 3x3 and so on). The differences between squares grow by 2 each time (3, 5, 7, 9...).

A whole circle. The half circle cut on the fold joins its mirror image across the fold line to make one full circle.

1 hole. The punch cut a half-hole in each layer along the fold, and the two halves join into one whole hole centred on the fold line.

2 holes. The punch went through 2 layers, and the two holes are mirror images of each other across the fold line.

4 holes: one in the top-left quarter, close to the middle of the left edge; one in the top-right quarter, close to the middle of the right edge; one in the bottom-left quarter, close to the middle of the left edge; one in the bottom-right quarter, close to the middle of the right edge. They are mirror images of each other across the fold lines.

4 holes: one in each quarter of the paper, each close to the centre of the paper. They are mirror images of each other across the fold lines.

4 holes. The punch went through 4 layers and the hole is not on a fold line, so there are 4 holes.

8 holes. The punch went through 8 layers and the hole is not on a fold line, so there are 8 holes.

4 holes: one in each quarter of the paper, each close to the outer corner of the paper. They are mirror images of each other across the fold lines.

4 holes: one in each quarter of the paper, each close to the centre of the paper. They are mirror images of each other across the fold lines.

4 holes. The punch went through 4 layers and the hole is not on a fold line, so there are 4 holes.

2 holes. The paper has 4 layers, but the hole is centred on a folded edge, so its halves join and there are only 2 holes.

4 holes: one in each quarter of the paper, each close to the outer corner of the paper. They are mirror images of each other across the fold lines.

4 holes. The punch went through 4 layers and the hole is not on a fold line, so there are 4 holes.

4 holes: one in the top-left quarter, close to the middle of the top edge; one in the top-right quarter, close to the middle of the top edge; one in the bottom-left quarter, close to the middle of the bottom edge; one in the bottom-right quarter, close to the middle of the bottom edge. They are mirror images of each other across the fold lines.

4 holes: one in each quarter of the paper, each in the middle of that quarter. They are mirror images of each other across the fold lines.

4 holes. The punch went through 4 layers and the hole is not on a fold line, so there are 4 holes.

4 holes: one in each quarter of the paper, each close to the centre of the paper. They are mirror images of each other across the fold lines.

Across a vertical fold, the mirror triangle also points up. Across a horizontal fold, the mirror triangle points down. Mirroring flips the shape in the direction of the fold.

2 holes: one in the top-right quarter and one in the bottom-right quarter, each close to the outer corner of the paper. They are mirror images of each other across the fold lines.

1 hole. The paper has 2 layers, but the hole is centred on a folded edge, so its halves join and there is only 1 hole.

2 holes: one in the bottom-left quarter and one in the bottom-right quarter, each close to the middle of the bottom edge. They are mirror images of each other across the fold lines.

2 holes. The punch went through 2 layers and the hole is not on a fold line, so there are 2 holes.

2 holes: one in the top-left quarter and one in the top-right quarter, each close to the outer corner of the paper. They are mirror images of each other across the fold lines.

2 holes: one on the horizontal middle line, in the left half; one on the horizontal middle line, in the right half. They are mirror images of each other across the fold lines.

1 hole. The paper has 2 layers, but the hole is centred on a folded edge, so its halves join and there is only 1 hole.

2 holes: one in the top-left quarter and one in the top-right quarter, each close to the outer corner of the paper. They are mirror images of each other across the fold lines.

2 holes: one in the top-right quarter and one in the bottom-right quarter, each close to the outer corner of the paper. They are mirror images of each other across the fold lines.

2 holes. The punch went through 2 layers and the hole is not on a fold line, so there are 2 holes.

2 holes: one on the vertical middle line, in the top half; one on the vertical middle line, in the bottom half. They are mirror images of each other across the fold lines.

Count the layers (2, 4 or 8). If the hole is not on a fold line, the number of holes equals the number of layers. Each hole on a fold line joins with its partner, so that fold line adds no extra hole.

Count the layers of paper that the punch went through. One fold makes 2 layers, so one hole becomes 2 holes. Two folds make 4 layers, so one hole becomes 4 holes, unless the hole is on a fold line.

A square folded corner to corner makes a triangle. The diagonal is the mirror line, so a hole appears on the opposite side of the diagonal, the same distance from it, and a hole on the diagonal stays as one hole.

The fold line works like a mirror. When you unfold the paper, each hole appears again on the opposite side of the fold line, the same distance from it.

After 1 fold there are 2 layers, after 2 folds there are 4 layers, and after 3 folds there are 8 layers. Each layer gets its own hole.

Each fold line acts as a mirror. A hole on one side of a fold line has a matching hole on the other side, the same distance from the line.

The hole is cut in half on each layer, and the two halves join into one whole hole when the paper is opened. That fold line adds no extra hole.

A sheet of paper is folded one or more times, a hole is punched through the folded paper, and you choose how the paper looks when it is unfolded. The task is to picture where the holes land.

Work backward. Unfold the paper one fold at a time, starting with the last fold you made. At each unfolding step, mirror every hole across that fold line.

Mirroring the holes across only one fold line. Mirror across the last fold first, then mirror all of the holes (the pair, not just the original) across the earlier fold.

Each fold in half makes the folded shape smaller. Knowing which edges are folds and which are open edges tells you where the mirror lines are when you unfold.

Check that the word fits the sentence form: the verb tense, singular or plural, and part of speech. A word that sounds wrong when you read it back is probably wrong.

A, pilot. The sentence gives the definition.

A, library. The sentence gives the definition.

B, younger. A baby has lived for fewer years.

A, honest. The clue is the definition: telling the truth.

A, joyful. Joyful is a synonym of happy.

C, difficult. 'Although' signals a contrast with 'easy'.

A, cancelled. Rain is a good reason to cancel a picnic, and the other words make no sense.

A, starving. Not eating for a long time makes someone very hungry.

B, upset. 'But he stayed calm' shows a contrast: he felt upset but did not show it.

B, wonderful. People clap for something good.

B, rushing. Only ten minutes remain, so he is hurrying.

A, faint. 'Could hardly hear' is the clue for a very quiet voice.

C, but. 'But' shows a contrast between what I wanted and what happened.

B, repair. Fixing the bike helps it work well.

B, excited. People who are excited often have trouble falling asleep.

B, nor. 'Neither' is paired with 'nor'.

B, quiet. People need quiet to read.

A, generous. Sharing is the clue, and generous means willing to give.

A, proud. Smiling all day shows a happy, positive feeling.

A, enormous. 'So large' is the clue.

A, timid. Timid means shy and easily frightened, and the rabbit hid because it was afraid.

B, hibernation. It is the word for a long winter sleep in some animals.

A, clever. Escaping from a cage takes cleverness.

A, praised. Working hard deserves praise.

B, dry. 'Little rain' is the clue.

A, clues. Detectives search for clues.

A, relieved. After a long, hard trip, seeing land brings relief.

A, watered. Plants need water to grow.

B, thick. Thick fog blocks your view.

A, melted. Ice turns into water when it melts.

B, sleepy. Sleeping all afternoon is the result of being sleepy.

A, appear. Magic tricks make things appear or disappear.

A, shy. 'Hardly spoke' matches shy, and 'but later' shows a change.

B, vast. Vast means extremely large, matching 'too wide to see across'.

B, carefully. Slippery roads call for careful driving.

B, hot. The clue 'burned my tongue' shows the soup was very hot.

A, recite. To recite means to say aloud from memory or a page.

B, grew. A seed becomes a tree by growing, and 'grew' is the past tense that fits.

A, argued. 'But they finally agreed' shows they disagreed first.

A, stormy. Strong wind and heavy rain are the clues.

A, beside. The house sits next to the lake.

A, improve. The sentence gives the definition.

Words in the sentence that hint at the missing word's meaning. They can be a definition, an example, a contrast, or a cause and effect. Find the clue first, then choose.

Look for a word part you know. Prefixes like un- (not), re- (again), and pre- (before), and endings like -ful (full of) and -less (without), help you guess the meaning. Then use elimination.

A sentence with a missing word, with several words to choose from. Read the whole sentence, think of your own word that fits, then pick the choice closest to it. Read the sentence again with your answer to check that it makes sense.

But, although, however, even though, and yet. They tell you the missing word is the opposite of what you might expect. Example: 'Although the puzzle looked easy, it was very ___' needs a word like difficult.

Because, so, since, therefore, and so that. They tell you the missing word explains or results from something in the sentence.

A sentence with a happy clue needs a positive word, and a sad clue needs a negative word. If the sentence says 'she smiled all day', pick a positive word such as proud.

Several words may fit loosely, but one fits the clues best. Choose the word that matches the sentence's clues most exactly, such as 'enormous' for a cake that feeds the whole class.

Yes, in a limited way. Practice does not change a student's reasoning ability, but it makes the question types familiar and builds calm, steady test habits.

No. They are original practice items written for this deck to teach the same kinds of reasoning. They are not copies of real test questions, and the real test may look different.

It depends on the board. Some boards test a whole grade and others test students who are referred or nominated. Ask the school how students are selected.

Pick one section for a session. Go through ten cards, set aside the ones that were missed, and then try those again at the end of the session and a few days later.

Start with a few cards from one section, read the front together, let the child think aloud and then read the back. Keep the first sessions short and friendly.

Keep sessions to 10 to 15 minutes, stop on a success, and praise the effort and the thinking rather than only the score. Avoid practising when the child is tired or hungry.

A regular bedtime and a good breakfast support attention and memory. A rested child can usually think more clearly than one who studied late.

Circle or underline them in your mind as you read. A question that asks which one does NOT belong needs the opposite of the answer you would normally look for.

Read the whole sentence again with your chosen word in the blank. If it sounds natural and matches the meaning of the clue words, it is the right answer.

If a child misses more than a few cards in a row in one section, spend extra short sessions on it, starting with the strategy cards before the practice items.

Doubling and halving connect facts. If you know 6 x 4 = 24, then 12 x 4 is double, which is 48, and 3 x 4 is half, which is 12.

A prefix at the start of a word changes its meaning. 'Un-' means not (unhappy), 're-' means again (rewrite) and 'pre-' means before (preview).

A suffix at the end of a word changes its meaning. '-less' means without (careless), '-ful' means full of (joyful) and '-er' often means a person who does something (teacher).

Round the numbers to find a rough answer first. If your exact answer is far from the rough answer, check your work for a slip.

Three batteries: Verbal, Quantitative and Nonverbal. Each battery has three tests, so there are nine tests in all.

It follows the nine CCAT tests: Verbal Analogies, Sentence Completion, Verbal Classification, Number Analogies, Number Puzzles, Number Series, Figure Matrices, Paper Folding and Figure Classification, plus a section on test information, strategies and foundations.

According to Nelson's brochure, each of the three batteries is 30 minutes long. Ask the school how the testing days and breaks will be arranged.

A pentagon has 5 sides, a hexagon has 6 sides and an octagon has 8 sides.

A short session on most days works better than one long session. Rotate through the nine sections so that each one is practised a few times a week.

Short and regular is best: 10 to 15 minutes a day, a few cards from one section at a time. Review missed cards again a few days later.

Check that the question number matches the row on the sheet each time you mark, fill in the answer fully and neatly, and erase mistakes completely.

15 - 7 = 8 and 15 - 8 = 7. Addition and subtraction facts in a family use the same three numbers.

Rules depend on the school and the test instructions, so listen to the directions on test day. If it is allowed, use it to write number differences or to sketch a pattern.

No. It gives a picture of reasoning strengths compared with other students. A school board decides how it uses the results.

Check the directions first. If the test does not take points off for wrong answers, an educated guess is better than leaving a blank. Ask your teacher or read the instructions on test day.

Words such as 'but', 'because', 'although' and 'so' show how parts of the sentence relate. 'But' signals a contrast, and 'because' signals a reason.

Half of 36 is 18, and a quarter of 40 is 10. To find a quarter, take half and then half again.

Even + even = even. Odd + odd = even. Even + odd = odd. These rules help you check whether an answer is possible.

Take a slow breath in through the nose for 4 counts and out for 4 counts. Relax your shoulders, then look at the question again. A calm mind reasons better.

Ask which level the child will take, when it is given, how long each session is, what scores are reported, how results are used and whether there is a practice session for families.

Break it into small parts. Ask what is changing, what stays the same and how two of the pieces are related. Most new questions use familiar ideas in a new way.

Clockwise is the direction the hands of a clock move. Counterclockwise is the opposite direction. A quarter turn clockwise from pointing up is pointing right.

Choose the answer that fits all of the clues or rules, not just some of them. An answer that fits one clue but breaks another is not the best answer.

Canadian Cognitive Abilities Test. It is published by Nelson and is a group test of reasoning ability that many Canadian school boards use.

Reasoning ability, which means how well a student can see patterns and relationships, solve new problems and think with words, numbers and figures. It does not test what was taught in a school subject.

Skip it, mark it, and come back at the end. When you return, rule out choices you know are wrong and choose from what is left.

Ask the child to explain how they thought about it, find the step that went off track together, and then try a similar card the next day.

It shows how you reason on one day, and it is only one piece of information about you. Do your best, stay curious about the puzzles and let go of questions once you have answered them.

A line that divides a shape into two halves that match like mirror images. A square has 4 lines of symmetry and a circle has endless lines of symmetry.

A score that compares a student with a group of other students. A percentile rank of 80 means the student scored the same as or better than 80 out of every 100 students in the comparison group.

Multiply by 10, then take half. For 5 x 8, think 10 x 8 = 80, and half of 80 is 40.

Multiply by 10 and subtract the number. For 9 x 7, think 10 x 7 = 70, then 70 - 7 = 63.

A score from 1 to 9 that sorts results into nine bands. A stanine of 5 is in the middle. Higher numbers are higher scores. Ask the school which scores it reports, because boards differ.

A word with nearly the same meaning as another word, such as 'big' and 'large'. Knowing synonyms helps with Verbal Analogies and Sentence Completion.

An age rank compares a student with others of the same age. A grade rank compares a student with others in the same grade. Ask the school which kind it uses.

A word with the opposite meaning of another word, such as 'hot' and 'cold'. Antonym pairs are common in analogies.

Counting by the same number, such as 3, 6, 9, 12 or 4, 8, 12, 16. It builds the times tables and helps you spot patterns in a Number Series.

Read the whole question and look at every answer choice before you decide. Many wrong answers look right until you have seen all the choices.

Subtract each number from the next to find the differences. If they are equal, the series adds or subtracts. If they grow, check for growing differences or multiplication.

Look at one row, then one column, and name each change in words. Build the missing figure by applying the row rule and the column rule together.

Find every feature the three figures share, ignore the features that differ, and choose the one answer that has all of the shared features.

Work out the side you can calculate, then find what makes the other side equal. Use the opposite operation (inverse) to find the missing number, then check by putting it back.

Work backward. Unfold one fold at a time, starting with the last, and mirror every hole across that fold line. Count the layers to check your number of holes.

Say the relationship between the first two words in a sentence, such as 'a kitten is a young cat'. Then use the same sentence with the third word to find the fourth.

Name the group the words belong to, such as 'animals that swim' or 'tools for cutting'. Then choose the word or answer that fits that group.

Cross out answer choices that cannot be right, one at a time. Each choice you remove makes the correct answer easier to find and a guess more likely to be right.

400. The 4 is in the hundreds place, so its value is 4 x 100.

Keep it light and encouraging, such as 'Do your best and stay calm'. Avoid talk about scores, cut-offs or comparing with other children.

Ask the school how the scores are used and what they mean. Treat the results as one piece of information about how the child reasons, alongside classroom work and the child's own interests.

Sleep well the night before, eat a good breakfast, arrive on time and follow the school's instructions about what to bring. A rested brain works faster and more clearly.

Test the rule on both the example pair and the pair with the missing number. A rule that works on only one pair is not the right rule.

Listen to the directions and try the practice items. Make sure you understand what the question asks before the timed part starts.

Stop for a moment, breathe slowly and look away from the page for a few seconds. Then read the question again from the beginning and work on one small step.

Go back to the questions you skipped, then check the answers you were unsure about. Make sure every question has an answer and every answer is marked in the right row.

Compare them part by part. Find the one feature that is different, then go back to the question and decide which version matches the pattern or rule.

Only when you find a clear reason, such as a mistake in your work or a missed clue. Do not change an answer just because you feel nervous.

Sources disagree (some say Level 10, others Level 11), so check with the school board. The reasoning skills on these cards are the same kinds used across the levels.

The CCAT has levels for Grades 3 to 12 (Levels 9 to 17/18). Each grade is given the level that matches its age group.

Figure Matrices, Paper Folding and Figure Classification.

Number Analogies, Number Puzzles and Number Series.

Verbal Analogies, Sentence Completion and Verbal Classification.

Many boards use it to find students who may need enrichment or gifted programming, and to understand how students reason. Each board sets its own purpose and cut-offs, so ask your board.

It measures reasoning with shapes and patterns instead of words, so it does not depend on reading skill or on the language a student speaks at home.

The relationship has a direction. 'Wheel is to car' (part to whole) is not the same as 'car is to wheel'. Keep the same direction in both pairs.

Each battery is timed. Spending too long on one hard question can leave later, easier questions unanswered. Move on after a reasonable try and come back if time allows.

Book. Relationship: a worker and what they make.

Cat. Relationship: a sound and the animal that makes it.

End. Relationship: synonyms.

Tiny. Relationship: degree. Huge is a stronger word than big, and tiny is a stronger word than small.

Hive. Relationship: animal and its home.

Eat. Relationship: an object and what you do with it.

Sweep. Relationship: tool and its job.

Toronto. Relationship: a country or province and its capital city.

Frog. Relationship: a young stage and what it becomes.

Play. Relationship: part to whole.

Hot. Relationship: degree. Freezing is very cold, and hot is very warm.

Eggs. Relationship: animal and what it gives us.

Winter. Relationship: opposites.

Two. Relationship: a word for a group and the number it stands for.

Full. Relationship: opposites.

Hear. Relationship: body part and what it does.

Near. Relationship: synonyms.

Foot. Relationship: part to whole. A finger is part of a hand, and a toe is part of a foot.

Happy. Relationship: a facial expression and the feeling it shows.

Cowardly. Relationship: opposites. Generous and selfish are opposites, and so are brave and cowardly.

Mad. Relationship: synonyms. Happy and glad mean nearly the same, and so do angry and mad.

Bat. Relationship: a sport and the equipment used to hit in it.

Down. Relationship: opposites.

Cow. Relationship: a young animal and its adult.

Fish. Relationship: a place and what it holds.

School. Relationship: an animal and the name of its group. A group of lions is a pride, and a group of fish is a school.

Mass (weight). Relationship: a unit and what it measures. A metre measures length, and a kilogram measures mass.

February. Relationship: what comes next in order.

Freeze. Relationship: a machine and what it does.

Pen. Relationship: a worker and the tool they use.

Bus. Relationship: a person and the vehicle they operate.

Cat. Relationship: a young animal and its adult. A puppy is a young dog, and a kitten is a young cat.

Tree. Relationship: example and category. A rose is a kind of flower, and an oak is a kind of tree.

Write. Relationship: tool and its job. Scissors are used to cut, and a pencil is used to write.

Chick. Relationship: the beginning and what it grows into.

Honey. Relationship: an animal and what it gives us.

Hand. Relationship: something you wear and the body part it covers.

Book. Relationship: part to whole.

Night. Relationship: what you see in the sky during that time.

Narrow. Relationship: opposites.

Hospital. Relationship: worker and where they work.

Time. Relationship: an instrument and what it measures.

Shiver. Relationship: a feeling and the way the body shows it.

Airplane. Relationship: part to whole.

Run. Relationship: a gentle action and a stronger action of the same kind. Whispering is quiet speaking and shouting is loud speaking, just as walking is slow and running is fast.

Make your linking sentence more exact. The right answer matches the same relationship and the same word order. For 'hot is to cold', 'up is to down' fits, but 'up is to high' does not, because the first pair are opposites.

One word is an example of the other word's group. Example: rose is to flower as oak is to tree. Linking sentence: 'A is a kind of B'.

The second word is a stronger or weaker version of the first. Example: cold is to freezing as warm is to hot. Linking sentence: 'B is a stronger way to be A'.

The first word is a part of the second. Example: finger is to hand as toe is to foot. Linking sentence: 'A is a part of B'.

Both words in each pair have nearly the same meaning. Example: big is to large as small is to tiny. Linking sentence: 'A and B mean about the same thing'.

The first word is a tool and the second is what it does. Example: scissors is to cut as pencil is to write. Linking sentence: 'You use A to B'.

A pair of words that share a relationship, followed by a second pair with the same relationship. It looks like 'A is to B as C is to ___'. You find how A and B are connected, then pick the word that connects to C the same way.

The first word is a person and the second is what they make or where they work. Example: baker is to bread as author is to book. Linking sentence: 'A makes B' or 'A works in B'.

The words in each pair are opposites. Example: hot is to cold as up is to down. Linking sentence: 'A is the opposite of B'.

Make a sentence that links the first two words, such as 'A puppy is a young dog'. Then use the same sentence with the third word and check each answer choice. The answer must work in the same order.

Yes. Words can be grouped by use (things for writing), by feature (things that are round or cold), or by place (things found in a kitchen). Look for the link that fits all of the given words.

In classification you choose the word that belongs with the group. In odd one out you choose the word that does not belong. Read the question carefully so you do not mix them up.

They are countries.

They can all fly or float in the air.

They are tools for measuring.

B, grape. The group is fruits.

A, branch. The group is parts of a tree.

A, caribou. The group is mammals found in Canada.

A, generous. The group is good qualities of a person.

A, cereal. The group is foods made from grains.

B, bicycle. The group is vehicles. The other choices are related to cars but are not vehicles.

B, cow. The group is animals.

A, rectangle. The group is shapes.

A, cool. The group is words that describe temperature.

A, snicker. The group is ways of laughing.

A, iron. The group is metals.

A, wrench. The group is tools.

B, nervous. The group is feelings.

A, basketball. The group is sports.

A, mile. The group is units of length.

A, October. The group is months of the year.

A, garage. The group is rooms in a house.

A, stream. The group is bodies of water.

A, tea. The group is drinks.

A, west. The group is compass directions.

A, shoulder. The group is body parts.

A, birch. The group is trees.

A, seven. The group is numbers.

A, crayon. The group is things that write or draw.

A, flute. The group is musical instruments.

B, yellow. The group is colours.

A, owl. The group is birds. A bat flies but is a mammal.

A, soil. The group is natural earth materials.

A, Jupiter. The group is planets.

A, jacket. The group is clothing.

A, bench. The group is furniture for sitting.

A, chopsticks. The group is things used to eat with.

A, firefighter. The group is jobs.

A, miniature. The group is words that mean small.

A, Halifax. The group is Canadian cities. Ontario is a province and Canada is a country.

A, perch. The group is fish.

A, mumble. The group is ways of speaking quietly.

A, spring. The group is seasons.

A, linen. The group is fabrics.

Animals, plants, foods, clothing, tools, vehicles, places, feelings, colours, shapes, numbers, materials, body parts, jobs, and instruments. Knowing them helps you spot groups fast.

Make your group name more exact, then see which choice fits all the given words. If still unsure, pick the choice that fits the same kind of word as the others.

You see a group of words and must pick the word that belongs with them. Find what the given words have in common, name the group, then choose the answer that fits that group.

Name the group before looking at the choices. If the words are cat, horse, and rabbit, say 'animals' to yourself first. This stops tricky choices from pulling you off track.

Words like bat, bank, and bark can be in different groups. Use the other given words to decide which meaning fits. Bat belongs with sports equipment next to 'ball' and 'glove', but with animals next to 'owl'.

A group that is too broad can let wrong answers fit. Apple, pear, and plum are 'fruits', which is more exact than 'food', so a carrot or bread does not belong.