The multiplication principle (MP) is foundational for combinatorial problem-solving. From a units-coordination perspective, applying the MP with justification entails establishing unit relationships between the number of options at each independent stage of a counting process and the total number of combinatorial outcomes. Existing research literature, however, has not captured, generally, how students establish these unit relationships. We provide a second order model of an advanced stage 2 college student, Ashley, who had no prior combinatorics instruction, as she engaged in solving combinatorics problems that we considered to involve the MP. Our findings suggest that Ashley began by interpreting combinatorics problems using her whole number iterative units coordination scheme. Through engagement with the teacher-researcher, Ashley constructed combinatorial composites using a pairing operation, units coordination, and units simplification. We also found that Ashley was able to create a three-level-of-unit structure in activity, and to use notation that she produced to re-instantiate the reasoning that produced this unit structure. Doing so provides novel insights into how advanced stage 2 students, especially those at the college level, can use notation to manage complex unit relationships.