Mr. Hill's seventh grade math class has been learning about random sampling and how it tends to produce samples that are representative of an entire population. They've also learned that if a sample is representative of the entire population, then estimates or predictions made based on the sample usually apply to the population as well. Today, in class, they are also learning about variation in random sampling. That, although predictions and estimates about the population can be made from a random sample, different random samples will often produce slightly different predictions or estimates. To demonstrate this concept to his students, Mr. Hill is going to use simulation.

He begins the lesson by explaining to the class that a certain university in the United States has a student enrollment of 19,100. Mr. Hill knows the percentage of students that are male and the percentage of students that are female. Using simulation and random sampling, he wants his seventh grade students to estimate both the percentage of male students and the number of male students that are enrolled in this university.

To conduct the simulation, Mr. Hill has placed one hundred colored chips in a bag, using the appropriate percentages of enrolled male and female university students. Red chips represent males, and yellow chips represent females. Each seventh grade student will randomly select twenty chips, record the colors they selected, and put the chips back in the bag. At this point, each seventh grade student will only know the results of their own random sample.

Suppose a different student reaches in the bag, randomly selects their twenty chips, and estimates that 60% of the students are male. How many yellow chips were in their sample?
yellow chips.