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The alignment between the geometric and metric content evaluated in the Tests of Knowledge (Grade 5) and the suggestions of the Curriculum Guidelines and Standards have been studied. The data are considered qualitatively and inductively; the data was analysed by categories: thoughts and knowledge associated with the study of geometry and measurement. The research evidence, Among several aspects, that the test tends to evaluate the ideas spatially and metric separately, to ignore its link with other thoughts and to privilege, in some occasions, the disjointed competencies of specific content. In conclusion, the alignment studied is not adequate, therefore, making decisions to prepare students for the application of the test should carefully consider their results and the questions discussed in it. If not, we seek reflections that go against the suggestions of the official documents that determine the curriculum in Colombia. [ABSTRACT FROM AUTHOR]