The wealth of assessment options that exists offers teachers and students a "menu" of selections. Just as matching appetite needs with appropriate food selection is fundamental to a successful dining experience, matching assessment options to targeted achievement needs is crucial to an effective assessment experience. The author uses a geometry standard from the Virginia Standards of Learning for fifth graders as an example to explore an assortment of student-centered assessment options. This standard expects students to learn to "identify, compare, and analyze properties of three-dimensional (solid) geometric shapes (cylinder, cone, cube, square pyramid, and rectangular prism)." Presented with a variety of palatable, inquiry-based, creative learning choices in geometry, the author and her fifth graders found tremendous satisfaction in meeting target goals for reasoning skills and taking important "next steps" in learning. The author organizes her instruction of mathematics through this approach: standard identification, achievement target category, and assessment options for demonstration of mastery of objectives. Math teachers can organize instruction in each of the mathematics strands through this similar approach. This approach to teaching and learning provides entry points to math concepts for students with many different needs. (Contains 7 figures and 3 tables.)