Research studies are abundant in pointing at how the transition from additive to multiplicative thinking acts as a core challenge for students' understanding of proportionality. This said, we have yet to understand how this transition can be supported, and there remains significant questions to address about how students experience it. Recent work on proportional reasoning has pointed to a type of strategy, called "relative", that appears to be lodged right between additive and multiplicative ways of thinking. This sort of "in-between" strategy raises significant interest and motivates further analysis. In this paper, I explore several of these relative strategies engaged in by a 13-year-old student, Marie, during a series of individual interviews. The analysis outlines several dimensions that can inform as much the transition from additive to multiplicative thinking than proportional reasoning itself. [For the complete proceedings, see ED658295.]