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‪The objective of this study is to examine the characteristics of verbal arithmetic problems in textbooks for pupils in cycle 2 (6 to 9 years) in France. 3,134 wordings from twelve textbooks were categorised according to their congruence/incongruence in terms of substitution, scenario and simulation analogies. The results show that some types of problems are under-represented. They also reveal a heterogeneous distribution of rates of congruence and incongruence depending on the type of analogy, school year, textbook, and the arithmetic operation required to solve them. These results are discussed from the point of view of their implications for the teaching of arithmetic operations.‪