This paper present findings from a textbook analysis which examined the structure and patterns of variation of addition examples presented in a grade 2 mathematics teachers' guide (TG) and learners' textbook (LT). Classification scheme for addition problems was used to analyse the structure of the examples, and Mathematics Discourse in Instruction framework for Textbooks was used to analyse their patterns of variation. The findings revealed that the example sets in the TG and LT afford development of additive reasoning as they contain different patterns of variation that might lead to higher levels of generality if teachers focus learners' attention to these. The examples however constrain development of additive reasoning as they comprise of only one structure with both addends given and require calculating the result. To decide a better professional development for teachers, it is necessary to study how teachers use these resources to plan and deliver mathematics lessons.