Recent advancements in educational research have underscored the significance of Multiple Representations (MR) in teaching practices, supporting student learning outcomes. Despite this progress, to our knowledge, two issues remain open: currently, there is no established tool for evaluating the quality of representations used in learning materials and there is no comprehensive research on how such representations are integrated into teaching resources, especially in school textbooks. Our study aims to address these gaps by developing an analytical tool for categorizing representations in physics learning materials. We designed a grid for the analysis based on the theoretical underpinnings of MR, Cognitive Load Theory, and Modes of Reasoning sub-frameworks. This grid helps identify MR features: building parameters, functionalities, and level of optimizations for learning environment usage, thus establishing the insights necessary to improve and enhance the quality of the representations. We also tested and applied this tool to Force Diagrams (FDs), which are commonly used in helping students learn mechanics, examining these representations across selected chapters from widely used high school physics textbooks. In this paper, we provide the results of our investigation of the current state of FDs in these textbooks as a compare-and-contrast case study. At the same time, we aim to offer insights into the effectiveness and potential areas for improvement in deploying MR for teaching-learning purposes.