In general, people tend to examine and reevaluate the suitability of the results to end the activity. In particular, it is essential to check and to review operations in the process of solving a mathematical problem, since it enables the evaluation of the reasonability of the data presented by the given problem. This study aimed to detect and enhance the control and verification activities of students as they solved pseudo-real problems associated with the systems of equations with two unknowns in high schools. The empirical sample consisted of 91 10th grade students, and the instrument used was made up of four pseudo-real problems. The teaching process covered the individual as well as the group stages of the work, especially the participants' discussion stages. To clarify the verification and control process of the students when solving the given problems, the researchers analyzed the data collected qualitatively. It turned out that the students stopped verifying the results and managed to resolve all the problems with the initial conditions. The answers did not appear to be realistic in all the students' worksheets in the process. Nevertheless, in the course of such learning, the students became more aware of the fact that they never before had to verify and control the results of the problems. Moreover, empirical findings produced various vital implications for teachers and students and recommendations.