This paper present findings from a study which aimed at examining mathematical opportunities available in Malawian grade 1 textbook and their ability to enhance learners’ understanding of number concept through outcome based education (OBE). Two elements (examples and tasks) of the Mathematics Discourse in Instructional analytic framework for Textbook Analysis (MDITx) were used to guide analysis of the textbook. The results show that the textbook has provided learners with mathematical opportunities to understand the number concept using different levels of examples which are presented with real life graphics. However, lack of variety in terms of the tasks provided in the textbooks is viewed as a limiting factor to enhancing learners’ understanding of number concepts through independent practice and critical thinking, hence not achieving some of the goals of OBE.