To understand relationships between students' quantitative reasoning with fractions and their algebraic reasoning, a clinical interview study was conducted with 18 middle and high school students. The study targeted a balanced mix of students with 3 different multiplicative concepts, which are based on how students coordinate composite units (units of units). Students participated in two 45-minute semi-structured interviews and completed a written fractions assessment. This paper reports on how students with the second and third multiplicative concepts demonstrated the use of a distributive operation in fraction and algebraic problem solving. [For the complete proceedings, see ED585874.]