The current study examined preschoolers’ (N = 801) age-related performance on one measure of verbal counting and two measures of cardinality (“how many” and “give n”) aligned with the kindergarten Common Core State Standards for Mathematics (CCSSM) and included in the majority of states’ early learning guidelines for mathematics. Children were grouped into five age categories (3, 3.5, 4, 4.5, 5, 5.5), and within-age-group average rates of correct responses for each item within these three measures were calculated. Results demonstrated that the majority of children were already successfully meeting the CCSSM standards for both cardinal number knowledge tasks (86.5% and 53.3%, respectively) prior to kindergarten entry but that only 18.9% of the children were meeting the standard for verbal counting. Findings indicate potential misalignment between children’s existing capabilities and the CCSSM standards for cardinality and underscore the need to conduct large, nationally representative studies measuring children’s abilities on items that more closely assess the specific mathematics skills included in the CCSSM and early learning guidelines.

当前研究检查学龄前儿童（Ñ= 801）与年龄相关的表现，其中一项是口头计数，另一项是基数（“多少”和“给定n”），与幼儿园通用核心州立数学标准（CCSSM）一致，并包含在大多数州的“数学的早期学习指南。将儿童分为五个年龄类别（3、3.5、4、4.5、5、5.5），并计算出这三个量度内每个项目正确回答的年龄组内平均比率。结果表明，大多数儿童在进入幼儿园之前就已经成功地满足了两个基本数字知识任务的CCSSM标准（分别为86.5％和53.3％），但是只有18.9％的儿童达到了口头计数标准。