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Mathematical reasoning flexibility across physics contexts is a desirable learning outcome of introductory physics, where the “math world” and “physical world” meet. Physics Quantitative Literacy (PQL) is a set of interconnected skills and habits of mind that support quantitative reasoning about the physical world. The Physics Inventory of Quantitative Literacy (PIQL), which we are currently refining and validating, assesses students’ proportional reasoning, co-variational reasoning, and reasoning with signed quantities in physics contexts. In this paper, we apply a Conceptual Blending Theory analysis of two exemplar PIQL items to demonstrate how we are using this theory to help develop an instrument that represents the kind of blended reasoning that characterizes expertise in physics. A Conceptual Blending Theory analysis allows for assessment of hierarchical partially correct reasoning patterns, and thereby holds potential to map the emergence of mathematical reasoning flexibility throughout the introductory physics sequence.