Math abilities are important predictors of both children's academic achievement and their outcomes in adulthood such as full-time employment and income. Previous work indicates that parenting factors (i.e., parental education, parent math ability, frequency of math activities) relate to children's math performance. Further, research demonstrates that both domain-general (i.e., language skills, inhibitory control) and domain-specific (i.e., approximate number system acuity, tendency to spontaneously focus on number) cognitive predictors are related to math during early childhood. However, work to date has not examined all of these factors together to identify their unique contributions for young children's math abilities. Thus, in the present study we examine whether parent-level and child-level factors uniquely explain children's math abilities. To this end, 112 four-year-old children and one of their parents completed a battery of assessments and questionnaires. Results indicate that children's math performance is uniquely predicted by the frequency of home math activities reported by the parents, as well as children's own inhibitory control, approximate number system acuity, and tendency to spontaneously focus on number. These parent- and child-level factors provide independent targets for future interventions aimed at improving early math performance.